Thomas de Lange

• Esterhazy, Rachelle; de Lange, Thomas; Bastiansen, Siri Sofie Vasrud & Wittek, Anne Line (2021). Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development. Review of Educational Research.  ISSN 0034-6543.
• Esterhazy, Rachelle; de Lange, Thomas & Møystad, Anne (2021). How do signature pedagogies get their signatures? The role of assessment and professional artefacts in preparing students for their professions. Assessment in education: Principles, Policy & Practice.  ISSN 0969-594X. . doi: 10.1080/0969594X.2021.1902273
• Wittek, Anne Line & de Lange, Thomas (2021). Action learning as means for supervisor development, In Anne Lee & Rob Bongaardt (ed.),  The Future of Doctoral Research. Challenges and Opportunities.  Routledge.  ISBN 9780367858490.  kapittel 21.
• de Lange, Thomas; Møystad, Anne & Torgersen, Gerald R. (2020). How can video‐based assignments integrate practical and conceptual knowledge in summative assessment? Student experiences from a longitudinal experiment. British Educational Research Journal (BERJ).  ISSN 0141-1926. . doi: https://doi.org/10.1002/berj.3632 Full text in Research Archive. Show summary

  This article focuses on how video assignments presenting clinical situations can be implemented in digital summative assessment to enhance the integration of practical and conceptual knowledge. The underlying perspective is that sustainable assessment should comprise evaluative practices that equip students for the challenges they will face in their future professional lives. Drawing on the literature and on empirical results of a qualitative longitudinal research study at a Norwegian university, the integrative potential and challenges of video assignments are examined. The study confirms that video‐based assignments are well suited for assessing integrated competencies. However, the complexities of videos’ visual displays have clear consequences that indicate how these resources should be produced. To optimise the potential of video use in enhancing sustainable summative assessment, we must strike a balance between technical accommodation, task clarity and integrative potential.

• de Lange, Thomas & Wittek, Anne Line (2020). Analysing the constitution of trust in peer-based teacher mentoring groups – a sociocultural perspective. Teaching in Higher Education.  ISSN 1356-2517.  s 1- 15 . doi: 10.1080/13562517.2020.1724936 Full text in Research Archive. Show summary

  Trust is essential in any kind of peer-based mentoring. Taking a sociocultural view, this study focuses on how trust emerges relationally in a higher education context where colleagues observe and give feedback on one another’s teaching. The term peer mentoring refers here to a collaborative approach in which faculty staff observe and give feedback on one another’s teaching. The data in the study draw on video observations of and interviews with a four-member (senior faculty) peer group observed over a 5-month period. The analysis of the group interactions shows how the members made themselves vulnerable during peer review and reveals the implication of trust in this collaborative setting. The sociocultural perspective draws here attention to the key role of turn-taking rhythms in the interactions constituting the development of trust. This paper also discusses the significance of developing suitable conditions for trust when arranging peer-based review of teaching in higher education.

• de Lange, Thomas; Wittek, Anne Line & Fossland, Trine (2020). Plenary Teaching: Examining Opportunities for Student Involvement and Knowledge Exploration in Large Classroom-Settings, In Mari Elken; Peter Maassen; Monika Nerland; Tine Sophie Prøitz; Bjørn Stensaker & Agnete Vabø (ed.),  Quality Work in Higher Education. Organisational and Pedagogical Dimensions.  Springer.  ISBN 978-3-030-41756-7.  Chapert 8.  s 135 - 153
• Nordkvelle, Yngve Troye; Stalheim, Odd Rune; Fossland, Trine; de Lange, Thomas; Wittek, Anne Line & Nerland, Monika Bærøe (2020). Praksisnær undervisning med simulering og rollespill, I:  Praksisnær undervisning – i praksis og teori.  Cappelen Damm Akademisk.  ISBN 9788202632588.  Kapittel 6.  s 99 - 119 Full text in Research Archive.
• Prøitz, Tine Sophie; Wittek, Anne Line & de Lange, Thomas (2020). Layers of Consistency in Study Programme Planning and Realization, In Mari Elken; Peter Maassen; Monika Nerland; Tine Sophie Prøitz; Bjørn Stensaker & Agnete Vabø (ed.),  Quality Work in Higher Education. Organisational and Pedagogical Dimensions.  Springer.  ISBN 978-3-030-41756-7.  Chapter 5.  s 79 - 96
• Damsa, Crina I. & de Lange, Thomas (2019). Student-centred learning environments in higher education - From conceptualization to design. UNIPED.  ISSN 1500-4538.  42(1), s 9- 26 . doi: 10.18261/issn.1893-8981-2019-01-02 Full text in Research Archive.
• Hoff, Geir; de Lange, Thomas; Bretthauer, Michael; Dahler, Stein; Halvorsen, Fred-Arne; Huppertz-Hauss, Gert; Høie, Ole Ingebreth; Kjellevold, Øystein; Moritz, Volker; Sandvei, Per; Seip, Birgitte Karen Berggreen & Holme, Øyvind (2019). Registration bias in a clinical quality register. Endoscopy International Open.  ISSN 2196-9736.  7(1), s E90- E98 . doi: 10.1055/a-0806-7006 Full text in Research Archive. Show summary

