Ole Smørdal

• Rasmussen, Ingvill; Rødnes, Kari Anne; Smørdal, Ole; Warwick, Paul; Dolonen, Jan Arild & Ludvigsen, Sten Runar (2026). Thinking together with Talkwall: conceptualizing interactional processes. Mind, Culture, and Activity. ISSN 1074-9039. doi: 10.1080/10749039.2026.2646663. Full text in Research Archive
• Sævarsdottir, Margret; Hovland, Marit & Smørdal, Ole (2026). Sustainable Food Education: A Case Study of a Collaboration between an NGO and a Lower Secondary School. Acta Didactica Norden (ADNO). Full text in Research Archive Show summary

  The whole-school approach is a strategy that facilitates effective teaching in sustainable development (ESD). The strategy implies that involvement should take place at several levels to promote ESD. This article examines the meeting between teachers, students and an external actor in the school. The study observed how teachers translated an external training scheme, called “FoodGain”, from an NGO to their own teaching practice. In addition, we look at whether the scheme promoted action competence among the students. "FoodGain", is a sustainable food education plan consisting of three workshops for teachers and students. The aim of the scheme was to teach students to prevent food waste by developing better judgment about groceries and awareness of the climate consequences linked to food waste. The education plan was the basis for a three-year collaboration between voluntary organizations and a municipality in Eastern Norway aimed at secondary school students in the 9th grade (14–15 years). The main finding indicates that external actors, in this case a voluntary organisation, must pay more attention to involving teachers when they prepare the teaching plan in addition to accommodating the school's practice. “FoodGain” is to a large extent a normative teaching scheme which to a small extent promoted action competence among the students.

• Amundrud, Anja; Christensen, Ingrid; Smørdal, Ole & Ludvigsen, Sten Runar (2023). Exploring the Potential of a Co-Creation Platform for Children and Youth. In Damsa, Crina I.; Borge, Marcela; Koh, Elizabeth & Worsley, Marcelo (Ed.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023. International Society of the Learning Sciences. ISSN 9783030895815. Full text in Research Archive
• Amundrud, Anja; Rasmussen, Ingvill; Smørdal, Ole & Ludvigsen, Sten Runar (2023). Classroom Talk for Learning: Support for and From Microblogging. In Damsa, Crina I.; Borge, Marcela; Koh, Elizabeth & Worsley, Marcelo (Ed.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023. International Society of the Learning Sciences. ISSN 9783030895815. Full text in Research Archive
• Major, Louis; Smørdal, Ole; Warwick, Paul; Rasmussen, Ingvill; Cook, Victoria & Vrikki, Maria (2022). Investigating digital technology’s role in supporting classroom dialogue: integrating enacted affordance into analysis across a complex dataset. International Journal of Research & Method in Education. ISSN 1743-727X. 46(1), p. 37–55. doi: 10.1080/1743727X.2022.2032632. Full text in Research Archive Show summary

  Analysing the interaction between classroom dialogue and digital technology is challenging. Studies in this area typically draw on methods developed for the analysis of spoken interactions. This article reports on a new approach for analysing the enacted affordances of digital technology in classroom dialogue. Using examples from cross-country research investigating the Talkwall microblogging platform, involving 20 teachers and over 400 learners aged 11–13 in England and Norway, it outlines a rigorous process for data categorization – and subsequent inductive and deductive analysis – that enables holistic and multi-levelled examinations of the role of technology in supporting dialogue. This framework features three cyclical phases for the analysis of teacher – and student-student interactions: (i) categorizing and organizing complex classroom data; (ii) coding spoken dialogue; (iii) analysing enacted affordances. The significance of this work lies in examining underpinning theory and illustrating a systematic new methodological approach to analysing learning and teaching in classrooms featuring dialogue and technology. This extends traditional notions of the affordances of digital technology by better taking into account the manner in which these are enacted in dialogic classrooms. Critical reflections, exemplifications and recommendations are provided.

• Smørdal, Ole; Rasmussen, Ingvill & Major, Louis (2021). Supporting classroom dialogue through developing the Talkwall microblogging tool: considering emerging concepts that bridge theory, practice and design. Nordic Journal of Digital Literacy. 2, p. 50–64. doi: 10.18261/issn.1891-943x-2021-02-02. Full text in Research Archive Show summary

  Through reflecting on a ten-year design-based research process involving teachers as co-designers, this paper develops a concept-driven approach for designing technology support for classroom dialogue. Specifically, we focus on four ‘bridging’ concepts that emerged from the research-practitioner partnerships in addition to how these guided the design of Talkwall, an educational microblogging tool similar to Twitter. The four bridging concepts: contribution, feed, wall, and space for the teacher; are defined and discussed in relation to design articulations for Talkwall, design of similar educational microblogging tools, and the role of material-dialogic spaces for classroom dialogue. A concept-driven approach fosters intermediary forms of knowledge that may be significant for design-based research. This is because designers, teachers, and researchers can extend their repertoires through synergy and exchange between the researchers’ scholarly knowledge and the teachers’ craft knowledge. We exemplify this by examining how a concept-driven approach enabled the exploration of new designs for material-dialogic spaces relating to Talkwall.

