Ole Smørdal

• 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. doi: 10.1080/1743727X.2022.2032632.
• 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
• 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.; De Wever, Bram & Oshima, Jun (Ed.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021. International Society of the Learning Sciences, Inc.. ISSN 978-1-7373306-2-2. p. 239–248. Full text in Research Archive Show summary

  As part of the ISLS Annual Meeting 2021, CSCL 2021 invites academics, researchers, professionals, and educators to share and embrace their diverse views. This includes empirical, theoretical, conceptual, design-based work, and system development. The CSCL Proceedings feature long papers, short papers, posters and symposia, all subject to a rigorous double-blind peer review.

• 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. ISSN 1891-943X. 2, p. 50–64. Full text in Research Archive
• 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
• 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.
• 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.
• 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. ISSN 1613-0073. 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.

• 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, p. 24–51. 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; 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). 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.

• 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. ISSN 1504-4831. 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.

• 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 978-84-606-8243-1. p. 6515–6523.
• 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. 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. 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.

• Sandvik, Margareth; Smørdal, Ole & Østerud, Svein (2012). Exploring iPads in Practitioners' Repertoires for Language Learning and Literacy Practices in Kindergarten. Nordic Journal of Digital Literacy. ISSN 1891-943X. 03, p. 204–221. Show summary

  We have explored the role of a tablet computer (the Apple iPad) and a shared display as extensions of a practitioner’s repertoire for language learning and literacy practices in a multicultural kindergarten. In collaboration with a practitioner, an intervention was designed that included the use of two iPad apps in a language learning and literacy practice session with a group of 5 children aged 5. We have analysed the conversations around the tablet computers and in front of a shared display, trying to identify types of talk. The roles of the iPads, the apps and the shared display are discussed in relation to the types of talk, engagement and playfulness observed in the activities. We argue that the intervention led to valuable activities for language learning and literacy practices. The two selected apps differ in their levels of structure (directed vs. open) and genre (show and tell vs. fairy tale), and this difference will be discussed in relation to the types of conversation they initiate, and the extent to which they enable the children to transfer experiences from books and hence develop their literacy to include digital and multimodal resources.

• 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, Assesment and rehabilitation. ISSN 1051-9815. 41(3), p. 329–337. doi: 10.3233/WOR-2012-1303.
• 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.
• Stuedahl, Dagny & Smørdal, Ole (2011). Young visitors' "messing around" in museums : exploring social media to engage teens in participation. Barn – forskning om barn og barndom i Norden. ISSN 0800-1669. 29(3/4), p. 169–190. Show summary

  With the advent of social media, discussions of museum participation have taken a new direction. We explore social media and mobile phones to engage teens in participation during museum visits in the form of co-creation and contribution of content. In an experimental set-up at the Viking Ship Museum in Oslo, we asked a group of 13-year olds to explore and share reflections on issues related to Viking ships with mobile phones and visitor blog. The youths exploration of the exhibition became more engaging with the mobile phone, and we discuss how integration of the blog in the museum visit could have been more related to the teens’ on-going activities outside the museum and how their communication and participation could be fostered through the museum.

• Jahreie, Cecilie Flo; Arnseth, Hans Christian; Krange, Ingeborg; Smørdal, Ole & Kluge, Anders (2011). Designing for play-based learning of concepts in science – Technological tools for bridging school and science museum contexts. Children, Youth and Environments. ISSN 1546-2250. 21(2). Full text in Research Archive
• Stuedahl, Dagny & Smørdal, Ole (2011). Designing for Young Visitors’ Co-composition of Doubts in Cultural Historical Exhibitions. Computers and Composition. ISSN 8755-4615. 28(3), p. 215–223. doi: 10.1016/j.compcom.2011.07.008.
• Moen, Anne & Smørdal, Ole (2010). Sharing Sensitive Health Matters Online - Design Challenges for Participation and Polyvocality. In Fitzpatrick, Geraldine; Höök, Kristina; Balaam, Madeline; Grönvall, Erik & Berthelsen, Olav W. (Ed.), Therapeutic Strategies. A Challenge for User Involvement in Design. Department of Computer Science, Aarhus University. ISSN 0105-8517. p. 42–50.
• Morrison, Andrew; Smørdal, Ole; Lund, Andreas & Moen, Anne (2010). Multiple Activity—Multiple Mediation: Conceptualizing and Furthering the Use of Wikis. In Morrison, Andrew (Eds.), Inside Multimodal Composition. Hampton Press. ISSN 1-57273-958-4. p. 361–382.
• Stuedahl, Dagny & Smørdal, Ole (2010). Design as Alignment of Modalities. In Morrison, Andrew (Eds.), Inside Multimodal Composition. Hampton Press. ISSN 1-57273-958-4. p. 295–318.
• Moen, Anne; Smørdal, Ole; Sem, Idunn & Drevon, Thomas (2010). Kollektiv kunnskapsbygging og digitalt likemannsarbeid: Wiki for pasientar med sjeldan diagnose. In Tjora, Aksel & Sandaunet, Anne Grete (Ed.), Digitale pasienter. Gyldendal Akademisk. ISSN 9788205399099. p. 84–100.
• 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.
• Moen, Anne; Smørdal, Ole & Sem, Idunn (2009). Web-based resources for peer support- opportunities and challenges. Studies in Health Technology and Informatics. ISSN 0926-9630. 150, p. 302–306. doi: 10.3233/978-1-60750-044-5-302.