  Background and aims:The quality of medical quality registers is poorly defined and lack of trust in data due to low completeness may be a major barrier against their use in quality improvement interventions. The aim of the current observational study was to explore how selective reporting may influence adverse events registered in the Norwegian quality register for colonoscopy (Gastronet). Materials and Methods:Gastronet's database includes data provided by endoscopists, nurses and patients. All outpatient colonoscopies reported to Gastronet in 2015 were included and compared to the total number of colonoscopies performed in Norway as retrieved from the National Patient Registry. Hospitals were categorized into four groups according to reporting completeness < 50 %, 50 % to 69 %, 70 % to 89 % and ≥ 90 %. The number of recorded adverse events (AEs) and procedure time were analyzed. Multivariate logistic regression models were fitted to explore independent factors for selection bias. Results: A total of 22,364 colonoscopies were reported to the National Patient Register of which 15,855 (71 %) were registered in Gastronet. Feedback was received from 11,079 patients (50 %). The frequency of AEs increased from 0.6 % in completeness group < 50 % to 1.6 % in completeness group ≥ 90 % ( P  < 0.001). Long colonoscopy procedure time was associated with low reporting completeness. Patient feedback was associated with older age, cecal intubation success and sedation-free colonoscopy. Conclusion:Incomplete registration in a colonoscopy quality register is associated with underreporting of AEs. Longer procedure time, a surrogate marker for time constraint, is associated with low completeness.

• Nordkvelle, Yngve Troye; Stalheim, Odd Rune; Fossland, Trine; de Lange, Thomas; Wittek, Anne Line & Nerland, Monika (2019). Simulating: Bridging the Gap Between Practice and Theory in Higher Professional Education, In Karen Trimmer; Tara Newman & Fernando Padró (ed.),  Ensuring Quality in Professional Education Volume I.  Palgrave Macmillan.  ISBN 978-3-030-01095-9.  3.  s 53 - 72
• Randel, Kristin Ranheim; Botteri, Edoardo; Romstad, Katrine Maria Kauczynska; Frigstad, Svein Oskar; Bretthauer, Michael; Hoff, Geir; de Lange, Thomas & Holme, Øyvind (2019). Effects of Oral Anticoagulants and Aspirin on Performance of Fecal Immunochemical Tests in Colorectal Cancer Screening. Gastroenterology.  ISSN 0016-5085.  156(6), s 1642- 1649.e1 . doi: 10.1053/j.gastro.2019.01.040
• de Lange, Thomas & Lauvås, Per (2018). Kollegaveiledning i høyere utdanning: – en empirisk analyse av veiledningssamtaler. UNIPED.  ISSN 1500-4538.  41(3), s 259- 274 . doi: 10.18261/issn.1893-8981-2018-03-07 Full text in Research Archive.
• de Lange, Thomas; Møystad, Anne & Torgersen, Gerald R. (2018). Increasing clinical relevance in oral radiology: Benefits and challenges when implementing digital assessment. European journal of dental education.  ISSN 1396-5883.  22(3), s 198- 208 . doi: https://doi.org/10.1111/eje.12326 Show summary