• Amundrud, Anja; Smørdal, Ole & Rasmussen, Ingvill (2021). #Fact or #opinion: the educational design of a microblogging activity intended to engage students in productive interactions. Technology, Pedagogy and Education. ISSN 1475-939X. doi: 10.1080/1475939X.2021.1991997. Full text in Research Archive Show summary

  Educational activities using microblogging co-located with face-to-face communication might promote productive classroom interactions. However, much depends on how teachers design those activities. This article explores how the educational design of an activity that uses microblogging engages lower secondary school students in classroom interactions that are productive for learning. It presents a study of one teacher’s educational design in which students (aged 12–13) in a Norwegian classroom use microblogging to explore distinctions between facts and opinions. Moreover, the authors consider how the students pick up on the educational design. The findings show that an educational design involving microblogging can provide new possibilities to facilitate peer interactions by systematically enabling students to access more of their peers’ ideas, produce and discuss collective ideas and participate in exploratory talk. In particular, the use of hashtags proves suitable for facilitating peer interactions with the aim to develop students’ critical thinking.

• Amundrud, Anja; Smørdal, Ole; Zhang, Jianwei; Chen, Mei-Hwa; Kalir, Remi & Chen, Bodong [Show all 11 contributors for this article] (2021). Advancing technology environments for learning communities. In Hmelo-Silver, Cindy E.; Wever, Bram De & Oshima, Jun (Ed.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021. International Society of the Learning Sciences, Inc.. ISSN 9781737330622. p. 239–248. Full text in Research Archive Show summary

  This symposium will examine and envision new possibilities to design next generation technology environments for advancing the study of classroom learning communities as a pedagogical approach. Of the many different kinds of technology environments used in educational research, technology designed for learning communities represents a unique genre in which the environments must support particular epistemic values, modes of learning, and discourse. The talks in this session represent five distinct projects, each focusing on the features of a technological environment and how they support learning communities (e.g., making learners’ ideas salient; representing community knowledge; enabling idea interaction across boundaries; fostering a sense of progress). Across the papers, we identify cross-cutting research priorities and common technological elements that characterize this pivotal research area, with implications for future research and the development of communitysupporting technology.

• 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 9781138592711. p. 31–49. doi: 10.4324/9780429489839. Full text in Research Archive Show summary

  High-quality classroom dialogues improve students’ capacities to learn school subjects and help them develop more general skills such as collaboration and critical thinking. In this chapter, we take a sociocultural stance toward learning and cognition. “Gap-closing” is used as a key concept to understand and explain why and how teachers and students interact in order to advance students’ agency. To effectively enhance classroom dialogues, teachers need to use language in specific ways, which can be supported by digital tools like Talkwall. Talkwall is a web-based micro-blogging tool that enables students to send short text messages during classroom discussions with their tablets or mobile phones. Their contributions are then shared and represented visually; the developing ideas are connected in a digital representation that participants can continually refer to throughout the dialogue, keeping each idea present and available for the whole class. Talkwall is designed to support the movement of classroom dialogues between teacher-led, whole-class discussions and small, student-group discussions. The empirical illustration used in this chapter is based on an interaction analysis of how students and teachers use rap lyrics to learn literary methods and concepts.

• 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 (ISLS). ISSN 9781732467231. p. 993–996. Full text in Research Archive Show summary

  Talkwall is a freely available browser-based tool designed to support classroom dialogue and interaction. When aligned to an appropriate pedagogy, it is intended that Talkwall can encourage students to engage and share their developing ideas, and promote positive dialogic interactions. Research-practice partnerships and design-based research with teachers as co-designers is a key theme in this research programme. We argue the bridging concepts facilitate exchange both ways between theory and practice, and that the material outcome of the design incorporates and displays the ideas for future practice, and as such it contains the embryonic starting point of what ‘might be’.

• Gil, Alfredo Jornet; Arnseth, Hans Christian & Smørdal, Ole (2019). Makerspaces in the Making: Reconfiguring Cultures of Facilitation across the Kindergarten and the Science Museum. In Blum-Ross, Alicia; Kumpulainen, Kristiina & Marsh, Jackie (Ed.), Enhancing Digital Literacy and Creativity. Makerspaces in the Early Years. Routledge. ISSN 9780367197889. doi: 10.4324/9780429243264. Full text in Research Archive Show summary

  This chapter explores the issue of agency as a central feature of makerspaces, and the challenges and opportunities that may emerge in that regard when such spaces are designed targeting young learners. Educational research tends to emphasize how makerspaces offer engaging and interesting activities that children find motivating. In studies investigating makerspaces, the idea of disruption has been explored with regard to the social materiality of given technologies such as electronic textiles With regard to agency and creativity, researchers have been concerned with the development of models that enable us to identify the learning happening in makerspaces. The institutional level involves an interest in how institutional practices, where particular historically developed institutional roles and objectives are made relevant, impact on children’s creative making in the museum. The cultural-historical perspective taken has methodological implications that are grounded in the view that one way to understand a social practice is by changing it.

• Johannesen, Monica; Øgrim, Leikny & Smørdal, Ole (2016). Facebook as an actor - a case of students negotiating their social presence in an online course. Seminar.net - Media, technology and lifelong learning. 12(1). doi: 10.21125/iceri.2016.0307. Full text in Research Archive Show summary

  This article reports on a study of a higher education online course based on asynchronous communication. The selection of technology for online discussions aimed at creating a sense of togetherness among the teachers and the students. This choice proved to be a source of insights into the differences of agency of a virtual learning environment (VLE) compared to social media when it comes to social presence. We discuss the agency of Fronter, our formal VLE, and Facebook, when it comes to their effect on the relevant social networks at hand. Important issues identified are related to the quality and nature of the professional and social relations between teachers and students as well as their technology practices in the online course. The discussions are based on the concepts of immediacy and intimacy, as these issues kept appearing in the interviews with the students. The article suggests that the differences of materiality between VLEs and social media, exemplified here by Fronter and Facebook, matter in several respects: how social relations are established and sustained, the agency of the technology in respect to social presence and control and how the technologies affect the quality of dialogic pedagogy.

