Thomas de Lange

Image of Thomas de Lange
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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
Tags: Education, Workplace learning

Publications

  • Wittek, Anne Line & de Lange, Thomas (2021). Action learning as means for supervisor development. In Lee, Anne & Bongaardt, Rob (Ed.), The Future of Doctoral Research. Challenges and Opportunities. Routledge. ISSN 9780367858490.
  • Esterhazy, Rachelle; Lange, Thomas de & Damsa, Crina I. (2021). Performing teacher feedback literacy in peer mentoring meetings. Assessment & Evaluation in Higher Education. ISSN 0260-2938. p. 1–14. doi: 10.1080/02602938.2021.1980768.
  • 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.
  • de Lange, Thomas & Wittek, Anne Line (2021). Erfaringer fra PeTS-prosjektet: Hva har vi lært, og hvordan går vi videre? In Wittek, Anne Line & de Lange, Thomas (Ed.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. p. 201–2010.
  • Kirkevold, Marit & de Lange, Thomas (2021). Utvikling av veilederkompetanse innen forskning i kliniske profesjoner: strukturert kollegaveiledning som kollegial støtte i en forskerskolekontekst. In Wittek, Anne Line & de Lange, Thomas (Ed.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. p. 124–142.
  • de Lange, Thomas & Wittek, Anne Line (2021). Tillit - en 'bærebjelke' i kollegial veileding? In Wittek, Anne Line & de Lange, Thomas (Ed.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. p. 181–203.
  • Wittek, Anne Line & de Lange, Thomas (2021). En bok om kollegaveileding. In Wittek, Anne Line & de Lange, Thomas (Ed.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. p. 13–26.
  • Esterhazy, Rachelle; de Lange, Thomas; Wittek, Anne Line & Bastiansen, Siri Sofie Vasrud (2021). Kollegaveileding i høyere utdanning: Hva sier internasjonal forskning? In Wittek, Anne Line & de Lange, Thomas (Ed.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. p. 27–47.
  • Thambawita, Vajira; Hicks, Steven; Isaksen, Jonas L; Stensen, Mette H.; Haugen, Trine B. & Kanters, Jørgen K [Show all 13 contributors for this article] (2021). DeepSynthBody: the beginning of the end for data deficiency in medicine. In Colomo-Palacios, Ricardo & Ripon, Kazi Shah Nawaz (Ed.), Proceedings of the international conference on Applied Artificial Intelligence (ICAPAI). IEEE conference proceedings. ISSN 978-1-7281-5935-5. p. 1–8. doi: 10.1109/ICAPAI49758.2021.9462062.
  • Prøitz, Tine Sophie; Wittek, Anne Line & de Lange, Thomas (2020). Layers of Consistency in Study Programme Planning and Realization. In Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (Ed.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 978-3-030-41756-7. p. 79–96. doi: 10.1007/978-3-030-41757-4_5.
  • 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. p. 1–15. doi: 10.1080/13562517.2020.1724936. Full text in Research Archive
  • Nordkvelle, Yngve Troye; Stalheim, Odd Rune; Fossland, Trine; de Lange, Thomas; Wittek, Anne Line & Nerland, Monika Bærøe (2020). Praksisnær undervisning med simulering og rollespill , Praksisnær undervisning – i praksis og teori. Cappelen Damm Akademisk. ISSN 9788202632588. p. 99–119. doi: 10.23865/noasp.94.ch6. Full text in Research Archive
  • de Lange, Thomas; Wittek, Anne Line & Fossland, Trine (2020). Plenary Teaching: Examining Opportunities for Student Involvement and Knowledge Exploration in Large Classroom-Settings. In Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (Ed.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 978-3-030-41756-7. p. 135–153. doi: https%3A/doi.org/10.1007/978-3-030-41757-4_8.
  • 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: 10.1002/berj.3632. Full text in Research Archive
  • Damsa, Crina I. & de Lange, Thomas (2019). Student-centred learning environments in higher education - From conceptualization to design. UNIPED. ISSN 1500-4538. 42(1), p. 9–26. doi: 10.18261/issn.1893-8981-2019-01-02. Full text in Research Archive