  Abstract Aims The aims of the study were to investigate benefits and challenges in implementing a digital examination and study the clinical relevance of the digital examination in relation to clinical training and practice. Material and method The study was based on semi‐structured focus‐group interviews from two distinct student populations (2016 and 2017) in a bachelor programme in dental hygiene. In addition, conversational data from a plenary discussion from the whole second student population (2017) were collected and analysed. The data were approached on basis of content analysis. Results A benefit experienced in the digital examination was the ease in typing and editing answers on the computer. This suggests an increased effectiveness in computer‐based compared to analogue examinations. An additional advantage was the experienced relevance of the examination related to the clinic. This finding refers not only to the digital presentations of images, but also to the entire setting in the clinic and dental practice. The limitations reported by the students were non‐optimal viewing conditions for presenting radiographic images and difficulties in obtaining an overview of the assignments compared to paper‐based examinations due to the linear digital examination format. The last finding on lacking overview revealed an influence on student performances which should be taken seriously in designing digital examinations. Conclusion In conclusion, the digital layout increases efficiency and clinical relevance of examinations to a certain extent. Obstacles were found in limitations related to image presentation and lack of overview of the examination. The latter challenge raises questions related to developing suitable assessment software.

• de Lange, Thomas & Nerland, Monika (2018). Learning to Teach and Teaching to Learn: Exploring Microteaching as a Site for Knowledge Integration in Teacher Education, In Peter Maassen; Monika Nerland & Lyn Yates (ed.),  Reconfiguring Knowledge in Higher Education.  Springer Nature.  ISBN 978-3-319-72831-5.  10.  s 169 - 185
• de Lange, Thomas & Wittek, Anne Line (2018). Creating shared spaces: developing teaching through peer supervision. Mind, Culture, and Activity.  ISSN 1074-9039.  25(4), s 324- 339 . doi: 10.1080/10749039.2018.1544645 Full text in Research Archive.
• Erlandsen, Lars Henrik & de Lange, Thomas (2017). Studenten som veileder - erfaringer fra Krigsskolens lederutdanning : innledning og forskningsspørsmål. UNIPED.  ISSN 1500-4538.  40(2), s 109- 128 . doi: 10.18261/issn.1893-8981-2017-02-02 Full text in Research Archive.
• Molly, Sutphen & de Lange, Thomas (2015). What is formation? A conceptual discussion. Higher Education Research and Development.  ISSN 0729-4360.  34(2), s 411- 419 . doi: 10.1080/07294360.2014.956690 Show summary

  This paper addresses the principles and connotations of the term formation. In our discussion of formation, we draw on different disciplines in order to widen and deepen our understanding of the concept of formation. We also mirror the formation concept against comparable terms and draw on studies in which it has been applied in empirical research. By drawing on a different perspective on formation, we argue for its relevance to higher education and invite discussion on its potential uses in that field.

• de Lange, Thomas (2014). Aktivitetsteori og læring, I: Line Wittek & Janicke Heldal Stray (red.),  Pedagogikk - en grunnbok.  Cappelen Damm Akademisk.  ISBN 978-82-02-41424-5.  Kapittel 9.  s 162 - 177
• de Lange, Thomas & Wittek, Anne Line (2014). Research Genres as Knowledge Practices: Experiences in Writing Doctoral Dissertations in Different Formats. Journal of Educational Public Relations.  ISSN 0741-3653.  35(3), s 383- 401 . doi: 10.3138/jspr.35.3.383
• de Lange, Thomas (2013). Stykket og helt: erfaringer fra det å skrive en artikkelbasert avhandling. UNIPED.  ISSN 1500-4538.  36(4), s 20- 31 . doi: 10.3402/uniped.v36i4.23090 Full text in Research Archive.
• de Lange, Thomas (2012). Digitalt lærersamarbeid over nett - bruk av online-samtaler som profesjonelt samarbeidsverktøy, I: Trond Eiliv Hauge & Andreas Lund (red.),  Små skritt eller store sprang? Om digitale tilstander i skolen.  Cappelen Damm Akademisk.  ISBN 978-82-0236438-0.  Kapittel 8.  s 179 - 205
• de Lange, Thomas (2011). Formal and Non-formal Digital Practices. Institutionalizing transactional learning spaces in a media classroom. Learning, Media & Technology.  ISSN 1743-9884.  36(3), s 251- 275 . doi: 10.1080/17439884.2011.549827 Show summary