• Smørdal, Ole; Liestøl, Gunnar & Erstad, Ola (2016). Exploring situated knowledge building using mobile augmented reality. QWERTY - Interdisciplinary Journal of Technology, Culture and Education. ISSN 1828-7344. 11(1). Full text in Research Archive Show summary

  Emergence of ‘smart’ mobile technologies has the potential to challenge our current understanding of digital tools and environments as a means for knowledge building. Within this framework, we have explored experiential and situated knowledge building that is contextualized across physical locations and digital environments by means of mobile augmented reality. We report from a design experiment in collaboration with a 9th grade science teacher in Oslo. The topic was set to be socio-scientific issues related to climate change, and we designed a mobile augmented reality application based on a 3D situated simulation including historical cues and open questions for the students to investigate This environment was accessed from the school campus and on the proper location in the vicinity of the school. The findings show that students are able to connect observations in their physical and digital environments, knowledge building, and curricular subjects at several levels. We discuss the exploration in the context of emergent smart technologies that can facilitate higher-level outcomes such as more coherent explanations.

• Tran, Cathy; Smørdal, Ole & Conley, A. (2016). The Interaction between Design Features and Learners’ Goals: A Case Study of a Science Museum Game. ID&A Interaction design & architecture(s). ISSN 1826-9745. 29(29), p. 24–51. Full text in Research Archive Show summary

  The design features of an educational game interact with students’ goals to influence their behaviors, and reciprocally, the outcomes of those behaviors dynamically shape their goals. Our study assessed the process of goal pursuit through a fine-grained analysis of motivation using self reports, interviews, and videos. Findings revealed patterns of engagement and disengagement that reflected students’ self-reported achievement goals of mastering the content knowledge, avoiding looking incompetent, and/or outperforming others. Those goals behaviorally manifested in the choices that students made about which information to focus on and the types of information to seek while playing a game. To inform future development of educational games, we present a typology of information-seeking behaviors and highlight key design features that support and hinder the pursuit of different goals. These insights expand our understanding of the underlying mechanisms that make balancing learner and player experiences challenging and provides guidance for that integration.

• Smørdal, Ole; Wensaas, Kristina Ebbing; Lopes-Aparicio, Susana; Pettersen, Ida Nilstad & Hoelscher, Kristian (2016). Key issues for enhancing citizen participation in co-constructing city futures. CEUR Workshop Proceedings. 1776 , p. 68–75. Full text in Research Archive Show summary

  Citizen participation is often a goal of urban development. However, in reality levels of actual participation are often low, limited to certain sets of stakeholders, and the collaboration between them often poor. In engaging with this dilemma, we have established a new research project, Co-constructing city futures (3C), which addresses current challenges to citizen participation in contemporary urban development. The project sets out to encourage and facilitate a shift from processes that intentionally or unintentionally exclude certain groups. Building on ideas about collective learning, it inquires and experiments with public debates and planning processes to enable citizens and other stakeholders to engage in the co-construction of ideas and visions for city futures. Democratic design experiments focusing on green mobility and blue-green infrastructures will be carried out in selected Norwegian cities in collaboration with planners, citizens, and other actors to identify their needs, challenges and interests, and to develop, test and evaluate ideas and prototypes for digital tools that can be applied both in Norway and in other global cities. As a point of departure, we pose three critical questions regarding citizen participation in urban development, with hopes that this can invigorate discussion around this emerging research agenda.

• Liestøl, Gunnar; Smørdal, Ole & Erstad, Ola (2015). STEM–Learning by means of Mobile Augmented Reality. Exploring the Potential of Augmenting Classroom Learning with Situated Simulations and Practical Activities on Location. In Chova, L. Gómez; Martínez, A. López & Torres, I. Candel (Ed.), Edulearn15 Proceedings. International Academy of Technology, Education and Development (IATED). ISSN 9788460682431. p. 6515–6523. Full text in Research Archive
• Stuedahl, Dagny & Smørdal, Ole (2015). Matters of Becoming - Experimental zones for making museums public with social media. CoDesign - International Journal of CoCreation in Design and the Arts. ISSN 1571-0882. 11(3-4), p. 193–207. doi: 10.1080/15710882.2015.1081245. Full text in Research Archive Show summary

  Making things public challenges existing matters of concern and, in design, may also be about changing them. This paper advances the concept of translation from early ANT literature and explores it in order to support co-designing for making things public. We elaborate on how translations may be understood as moves and transformations of practices and objects that require both time and learning. We discuss how translations may include the emerging, situated, fluid, enacted, experiential and the material, and suggest co-design to rethink translation as a temporal process of learning and ‘becoming’. Our aim is to demonstrate a mutual theoretical influence between ANT and co-design. Our conceptual reflection is based on a museum design case where museum staff and the authors explore new communicational modes of social media. The project established a longitudinal ‘experimental zone’ as space and time for design in the everyday practice of the museum. The paper reflects upon the value of ANT as a framework for rethinking the design–use divide using concepts of learning and translations to bring awareness of co-design as temporal, fluid and emerging processes of becoming.