View all works in Cristin

• Smørdal, Ole (2022). Breivoll fabrikker – bærekraft gjennom samskaping?
• Smørdal, Ole & Amundrud, Anja (2022). Samskaping og digitale plattformer.
• Smørdal, Ole (2022). Inkludering og samskaping på Breivoll.
• Smørdal, Ole & Amundrud, Anja (2022). Deltagelse og inkludering på Breivoll.
• Smørdal, Ole & Amundrud, Anja (2022). Deltagelse og inkludering på Breivoll.
• Smørdal, Ole & Amundrud, Anja (2022). Deltagelse og inkludering på Breivoll.
• Smørdal, Ole; Amundrud, Anja & Gabrielsen, Neha Singh (2022). Mot nye EVU-tilbud innen bærekraftig omstilling.
• Knain, Erik; Jornet Gil, Alfredo; Smørdal, Ole & Sæther, Elin (2022). Nøkkelen FNs klimapanel ikke snakker om. Klassekampen. ISSN 0805-3839.
• Smørdal, Ole & Amundrud, Anja (2022). IPEDs deltakelse i INCLUDE – et forskningssenter for sosialt inkluderende energiomstilling.
• Westskog, Hege; Smørdal, Ole & Solberg, Nina (2022). Mot nye EVU-tilbud innen klima- og miljøomstilling.
• Smørdal, Ole (2022). Inclusion and Hovinbyen.
• 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.
• Smørdal, Ole (2022). SPARK Social Innovation Educational Forum: Erfaringer fra partnerskap mellom offentlige, private og sosiale aktører.
• Amundrud, Anja; Rasmussen, Ingvill & Smørdal, Ole (2021). Exploring how co-located microblogging can support young students’ collaborative reasoning.
• Winther, Tanja; Inderberg, Tor Håkon Jackson; Røe, Per Gunnar & Smørdal, Ole (2021). Møte med rep. fra Energi- og vassdragsavdelingen i Olje- og energidepartementet (OED).
• 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).
• Smørdal, Ole (2021). Prosjekter i WP4, Include.
• Winther, Tanja; Inderberg, Tor Håkon Jackson; Smørdal, Ole; Westskog, Hege & Berge, Erik (2021). Møte med Include-partner Troms og Finnmark fylkeskommune.
• Røe, Per Gunnar; Smørdal, Ole & Westskog, Hege (2021). Includes prosjekter og rød tråd.
• Sævarsdottir, Margret; Hovland, marit & Smørdal, Ole (2021). ‘SustainableFood’, a school-NGO collaboration towards more sustainable food consumption".
• Dolonen, Jan Arild & Smørdal, Ole (2020). Hvordan brukes teknologi for å få flere til å delta i samtaler?
• Sævarsdottir, Margret; Hovland, Marit & Smørdal, Ole (2020). Matvinn - samarbeid mellom frivillige og skolen om bærekraft .
• Winther, Tanja & Smørdal, Ole (2020). Dialgmøte med Utdanningsforbundet.
• Winther, Tanja; Westskog, Hege; Jackson Inderberg, Tor Håkon; Røe, Per Gunnar & Smørdal, Ole (2020). Møte med 22 brukerpartnere Include.
• Smørdal, Ole (2020). Bærekraft i fagfornyelsen.
• Smørdal, Ole (2020). Learning analytics in Talkwall.
• Smørdal, Ole (2020). Samtavla.no: Design og deling av undervisningsopplegg for kritisk tenkning .
• Winther, Tanja; Jackson Inderberg, Tor Håkon; Røe, Per Gunnar; Westskog, Hege & Smørdal, Ole (2020). Dialogmøte med OED om Include.
• Jornet Gil, Alfredo; 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.
• 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.
• Smørdal, Ole; Pettersen, Ida Nilstad; Wensaas, Kristina ebbing; Hoelscher, Kristian; Lopez-Aparicio, Susana & Ngo, Hoang Bao (2019). delta.framtidstrondheim.no.
• Wensaas, Kristina ebbing & Smørdal, Ole (2019). Det femte bidraget – medvirkning og samskaping (sluttseminar).
• Wensaas, Kristina ebbing & Smørdal, Ole (2019). Det femte bidraget – medvirkning og samskaping (midtveisseminar).
• Wensaas, Kristina ebbing; Djurhus, Mads; Smørdal, Ole; Pettersen, Ida Nilstad; Hoelscher, Kristian & Lopez-Aparicio, Susana (2019). Framtidsbilder Trondheim senturm 2050 som medvirkningsprosjekt.
• Smørdal, Ole; Rasmussen, Ingvill; Nesnass, Richard & Ngo, Hoang Bao (2019). samtavla.no - redesign and Feide integration.
• Smørdal, Ole & Rasmussen, Ingvill (2019). samtavla.no - delingsplattform for undervisningsmaler.
• 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.
• Amundrud, Anja Skrepstad & Smørdal, Ole (2019). Developing Educational Technologies: The continuous Improvement of Talkwall.
• Jornet, Alfredo; Arnseth, Hans Christian & Smørdal, Ole (2018). Making Collaborating. A Cultural-Historical approach to pedagogical innovation.
• Jornet, Alfredo; Arnseth, Hans Christian & Smørdal, Ole (2018). Makerspace-Making. Tensions and opportunities in design-based inquiry across kindergarten and museum.
• Gil, Alfredo Jornet & Smørdal, Ole (2018). Designing for making across kindergarten and science museum: Tensions and opportunities . 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.