  This article examines how a classroom procedure known as PGE group work aims at integrating formal and non-formal media experiences and practices into classroom-based media learning. The study displays, on the one hand, how PGE group work emerged and was institutionally embedded in a media course. Second, the study displays how students in this media course negotiated with their teachers by drawing on out-of-school media experiences and production practices in the process of planning classroom work. Empirically, the study draws on ethnographic observation of a vocational media studies course at the upper secondary level in Norway. Video observations from several hours of PGE group work are analysed in order to document how students are involved in co-planning classroom work together with the course teachers. The analysis is based on cultural historical activity theory (CHAT). This theoretical position is applied in order to foreground tensions between formal institutional obligations and non-formal practices that surface in the classroom and how an institutional measure such as PGE group work creates a transactional space for handling these differences.

• de Lange, Thomas & Ludvigsen, Sten Runar (2009). Distributed Teacher Collaboration: Organizational Tensions and Innovations Mediated by Instant Messaging, In Rune Johan Krumsvik (ed.),  Learning in the network society and the digitized school.  Nova Science Publishers, Inc..  ISBN 978-1-60741-172-7.  Chapter 3.
• de Lange, Thomas & Lund, Andreas (2008). Digital Tools and Instructional Rules: A study of how digital technologies become rooted in classroom procedures. Outlines : Critical Social Studies.  ISSN 1399-5510.  10(2), s 36- 58
• Erstad, Ola; Gilje, Øystein & de Lange, Thomas (2007). Re-mixing multimodal resources: multiliteracies and digital production in Norwegian media education. Learning, Media & Technology.  ISSN 1743-9884.  32(2), s 183- 198

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• Bastiansen, Siri Sofie Vasrud; de Lange, Thomas & Wittek, Anne Line (2020). Unpacking the Problem: Analysing the implementation of peer-group mentoring for master supervisors.
• de Lange, Thomas (2020). Kollegaveiledning – prinsipper og praksis.
• de Lange, Thomas (2020). Peer mentoring in PhD-supervision: findings from the PeTS-project.
• de Lange, Thomas (2020). Problem based learning- Principles, practicalities and research.
• de Lange, Thomas & Wittek, Anne Line (2020). Hva kan kollegaveiledning bidra med?.
• Opdal, Lars; de Lange, Thomas & Svenkerud, Sigrun (2020). Triaramas as support for teacher student reflections after teaching practice in schools.
• Bastiansen, Siri Sofie Vasrud & de Lange, Thomas (2019). Data Management in the PeTS project - In accordance with the new GDPR-regulations.
• Bastiansen, Siri Sofie Vasrud; de Lange, Thomas & Wittek, Anne Line (2019). ‘How do I handle this case?’ Analysing the implementation of peer-tutoring group work for master supervisors. Show summary

  Aims: the focus in this paper is to empirically examine how a peer review approach is implemented and managed in practice. The contextual basis of this examination is peer review of supervision (PRS) with a focus on improving the master supervision at a specific faculty at a large university in Norway. The PRS is an approach where supervisors participate in structured, group-based collaborative peer tutoring sessions.

• Damsa, Crina I. & de Lange, Thomas (2019). Studentsentrerte perspektiver og tiltak i høyere utdanning : et forskningsbasert innspill til kvalitetsarbeid i praksis. UNIPED.  ISSN 1500-4538.  42(1), s 5- 8 . doi: 10.18261/issn.1893-8981-2019-01-01
• de Lange, Thomas & Hasu, Mervi (2019). Innovation in higher education: a conceptual review in current research.
• de Lange, Thomas; Hasu, Mervi & Wittek, Anne Line (2019). Innovation of educational practices in higher education—a critical conceptual discussion. Show summary

  Aims: The intention with this paper is to conduct a review of what the term ‘innovation’ of higher education practices signifies in comparison to the aims of developing collaborative PRT initiated in the PeTS project. The trend internationally is that the use of the term ‘innovation’ is increasing by placing new agendas and challenges on public institutions. In this paper, we explore innovation in relation to change-efforts in teaching and learning practices in higher education, as well as the aims of the PeTS project.