• Smørdal, Ole; Stuedahl, Dagny & Sem, Idunn (2014). Experimental zones: two cases of exploring frames of participation in a dialogic museum. Digital Creativity. ISSN 1462-6268. 25(3), p. 224–232. doi: 10.1080/14626268.2014.904366. Full text in Research Archive Show summary

  A matter of concern for dialogic institutions such as museums is the struggle to find appropriate ways of integrating social media and digital technologies into dialogues with visitors. This paper addresses how co-creation and experimental methods may be applied in a situated, natural environment, exploring how these technologies may be shaped to support museum visitor relations. The concept ‘experimental zone’ is suggested as a format for a collaborative design space where digital media-based dialogues are explored in line with professional practices. This concept is discussed in relation to two design experiments undertaken in collaboration with the Norwegian Museum of Science and Technology.

• Moen, Anne & Smørdal, Ole (2012). RareICT: A web-based resource to augment self-care and independence with a rare medical condition. WORK: A Journal of Prevention, Assessment & Rehabilitation. ISSN 1051-9815. 41(3), p. 329–337. doi: 10.3233/WOR-2012-1303. Full text in Research Archive
• 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. p. 21–35. Full text in Research Archive

View all works in NVA

• Bjørklund, Kjetil; Westskog, Hege; Smørdal, Ole; Selvig, Eivind & Wang, Lars (2026). På vei mot en ny standard? Full text in Research Archive Show summary

  Denne gangen presenteres rapporten På vei mot en ny standard? som inngår i Include-satsningen Deltakende omstilling. Vi inviterer også til drøfting av hvordan rapporten kan brukes som grunnlag for et større forskningsprosjekt innenfor Grønn og rettferdig omstilling. Det blir lagt spesielt vekt å drøfte hvilke prosjekter (case) som kan brukes for å kunne få erfaringer og innsikter fra praksis (innovasjonsfronten) samt hvem som kan være aktuelle samarbeidspartnere.

• Amundrud, Anja & Smørdal, Ole (2026). Design for Dialogue Across Contexts. Full text in Research Archive Show summary

  In the Norwegian educational context, increased emphasis on the interdisciplinary themes, democracy and citizenship, sustainable development, and health and well-being has strengthened expectations that schools support students’ engagement with complex societal issues across subjects. This places dialogue, collaboration, and collective meaning-making at the centre of democratic participation. While previous research has shown how dialogue can be deliberately designed for and supported in classrooms, less attention has been paid to what happens when such designs unfold in practice across contexts involving both schools and external actors. This paper reports on a qualitative case study from a collaborative project involving a lower secondary school, a public library, and researchers. The aim was to explore ways of engaging young people more actively in local sustainability-related issues. Through a joint workshop, the partners co-created a teaching design that was implemented over one semester through classroom activities and field-based work at the library. Students were invited to explore the library as a community space and develop proposals for how it could become more relevant to young people. Data consist of video recordings from the design workshop, field observations, and interviews with participants from the school and library. The analysis draws on reflexive thematic analysis and activity theory, conceptualising the teaching design as the object of the activity. The findings show that the design initially generated strong engagement among both students and teachers. Students developed many ideas and, according to teachers, more students participated than in ordinary classroom activities. At the same time, the design was interpreted differently in practice by the participants. As the work progressed, the design was gradually reshaped in relation to school expectations of assessment, progression, and completion. This narrowed the scope of the exploration, reduced students’ sense of ownership, and undermined the original ambition to carry students’ proposals forward in the library. Instead, the design became a basis for reflection on future collaboration. The study empirically demonstrates the central challenges in designing for democratic participation, namely, creating authentic opportunities for dialogue while also sustaining them across phases, contexts, and institutional demands.

• Smørdal, Ole; Rohatgi, Himani; Mino-Puigcercos, Raquel; Hegna, Kristinn & Erstad, Ola Andres (2026). Platforming Families: Tracing digital transformations in everyday life across generations. Understand how digital platforms are changing families. doi: https:/digitalfamilies.eu/landing. Full text in Research Archive Show summary

  The European research project PlatFAMs examines the embeddedness of digital platforms in the lives and practices of modern families by researching three-generation families (children, parents, grandparents) in six European countries (Estonia, Norway, Poland, Romania, Spain, and the UK). Navigate this website to listen to families voices, explore research results and outputs and download the guidelines for families. We offer research findings, data, and guidance for families on how families use digital platforms and the challenges they face.

• Smørdal, Ole (2025). Hvorfor medvirkning? Full text in Research Archive Show summary

  Odilia Häussler Melbøe, Bydel Gamle Oslo og Ole Smørdal UiO/Include samtaler om hvorfor vi medvirker og potensialet i medvirkning som en del av klimaomstillingen.