• Rasmussen, Ingvill & Smørdal, Ole (2018). Samtavla.no – trening i kritisk tenkning. Show summary

  I en medieverden der elever møter et mangfold av kilder, alternative fakta, samt sammenblanding av fakta, meninger og begrunnelser, er trening i kritisk tenkning og trening i utforskende læringssamtaler stadig viktigere. http://samtavla.no er en digital tjeneste laget for å hjelpe lærere med å engasjere sine elever i felles læringssamtaler og trene elever i kritisk tenkning. Samtavla.no er en kombinasjon av mikro-blogging og visuell organisering av meldinger på elevenes skjermer. Deltagere kan bruke alle moderne nettlesere, på mobil, nettbrett og PC. Samtavla finnes også i engelsk versjon (talkwall.net) Tjenesten er utviklet som en pilot i forskningsprosjektet DiDiAC (Digitalised Dialogues Across the Curriculum), og prøves nå systematisk ut i 6 skoler i Norge og England, først i en intensiv periode på 6 måneder våren 2017, deretter som en optin studie med flere skoler i 2017-2018. Samtavla er verifisert i forbindelse med et innovasjonsprosjekt ved UiO.

• Smørdal, Ole (2018). Emerging Concepts for Co-Designing Technology for Dialogic Practices – the case with Talkwall.
• 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.
• 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.
• Rasmussen, Ingvill & Smørdal, Ole (2016). Samtavla http://www.samtavla.no. Show summary

  Samtavla er et verktøy utviklet ved Universitetet i Oslo. Det er basert på mikroblogging og visualisering av samtaler, og kan hjelpe elever til å ha bedre dialoger i klasserommet. Ved hjelp Samtavla kan en lærer formulere et spørsmål eller en utfordring og elevene kan, enkeltvis eller i grupper, sende meldinger til en felles "vegg" (f.eks. på stor skjerm eller projektor). Disse meldingene kan arrangeres interaktivt og ideer kan bli visualisert. Hashtags (#) og et kort meldingsformat (maks 140 tegn) bidrar til å fremme viktige læringsstrategier, som for eksemple å sammenfatte informasjon og identifisere sentrale begreper.