• de Lange, Thomas & Kirkevold, Marit (2019). Kollegaveiledning: Hvordan gjøre oss selv og hverandre bedre som veiledere?.
• Esterhazy, Rachelle; de Lange, Thomas; Bastiansen, Siri Sofie Vasrud & Wittek, Anne Line (2019). Conceptualising peer review of teaching in higher education—a framework synthesis approach. Show summary

  This review study relates to the PeTS project’s aim of studying and developing collaborative communities of practice in supervision and teaching in a University setting. The project focuses on the ways in which teachers observe and provide feedback on each other’s classroom teaching or supervision practices. As a point of departure for this paper, we use the term peer review of teaching (PRT) to refer to all practices that involve peer observation, tutoring and mentoring of both teaching and supervision among academic teachers at higher education institutions.

• Wittek, Anne Line & de Lange, Thomas (2019). Research on developing faculty peer tutoring practices in teaching and supervision in a university context (PeTS)—An innovation project (2018–2022) funded by the Norwegian Research Council.
• Damsa, Crina I. & de Lange, Thomas (2018). Student-centered Learning in Norwegian and Finnish higher education: a research-based perspective to quality.
• de Lange, Thomas (2018). PeTS prosjektet: Lærersamarbeid om veiledning og undervisning.
• de Lange, Thomas; Haugen, Håvard Jostein & Møystad, Anne (2018). Digital Prospects of Formative and Summative Assessment in Dental Education: Technological Opportunities and Challenges. Show summary

  Abstract: It is a well-known fact that assessment is an important driver for student learning. In the advancement of digital technologies, the question is how digital resources can be used to improve formative and summative assessment in ways that support student learning as well as ensuring knowledge standards for future dental professionals. Two experimental studies on digital assessment have been conducted at the Faculty of Dentistry, University of Oslo. Firstly, digitized formative assessment based on Multiple Choice questionnaires (MCQ) was implemented in testing students’ knowledge from prior parts of their education. Secondly, a pilot-study of a digitized summative assessment in oral radiology was conducted to identify benefits and challenges in applying entirely digital based exams. Results from these experiments are presented and discussed in relation to research on assessment and student learning.