• Wang, Lars; Bjørklund, Kjetil; Selvig, Eivind; Smørdal, Ole & Westskog, Hege (2025). Radikalt bærekraftig omstilling – fra retorikk til realitet. Plan - tidsskrift for samfunnsplanlegging, regional- og byutvikling. ISSN 0805-083X. p. 48–53. Full text in Research Archive
• Smørdal, Ole (2025). Case 2: Hvordan arbeide eksperimentelt med praksis? Full text in Research Archive
• Smørdal, Ole & Amundrud, Anja (2025). Kommunenes og pedagogikkens rolle i bærekraftarbeid. doi: https:/www.uv.uio.no/forskning/grupper/coser/arrangementer/kommunenes-og-pedagogikkens-rolle-berekraftarbeid.html. Full text in Research Archive
• Bjørklund, Kjetil; Westskog, Hege; Smørdal, Ole; Selvig, Eivind & Wang, Lars (2025). Arbeidsverksted - Den nye standarden. Full text in Research Archive
• Smørdal, Ole; Bjørklund, Kjetil; Wang, Lars; Selvig, Eivind & Westskog, Hege (2025). Inkluderende og dynamiske læringsprosesser som fremmer omstilling. Full text in Research Archive
• Smørdal, Ole (2025). Exploring ways to connect and expand dialogic spaces to develop local matters of concern. Full text in Research Archive
• Wang, Lars; Bjørklund, Kjetil; Selvig, Eivind; Smørdal, Ole & Westskog, Hege (2025). Radikalt bærekraftig omstilling – fra retorikk til realitet. 57(1), p. 48–53. doi: 10.18261/plan.57.1.12. Full text in Research Archive
• Smørdal, Ole; Tellefsen, Sølvi & Hovde, Jørgen (2025). Fostering Democracy and Sustainability: Library Initiatives in Action – A Case from Norway. Full text in Research Archive
• Tortzen, Anne; Solberg, Nina & Smørdal, Ole (2024). Include partnerforum: Ung medvirkning i klimaarbeidet – fra politiske ambisjoner til praksis. Full text in Research Archive Show summary

  Lillestrøm og Drammen kommuner samarbeider i et av Includes innovasjonsprosjekter (S4U) for å utvikle nye typer involvering og samskaping med ungdom. Prosjektet bygger også kunnskap om hvordan folkevalgte kan innta nye roller i samskaping med borgere, og kunnskap om organisatoriske og ledelsesmessige forutsetninger for at kommunalt ansatte kan jobbe samskapende. I tillegg har Include prosjektet Ung Klimaledelse med Asker kommune, der vi undersøker hvordan medvirkning fra barn og unge kan styrke kommunenes arbeid med omstilling til lavutslippssamfunnet. I dette partnerforumet blir det innledninger ved: • Den danske forskeren Anne Tortzen fra Center for Borgerdialog. Hun legger fram foreløpige funn fra prosjektet og reflekterer over behovet for demokratisk fornyelse og polysentrisk styring i kommunalt klimaarbeid. • Nina Solberg fra Insam AS. Hun gir oss en smakebit på Arbeidsforskningsinstituttet sine erfaringer fra ung medvirkning. Dette er en del av kunnskapsgrunnlaget for S4U. • Ole Smørdal vil kort orientere om et nytt prosjekt i Asker kommune som handler om digitale plattformer for medvirkning (f.eks. Decidim). Han vil også lede møtet, og det blir anledning for diskusjon.

• Amundrud, Anja & Smørdal, Ole (2024). Include - Samskaping. Full text in Research Archive
• Smørdal, Ole; Rasmussen, Ingvill & Amundrud, Anja (2024). Designing tasks and tools that foster dialogue and participation - demonstrating Talkwall. Full text in Research Archive
• Smørdal, Ole & Amundrud, Anja (2024). Designing bridging objects to connect civic education with local sustainable development. Full text in Research Archive
• Amundrud, Anja & Smørdal, Ole (2024). Pedagogical design in higher education: students’ engagement in authentic research Projects about sustainable development. Full text in Research Archive
• Amundrud, Anja; Smørdal, Ole & Rasmussen, Ingvill (2024). Democracy, citizenship and Sustainable Development through Digital Dialogues. Full text in Research Archive
• Smørdal, Ole & Amundrud, Anja (2024). Bridging as design: connecting civic education and sustainable development. Full text in Research Archive
• Amundrud, Anja & Smørdal, Ole (2024). Students’ engagement in authentic research projects about sustainable development. Full text in Research Archive
• Smørdal, Ole (2023). Forskernatt - Forskernes eget talkshow. Full text in Research Archive
• Monica, Bjermeland; Amundrud, Anja; Smørdal, Ole & Tellefsen, Sølvi (2023). Bør alle kommuner skaffe seg en gaming-ekspert? Forskning.no. ISSN 1891-635X. Full text in Research Archive
• Tortzen, Anne; Smørdal, Ole; Solberg, Nina; Tellefsen, Sølvi; Leikanger, Iris & Sønstegaard, Hanne Marie (2023). Medvirkning og samskaping i klimaarbeidet – fra politiske ambisjoner til praksis. Full text in Research Archive Show summary

  Lillestrøm kommune har høye ambisjoner om å utvikle nye samarbeidsformer med innbyggerne i klimaomstillingsarbeidet. Barn og unges innflytelse skal styrkes. Biblioteksjefen leder arbeidet med å vurdere om klimaspill kan være en egnet plattform, og hvordan utviklingen av spill kan samskapes med ungdom. Vi har invitert biblioteksjef Sølvi Tellefsen til å fortelle om prosjekt Klimaspill. Den danske forskeren Anne Tortzen fra Center for Borgerdialog har studert danske eksempler på klimarelatert samskaping og medvirkning, og gir ut boka med arbeidstittel «Klima, demokrati og samskapelse – kommunen som katalysator for borgernes klimaengasjement» på nyåret. Hun reflekterer over behovet for demokratisk fornyelse og polycentrisk styring, og hva vi eventuelt kan lære av danskene.

• Bjermeland, Monica; Amundrud, Anja; Smørdal, Ole & Tellefsen, Sølvi (2023). DET GRØNNE SKIFTET: En gamingekspert i hver kommune? Full text in Research Archive Show summary

  Hvor innovasjonsvillige er norske kommuner, egentlig? Tør politikerne å ta et steg til siden for å la ungdom påvirke den lokale klimapolitikken, slik den nye kommuneloven sier at de skal? Forskerne Ole Smørdal og Anja Amundrud ved forskningssenteret Include og biblioteksjef Sølvi Tellefsen svarer «tja». De tre samarbeider nå om å utvikle et spill om klima som skal føre unge og kommunepolitikere nærmere hverandre i jakten på en effektiv klimapolitikk. Programleder er Monica Bjermeland.

