Thomas de Lange
Associate Professor
-
Department of Education

Norwegian version of this page
Email
t.de.lange@iped.uio.no
Phone
+47 22858558
Room
570
Available hours
By appointment
Username
Visiting address
Sem Sælands vei 7
Helga Engs hus
0317 OSLO
Postal address
Postboks 1092 Blindern
0317 OSLO
Academic Interests
- Learning in higher education
- Faculty development
- ICT and learning
- Classroom interaction
- Analysis of teaching practices
Teaching
- Courses in Faculty development
- Faculty counseling
Background
Education
- PhD (2010), University of Oslo. Thesis title: Technology and Pedagogy. Analysing digital practices in media education
- Master in education (2000), University of Oslo. Thesis title: Læring i eget system – Systemteori som en utvidet forståelse av endring og læring
Employment
- Associate Professor (2010 - ), Department of Education, University of Oslo (2011-)
- University lecturer Department of Education, University of Oslo (2010-11)
- Researcher, InterMedia, University of Oslo (2009-10)
- PhD student, InterMedia, University of Oslo (2004-2009)
- University lecturer, Department of Teacher Education and School research, University of Oslo (2001-04)
- Research assistant, Department of Educational, University of Oslo (2000-01)
Expertise
- Qualitative analysis
- Institutional and organizational theory and research
- Classroom research and analysis
Publications
- 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 Show summary
- 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 Show summary
- 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
- 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 1893-8981. 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
- 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 1893-8981. 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
- 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 1893-8981. 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
- 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 1893-8981. 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
- 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
- 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
- Damsa, Crina I. & de Lange, Thomas (2019). Studentsentrerte perspektiver og tiltak i høyere utdanning : et forskningsbasert innspill til kvalitetsarbeid i praksis. UNIPED. ISSN 1893-8981. 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
- 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
- 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
- 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 1893-8981. 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 1893-8981. 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.
Published Oct. 4, 2010 4:59 PM
- Last modified Mar. 7, 2018 3:27 PM