• de Lange, Thomas & Wittek, Anne Line (2018). Exploring plenary sessions and their potentialities for student learning.
• Fossland, Trine & de Lange, Thomas (2018). Bringing work-related elements into teaching and learning of legal education, In Monika Nerland & Tine Sophie Prøitz (ed.),  Pathways to quality in higher education : Case studies of educational practices in eight courses.  Nordic Institute for Studies in Innovation, Research and Education (NIFU).  ISBN 978-82-327-0319-7.  kapittel 6.  s 116 - 135
• Karseth, Berit; de Lange, Thomas; Gudmundsdottir, Greta Björk; Morken, Ivar & Ottesen, Eli (2018). NERA 46th Congress Mars 2018 Lokal organisasjonskomite.
• Torgersen, Gerald R.; de Lange, Thomas & Møystad, Anne (2018). Can the use of student created videos enhance learning in oral radiology? Student experiences based on a pilot study.
• Wittek, Anne Line & de Lange, Thomas (2018). Tverrfaglig samarbeid og kollegaveiledning.
• Bretthauer, Michael; Vandvik, Per Olav; Skjeldestad, Finn Egil; Frich, Jan C; de Lange, Thomas & Løberg, Magnus (2017). Ny spesialistutdanning for leger – fra sveitserost til kraftkar?. Tidsskrift for Den norske legeforening.  ISSN 0029-2001.  137(17), s 1270- 1271 . doi: 10.4045/tidsskr.17.0637
• de Lange, Thomas; Torgersen, Gerald R. & Møystad, Anne (2017). Digitising Summative assessment in dental education, benefits and challenges..
• de Lange, Thomas & Wittek, Anne Line (2017). Developing Teaching Quality in Higher Education through Peer Teacher Support Groups.
• Torgersen, Gerald R.; Møystad, Anne & de Lange, Thomas (2017). Increasing clinical relevance in oral radiology through computerIncreasing clinical relevance in oral radio.
• de Lange, Thomas (2016). Å skrive en artikkelbasert avhandling: Refleksjoner og erfaringer.
• Damsa, Crina I.; de Lange, Thomas; Elken, Mari; Esterhazy, Rachelle; Fossland, Trine; Frølich, Nicoline; Hovdhaugen, Elisabeth; Maassen, Peter; Nerland, Monika; Nordkvelle, Yngve Troye; Stensaker, Bjørn; Tømte, Cathrine Edelhard; Vabø, Agnete; Wiers-Jenssen, Jannecke & Aamodt, Per O (2015). Quality in Norwegian Higher Education: A review of research on aspects affecting student learning. NIFU-rapport. 24.
• de Lange, Thomas (2015). Bokanmeldelse av "Effektiv holdundervisning: En håndbog for nye undervisere på universitetsniveau". UNIPED.  ISSN 1500-4538.  38(3), s 247- 248
• de Lange, Thomas (2015). DOKUMENTASJON - PROGRAM FOR PEDAGOGISK BASISKOMPETANSE: Kursbeskrivelser, gjennomføringstall og kursevalueringer 2012-2014. Full text in Research Archive.
• de Lange, Thomas (2015). Evaluering av undervisningen - strategier og systematisering.
• de Lange, Thomas (2015). Observasjon og analyse av mikroundervisning - Lektorprogrammet ved Universitetet i Oslo: Presentasjon og diskusjon av empiriske funn.
• de Lange, Thomas & Enqvist-Jensen, Cecilie (2015). Kurspedagogikk - praktiske eksempler og vitenskapelig begrunnelse.
• de Lange, Thomas; Lycke, Kirsten Hofgaard; Skodvin, Arne; Strømsø, Helge Ivar; Fremstad, Ester; Stensaker, Bjørn; Enqvist-Jensen, Cecilie; Beck, Eevi Elisabeth & Solbrekke, Tone Dyrdal (2015). Egenrapport: Programevaluering - pedagogisk basiskompetanse Fagområdet for universitetspedagogikk, UiO. Full text in Research Archive.
• de Lange, Thomas; Stensaker, Bjørn & Vabø, Agnete (2015). Litteraturstudie: kvalitet i høyere utdanning. Kunnskapsdepartementet 10 juni 2015.
• de Lange, Thomas & Nerland, Monika (2014). Mirroring the Practice of Teaching - Exploring Microteaching as a site for Professional Enactments.
• de Lange, Thomas & Nerland, Monika (2014). Student Teachers Engaging with Professional Criteria: an Analysis of Peer-feedback during Microteaching sessions.
• de Lange, Thomas & Wittek, Anne Line (2014). Divergent Paths to Parallel Ends - Two Routes to the Doctoral Dissertation.
• Fremstad, Ester; Enqvist-Jensen, Cecilie & de Lange, Thomas (2014). Prosjektrapport for prosjektet‘Universitetspedagogisk tilbud for stipendiater, post.doc. og seminargruppeledere ved UiO’.
• de Lange, Thomas & Nerland, Monika (2013). Becoming a Professional Teacher: Exploring the Educational Potential of Video-Based Micro-Teaching.
• Solbrekke, Tone Dyrdal; de Lange, Thomas; Sugrue, Ciaran; Englund, Tomas & Sutphen, Molly (2013). Formation of Five Universities: A Critical analysis of the Portraits, Plans, and Re-presentations.