• 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.
• Smørdal, Ole (2016). Connecting learning across contexts - two design cases.
• Smørdal, Ole (2016). Participatory Design & Design for Participation, a case with Talkwall. 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 & Østerud, Svein (2015). An inquiry based writing workshop with iPads in a 4th grade science classroom.
• Smørdal, Ole; Liestøl, Gunnar & Erstad, Ola (2015). Building ecologies for knowledge building.
• Hemmersam, Peter; Morrison, Andrew; Aspen, Jonny; Martin, Nicole Rae; Sem, Idunn & Smørdal, Ole [Show all 7 contributors for this article] (2014). MAPPA - a collaborative tool for mapping the city. Show summary

  With this GPS based iPhone app you can take part in the cultural mapping of your city. Cultural mapping is about observing, describing and sharing our individual and joint understandings of our urban worlds. MAPPA offers ways ‘to write and read the city’ through making and processing collaborative entries on a GPS map. Each entry has a text and a photo linked to a specific place. Tags are also included. Browse the entries and see how the city has been observed and described. You can try the app out with a specific group, with friends or fellow students. Or create your own facebook group and add it as a session in the app. Then invite people to this group to map a special interest or activity. They need to log in via Facebook and select a related group. You might like to use MAPPA to help your community think about and tell stories together. The app was developed by Faster Imaging AS and EngageLab (University of Oslo) for the YOUrban project on social media, design and the city (The Oslo School of Architecture and Design).

• Smørdal, Ole; Nesnass, Richard; Pierroux, Palmyre & Sem, Idunn (2014). Snøkult: Designing a multitouch table for co-composition in an educational setting. 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. 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.
• Isdal, Edith; Haavie, Jon; Sem, Idunn; Nesnass, Richard; Toussaint, Jeremy & Smørdal, Ole [Show all 17 contributors for this article] (2013). Prototype Workshop ved Norsk Teknisk Museum. Show summary

  En 2 ukers workshop på Norsk Teknisk Museum med mål om å idégenerere, konseptualisere, prototype og brukerteste interaktive museumsinstallasjoner.

• Stuedahl, Dagny & Smørdal, Ole (2013). Collaboration and Co-design.
• Tran, Cathy & Smørdal, Ole (2013). Motivated interactions with digital games in a science center.
• Stuedahl, Dagny & Smørdal, Ole (2012). Studying museums blogs and Facebook activities as platforms for new types of audience relations.
• Smørdal, Ole & Slotta, Jim (2012). Science Hub: A digital medium for supporting 
collective science inquiry in hybrid spaces.
• Stuedahl, Dagny & Smørdal, Ole (2012). Experimental zones – spaces for new forms of participation in museum exhibition development.
• Stuedahl, Dagny & Smørdal, Ole (2012). Matters of durability, maintenance and continuity in digital intangible heritage.
• 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.
• Jahreie, Cecilie Flo; Smørdal, Ole & Stuedahl, Dagny (2011). IKT-støttet læring på tvers av skole og museer/vitensentre.
• Pierroux, Palmyre; Smørdal, Ole & Birkeland, Anne (2011). Designing Learning Technologies for ‘The Budding Researcher’ in a Geological Exhibition.
• Stuedahl, Dagny & Smørdal, Ole (2011). Re-thinking museum assemblies.
• Pierroux, Palmyre & Smørdal, Ole (2010). Designing Learning Trajectories with Interactive Tabletops.
• Smørdal, Ole & Moen, Anne (2010). Sharing Sensitive Health Matters Online – Design Challenges for Participation and Polyvocality.
• Smørdal, Ole; Perritano, Anthony John & Sem, Idunn (2010). Multi context, multi representation, multi touch.
• Smørdal, Ole; Raein, Maziar & Hensel, Michael (2009). Exhibition chair for NORDES 2009, Engaging Artefact.
• Smørdal, Ole; Sem, Idunn & Moen, Anne (2009). Å leve med. Wiki for helsepersonell, pårørende og pasienter med skjeldne diagnoser.
• 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.

• Fitzpatrick, Geraldine; Höök, Kristina; Balaam, Madeline; Grönvall, Erik; Moen, Anne & Berthelsen, Olav W. [Show all 7 contributors for this article] (2010). Therapeutic Strategies. A Challenge for User Involvement in Design. Department of Computer Science, Aarhus University. ISSN 0105-8517.
• Weinbrenner, Stefan; Hoppe, Ulrich; Wichmann, Astrid; Bollen, Lars; Weres, Csaba & Desmoulins, Cyrille [Show all 10 contributors for this article] (2009). SCY Basic Ontology for ELOs. EU-IST-212814 EU.

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