• Rasmussen, Ingvill & Smørdal, Ole (2022). Ny versjon av Samtavla. Full text in Research Archive
• Rasmussen, Ingvill & Smørdal, Ole (2022). Ny versjon av Samtavla. Full text in Research Archive
• Smørdal, Ole & Amundrud, Anja (2022). Deltagelse og inkludering på Breivoll. Full text in Research Archive
• Smørdal, Ole & Amundrud, Anja (2022). Deltagelse og inkludering på Breivoll. Full text in Research Archive
• Smørdal, Ole & Amundrud, Anja (2022). Deltagelse og inkludering på Breivoll. Full text in Research Archive
• Smørdal, Ole & Amundrud, Anja (2022). Samskaping og digitale plattformer. Full text in Research Archive
• Smørdal, Ole; Amundrud, Anja & Gabrielsen, Neha Singh (2022). Mot nye EVU-tilbud innen bærekraftig omstilling. Full text in Research Archive
• Knain, Erik; Gil, Alfredo Jornet; Smørdal, Ole & Sæther, Elin (2022). Nøkkelen FNs klimapanel ikke snakker om. Full text in Research Archive
• Smørdal, Ole (2022). Inkludering og samskaping på Breivoll. Full text in Research Archive
• Westskog, Hege; Smørdal, Ole & Solberg, Nina (2022). Mot nye EVU-tilbud innen klima- og miljøomstilling. Full text in Research Archive
• Smørdal, Ole (2022). Inclusion and Hovinbyen. Full text in Research Archive
• Smørdal, Ole & Amundrud, Anja (2022). IPEDs deltakelse i INCLUDE – et forskningssenter for sosialt inkluderende energiomstilling. Full text in Research Archive
• Smørdal, Ole (2022). Breivoll fabrikker – bærekraft gjennom samskaping? Full text in Research Archive
• Wiebe, Joel; Slotta, Jim; Smørdal, Ole; Amundrud, Anja; Rasmussen, Ingvill & Hod, Yotam [Show all 7 contributors for this article] (2022). A Cross-cutting Introduction to Technologies for Learning Communities. Full text in Research Archive
• Smørdal, Ole (2022). SPARK Social Innovation Educational Forum: Erfaringer fra partnerskap mellom offentlige, private og sosiale aktører. Full text in Research Archive
• Sævarsdottir, Margret; Hovland, marit & Smørdal, Ole (2021). ‘SustainableFood’, a school-NGO collaboration towards more sustainable food consumption". Full text in Research Archive
• Winther, Tanja; Røe, Per Gunnar; Westskog, Hege; Smørdal, Ole & Berge, Erik (2021). Møte med Seksjon for innovasjon, samspill og instituttpolitikk, Avdeling for høyere utdanning, forskning og internasjonalt arbeid, Kunnskapsdepartementet (KD). Full text in Research Archive
• Winther, Tanja; Inderberg, Tor Håkon Jackson; Røe, Per Gunnar & Smørdal, Ole (2021). Møte med rep. fra Energi- og vassdragsavdelingen i Olje- og energidepartementet (OED). Full text in Research Archive
• Amundrud, Anja; Rasmussen, Ingvill & Smørdal, Ole (2021). Exploring how co-located microblogging can support young students’ collaborative reasoning. Full text in Research Archive
• Smørdal, Ole (2021). Prosjekter i WP4, Include. Full text in Research Archive
• Røe, Per Gunnar; Smørdal, Ole & Westskog, Hege (2021). Includes prosjekter og rød tråd. Full text in Research Archive
• Winther, Tanja; Inderberg, Tor Håkon Jackson; Smørdal, Ole; Westskog, Hege & Berge, Erik (2021). Møte med Include-partner Troms og Finnmark fylkeskommune. Full text in Research Archive
• Smørdal, Ole (2020). Samtavla.no: Design og deling av undervisningsopplegg for kritisk tenkning. Full text in Research Archive
• Smørdal, Ole (2020). Learning analytics in Talkwall. Full text in Research Archive
• Winther, Tanja & Smørdal, Ole (2020). Dialgmøte med Utdanningsforbundet. Full text in Research Archive
• Winther, Tanja; Inderberg, Tor Håkon Jackson; Røe, Per Gunnar; Westskog, Hege & Smørdal, Ole (2020). Dialogmøte med OED om Include. Full text in Research Archive
• Smørdal, Ole (2020). Bærekraft i fagfornyelsen. Full text in Research Archive
• Dolonen, Jan Arild & Smørdal, Ole (2020). Hvordan brukes teknologi for å få flere til å delta i samtaler? Full text in Research Archive
• Sævarsdottir, Margret; Hovland, Marit & Smørdal, Ole (2020). Matvinn - samarbeid mellom frivillige og skolen om bærekraft. Full text in Research Archive Show summary