• Wittek, Anne Line; de Lange, Thomas & Lycke, Kirsten Hofgaard (2013). Veier til doktorgraden. UNIPED.  ISSN 1500-4538.  36(4), s 1- 4 . doi: 10.3402/uniped.v36i4.23142
• Allern, Marit; Mathisen, Petter; de Lange, Thomas; Bratseth Johansen, Marte; Bjørke, Gerd & Rønsen, Anne Kristin (2012). Utredning om universitets- og høgskolepedagogisk basiskompetanse.
• de Lange, Thomas (2012). Indikatorer for kvalitet i utdanningen.
• de Lange, Thomas (2012). Pedagogens rolle i revisjonsprosessen.
• Caspersen, Joakim; de Lange, Thomas; Prøitz, Tine Sophie; Solbrekke, Tone Dyrdal & Stensaker, Bjørn (2011). LEARNING ABOUT QUALITY – Perspectives on learning outcomes and their operationalisations and measurement.
• de Lange, Thomas (2011). Diversity In European Doctorates - Writing an article based thesis: Experiences form a Norwegian context.
• Maasen, Peter; Elken, Mari; Prøitz, Tine; Solbrekke, Tone Dyrdal; Stensaker, Bjørn; Karseth, Berit & de Lange, Thomas (2011). Referencing the Norwegian Qualifications Framework(NKR) levesl to the European Qualifications Framework (EQF). Report to the Norwegian referencing group.
• Rødnes, Kari Anne & de Lange, Thomas (2011). Veiledning til Kunnskapsløftet - En kartlegging av læreres bruk av veiledninger til læreplaner for fag og veiledning i lokalt læreplanarbeid.
• Sugrue, Ciaran & de Lange, Thomas (2011). Professional Formation in Teaching and Nursing: A preliminary review of the contributions of- collaboration, competition, conflict & communication.
• de Lange, Thomas (2010). Institusjonelle rammer rundt bruken av teknologi i klasserommet.
• de Lange, Thomas (2010). Technology and Pedagogy: Analysing digital practices in media education.
• de Lange, Thomas (2009). Emerging Conventions in Teacher Collaboration - Instant messaging used as a complementary tool.
• de Lange, Thomas (2008). Digital technology and media education.
• de Lange, Thomas (2008). Emerging conventions in teahcer collaboration.
• de Lange, Thomas (2008). Possibilities and Restrains in Using Transana in Transcribing Conversational data.
• Ludvigsen, Sten Runar; Jahreie, Cecilie Flo & de Lange, Thomas (2008). "Jeg ville tatt programmet en gang til - og still krav til oss som som lærerstudenter" Vurdering av struktur og innhold i inriktningen Lärande, undervisning och informationsteknologi (IT) ved lærerutdanningen ved Universitetet i Göteborg.
• de Lange, Thomas (2007). Digital Tools and Institutional Rules.
• de Lange, Thomas (2007). Emerging Conventions in a Media Education Classroom.
• de Lange, Thomas (2007). Student and Teacher Negotiations in a Media and Communication Classroom: Student actions versus Institutionalized activity.
• de Lange, Thomas (2007). Student experiences vs. assessment practices - An activity theoretical approach to school-based media production.
• de Lange, Thomas & Lund, Andreas (2007). Digital tools and institutional rules: negotiable procedures in a digitalized media classroom.
• de Lange, Thomas & Lund, Andreas (2007). Learning media production in the classroom - institutional demands versus student approaches.
• de Lange, Thomas & Lund, Andreas (2007). Student and Teacher Negotiations in a Media and Communication Studies Classroom.
• Erstad, Ola; Gilje, Øystein & de Lange, Thomas (2007). Morgendagens Medieprodusenter. Om mediefagselevers produksjonspraksiser i videregående skole.
• de Lange, Thomas (2006). When student strategies confront with institutional aims. Full paper presentation.
• de Lange, Thomas (2005). de Lange, T (2005): Computer convergens in classroom practice. Paper and data presentation at December 14-16, University of Gothenburg, Sweden.
• de Lange, Thomas (2004). Evaluering av erfaringer knyttet til implementering av mappevurdering og IKT (fortrinnsvis LMS) i PPU studiet.
• de Lange, Thomas & Hauge, Trond Eiliv (2004). Portfolio assessment in ICT-rich environments.
• de Lange, Thomas & Skedsmo, Guri (2004). IKT i lærerutdanningen. En studie av digitale læringsvilkår på praktisk pedagogisk utdanning ved Universitetet i Oslo.
• de Lange, Thomas (2000). AFEL-årsrapport. Evaluering av kurs i studiestrategier for begynnerstudenter ved Universitetet i Oslo.
• de Lange, Thomas (2000). Læring i eget system - Systemteori som en utvidet forståelse av endring og læring.

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