  Utdanning for bærekraftig utvikling (UBU) har tradisjonelt vært avhengig av engasjerte lærere og interesse og støtte blant skoleeiere og skoleledelse. I dette foredraget tar vi for oss Matvinn, som er navnet på et undervisningsopplegget innen UBU for mat- og helseundervisning i 9. klasse på ungdomstrinnet. Opplegget er utviklet av en frivillig miljøorganisasjon, og er prøvd ut i et tre års samarbeid med en større kommune på Østlandet. I Matvinn utvikler elevene handlingskompetanse gjennom teori, diskusjon og praktisk matlaging. Målet er de skal kunne bidra til å minske matsvinnet ved å bli tryggere i vurdering av matvarer og kjenne til klimakonsekvensene knyttet til matsvinn. Vi diskuterer utfordringer i samarbeidet mellom eksterne aktører og skolen, og hvordan lærerne oversetter et slikt opplegg til egen undervisningspraksis. Det empiriske materialet er hentet fra en lærerworkshop og den frivillige miljøorganisasjonen sin introduksjon av temaet, samt fra to timer i skolekjøkkenet. Vi har kartlagt hvordan lærerne tolker, konstruerer mening og handling i dette undervisningsopplegget. Vårt funn er at Matvinn i stor grad er et normativt undervisningsopplegg som i liten grad fremmer handlingskompetanse. Vår konklusjon er at eksterne aktører må være mer bevisst på å involvere lærerne i utviklingen av et slikt undervisningsopplegg, og at det tilpasses skolens praksis.

• Winther, Tanja; Westskog, Hege; Inderberg, Tor Håkon Jackson; Røe, Per Gunnar & Smørdal, Ole (2020). Møte med 22 brukerpartnere Include. Full text in Research Archive
• Smørdal, Ole; Hennissen, Grete Kristin; Hoelscher, Kristian; Wensaas, Kristina ebbing; Lopez-Aparicio, Susana & Pettersen, Ida Nilstad [Show all 8 contributors for this article] (2019). Co-Constructing City Futures: Enabling Participation in Urban Planning Processes with ICTs. Full text in Research Archive
• Wensaas, Kristina ebbing & Smørdal, Ole (2019). Det femte bidraget – medvirkning og samskaping (sluttseminar). Full text in Research Archive
• Amundrud, Anja Skrepstad & Smørdal, Ole (2019). Developing Educational Technologies: The continuous Improvement of Talkwall. Full text in Research Archive
• Gil, Alfredo Jornet; Arnseth, Hans Christian & Smørdal, Ole (2019). Makerspaces in the Making: Reconfiguring Cultures of Facilitation across the Kindergarten and the Science Museum. In Blum-Ross, Alicia; Kumpulainen, Kristiina & Marsh, Jackie (Ed.), Enhancing Digital Literacy and Creativity. Makerspaces in the Early Years. Routledge. ISSN 9780367197889. Full text in Research Archive
• Wensaas, Kristina ebbing & Smørdal, Ole (2019). Det femte bidraget – medvirkning og samskaping (midtveisseminar). Full text in Research Archive
• Jornet, Alfredo; Arnseth, Hans Christian & Smørdal, Ole (2018). Making Collaborating. A Cultural-Historical approach to pedagogical innovation. Full text in Research Archive
• Jornet, Alfredo; Arnseth, Hans Christian & Smørdal, Ole (2018). Makerspace-Making. Tensions and opportunities in design-based inquiry across kindergarten and museum. Full text in Research Archive
• Gil, Alfredo Jornet & Smørdal, Ole (2018). Designing for making across kindergarten and science museum: Tensions and opportunities. Full text in Research Archive Show summary

  Makerspaces are becoming common in science centers and museums targeting youth and adults, but little is known about how these spaces might be designed for supporting younger children’s creativity and knowledge. In this presentation, we report on design-based research involving ​​the university, a science and technology museum, and a kindergarten in Norway, who collaborate to develop and test design concepts for makerspaces targeting 5-6 years old children. The research comprises several phases, including initial ethnographic observations of children playing at their kindergarten and during existing activities at the museum. These observations​ become input to ​design workshops in which the goal is to develop a makerspace activity suitable for but also taking an innovative approach to the needs and motivations of early years education. Using a sociocultural approach, we identify design concepts and analyze the different ways in which the socio-material conditions surrounding the design and implementation of the ​pilot activity support and/or hinder opportunities for learning and creativity. Preliminary findings suggest the prevalence of cultural and historical tensions between the need to provide structure and constraint to facilitate young learner’s participation, and the goal of supporting freedom and creativity. Findings also suggest the importance of developing maker projects spanning across the kindergarten and the science museum, rather than being limited to the latter, and the importance of considering how strong and weak framing approaches structure opportunities for engaging in creative making.

• Smørdal, Ole (2018). Emerging Concepts for Co-Designing Technology for Dialogic Practices – the case with Talkwall. Full text in Research Archive
• Pettersen, Ida Nilstad & Smørdal, Ole (2017). Digital tools for citizen engagement in sustainable urban development: their relevance to the everyday life of citizens and professionals. Full text in Research Archive
• Pettersen, Ida Nilstad; Smørdal, Ole; Wensaas, Kristina Ebbing & Lopez-Aparicio, Susana (2017). Citizen engagement in mobility-related sustainable urban development: Current practices, challenges and opportunities for change. Full text in Research Archive
• 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. Full text in Research Archive
• Smørdal, Ole (2016). Participatory Design & Design for Participation, a case with Talkwall. Full text in Research Archive Show summary

  Talkwall is a micro-blogging and visualization tool, at the heart of a new research project being undertaken by University of Oslo and University of Cambridge (2016-2020), targeting secondary school students’ collaboration and critical thinking within three core domains (language, social science and natural science). Schools in Norway and England are taking part. Using a design-based approach, the tool is developed in collaboration with teachers and aims to be a support for teachers who want to promote new forms of classroom dialogue. The seminar invites interaction among the audience, to explore possible uses of Talkwall and its resources for teachers.

• Smørdal, Ole (2016). Connecting learning across contexts - two design cases. Full text in Research Archive
• Smørdal, Ole & Østerud, Svein (2015). An inquiry based writing workshop with iPads in a 4th grade science classroom. Full text in Research Archive
• Smørdal, Ole; Liestøl, Gunnar & Erstad, Ola (2015). Building ecologies for knowledge building. Full text in Research Archive
• Smørdal, Ole; Nesnass, Richard; Pierroux, Palmyre & Sem, Idunn (2014). Snøkult: Designing a multitouch table for co-composition in an educational setting. Full text in Research Archive Show summary

  Multi-touch tabletops have noteworthy and promising affordances for co-composition as an activity in co-located and collaborative learning. In this paper we describe the use of co-composition as a guide in design of a multi-touch application for a museum’s touring two-day workshop on architecture. The goal of the application is to support groups of students (12-13 year olds) when they are creating, selecting, organizing, and presenting digital representations (co-composition) for an architectural workshop project. The goals of the application are discussed in relation to specific features in the user interface that we designed to take advantage of a multi touch approach. We ask how these features relate to co-composition and the pedagogical aims we had for the touring workshop. The features we envisioned would benefit from more well known standards for gestures and user interface components for multi-touch tables.

• Smørdal, Ole & Slotta, Jim (2014). Enacting science inqury scripts across contexts and in hybrid spaces. Full text in Research Archive Show summary

  We have found ourselves struggling with the design of digital technology to support scripted collaboration in science education. There are two emergent trends that challenge current understanding of collaborative scripts: One is the merging of real and virtual worlds to produce new environments and visualizations where physical and digital objects co-exist and interact in real time. The other is the merging of embodied experiences from science centres and museums with the activities in the science classroom to produce fun, engaging, and reflective experiences. Further, these environments are inherently social, facilitating dialogue and social exchange. For design of collaborative science learning these trends are challenging, as a network of scripts typically is needed, addressing collaboration, the inquiry process, the epistemological interactions, and the flow of materials that is being consumed and produced. These scripts are inscribed into a range of technologies; such as web-based environments, mobile applications, tangible and physical interfaces, social networks, and spatial, embedded and embodied simulations in immersive learning environments as found in science centres. In this paper we look into a design based research intervention that took place in a Secondary Norwegian school and at the Norwegian Museum of Science and Technology. Based on our experiences we identify a need for new concepts that can increase the awareness in design to the role of scripts in complex environments, and suggest a socio-material and material-semiotic approach that emphasize how scripts are inscribed and entangled in the social and in the material resources, and how they are enacted in epistemological and social activities by students, teachers, and museum educators.

• Rasmussen, Ingvill & Smørdal, Ole (2013). Demonstrasjon: Computer-supported note-sharing to enhance joint sense-making. Full text in Research Archive
• Stuedahl, Dagny & Smørdal, Ole (2013). Collaboration and Co-design. Full text in Research Archive
• Tran, Cathy & Smørdal, Ole (2013). Motivated interactions with digital games in a science center. Full text in Research Archive
• Smørdal, Ole & Slotta, Jim (2012). Science Hub: A digital medium for supporting 
collective science inquiry in hybrid spaces. Full text in Research Archive
• Bakken, Sven Magne; Haavie, Jon; Isdal, Edith; Toussaint, Jeremy; Nesnass, Richard & Krange, Ingeborg [Show all 10 contributors for this article] (2012). Varmepumpespill - installasjon i utstillingen EnergiTivoli. Full text in Research Archive
• Stuedahl, Dagny & Smørdal, Ole (2012). Studying museums blogs and Facebook activities as platforms for new types of audience relations. Full text in Research Archive
• Stuedahl, Dagny & Smørdal, Ole (2012). Matters of durability, maintenance and continuity in digital intangible heritage. Full text in Research Archive
• Wensaas, Kristina ebbing; Pettersen, Ida Nilstad & Smørdal, Ole (2020). The case study “Framtidsbilder Trondheim sentrum 2050”. Universitetet i Oslo. Full text in Research Archive Show summary

  This report is a summary of the case study in Trondheim in the research project Co- Constructing City Futures (3C) and the collaboration between the research project and Trondheim municipality’s planning office. The main aims of the report are to present the project case study and to communicate the lessons learned from working with stakeholders in research projects. The lessons learned are mainly focused on communication between the parties. Based on the experiences of the 3C and Trondheim case study, the most important recommendations for research projects and stakeholders looking to collaborate in a similar case study are listed below: 1. Allow for risk and be open to the possibility that the process, product and outcome can change along the way. 2. Reserve enough time to get to know each other and each other’s professional languages. 3. Be aware of each other’s strengths, priorities, limitations and context. 4. Understand the given interdependency between the parties and how to reach the goals of the collaboration. 5. Make sure to clarify expectations, roles and task divisions early on, and revisit this topic regularly. 6. A formal collaboration agreement is recommended to clarify responsibilities and ownership of the work for future purposes. A secondary aim of the report is to reflect on the impact and usability of the participation methods and tools that were developed and used in the case study. The case study represents some innovative ideas to the participation process, where the public is involved both in the making of the plan as well as in the public hearing of the proposed plan. However, the methods of this study do not represent quick fixes to tackle the central challenges of participation, in particular the question of the outreach and representativeness of participation.

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