  • 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 Trimmer, Karen; Newman, Tara & Padró, Fernando (Ed.), Ensuring Quality in Professional Education Volume I. Palgrave Macmillan. ISSN 978-3-030-01095-9. p. 53–72. doi: 10.1007/978-3-030-01096-6_3.
  • Hoff, Geir; de Lange, Thomas; Bretthauer, Michael; Dahler, Stein; Halvorsen, Fred-Arne & Huppertz-Hauss, Gert [Show all 12 contributors for this article] (2019). Registration bias in a clinical quality register. Endoscopy International Open. ISSN 2196-9736. 7(1), p. E90–E98. doi: 10.1055/a-0806-7006. Full text in Research Archive
  • Randel, Kristin Ranheim; Botteri, Edoardo; Romstad, Katrine Maria Kauczynska; Frigstad, Svein Oskar; Bretthauer, Michael & Hoff, Geir [Show all 8 contributors for this article] (2019). Effects of Oral Anticoagulants and Aspirin on Performance of Fecal Immunochemical Tests in Colorectal Cancer Screening. Gastroenterology. ISSN 0016-5085. 156(6), p. 1642–1649.e1. doi: 10.1053/j.gastro.2019.01.040.
  • 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), p. 5–8. doi: 10.18261/issn.1893-8981-2019-01-01.
  • de Lange, Thomas & Wittek, Anne Line (2018). Creating shared spaces: developing teaching through peer supervision. Mind, Culture, and Activity. ISSN 1074-9039. 25(4), p. 324–339. doi: 10.1080/10749039.2018.1544645. Full text in Research Archive
  • de Lange, Thomas & Lauvås, Per (2018). Kollegaveiledning i høyere utdanning: – en empirisk analyse av veiledningssamtaler. UNIPED. ISSN 1500-4538. 41(3), p. 259–274. doi: 10.18261/issn.1893-8981-2018-03-07. Full text in Research Archive
  • 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 Maassen, Peter; Nerland, Monika & Yates, Lyn (Ed.), Reconfiguring Knowledge in Higher Education. Springer Nature. ISSN 978-3-319-72831-5. p. 169–185. doi: 10.1007/978-3-319-72832-2_10.
  • 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), p. 198–208. doi: 10.1111/eje.12326.
  • Erlandsen, Lars Henrik & de Lange, Thomas (2017). Studenten som veileder - erfaringer fra Krigsskolens lederutdanning : innledning og forskningsspørsmål. UNIPED. ISSN 1500-4538. 40(2), p. 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), p. 411–419. doi: 10.1080/07294360.2014.956690.
  • de Lange, Thomas (2014). Aktivitetsteori og læring. In Wittek, Line & Stray, Janicke Heldal (Ed.), Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISSN 978-82-02-41424-5. p. 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), p. 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), p. 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. In Hauge, Trond Eiliv & Lund, Andreas (Ed.), Små skritt eller store sprang? Om digitale tilstander i skolen. Cappelen Damm Akademisk. ISSN 978-82-0236438-0. p. 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), p. 251–275. doi: 10.1080/17439884.2011.549827.
  • de Lange, Thomas & Ludvigsen, Sten Runar (2009). Distributed Teacher Collaboration: Organizational Tensions and Innovations Mediated by Instant Messaging. In Krumsvik, Rune Johan (Eds.), Learning in the network society and the digitized school. Nova Science Publishers, Inc.. ISSN 978-1-60741-172-7.
  • 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), p. 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), p. 183–198.

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  • Wittek, Anne Line & de Lange, Thomas (2021). Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISBN 9788215048420. 232 p.

View all works in Cristin

  • Esterhazy, Rachelle; Damsa, Crina I. & de Lange, Thomas (2021). University teachers’ enactment of feedback literacy during peer mentoring meetings .
  • de Lange, Thomas (2021). Læring og veileding i klinikken.
  • de Lange, Thomas; Ahlqvist, Jan; Levring Jäghagen, Eva; Torgersen, Gerald R. & Møystad, Anne (2021). Students’ perceptions of post-exam feedback in oral radiology—A comparative study from two dental hygienist educational settings.
  • Jha, Debesh; Ali, Sharib; Emanuelsen, Krister; Hicks, Steven; Thambawita, Vajira L B & Garcia-Ceja, Enrique [Show all 12 contributors for this article] (2021). Kvasir-Instrument: Diagnostic and Therapeutic Tool Segmentation Dataset in Gastrointestinal Endoscopy.
  • Jha, Debesh; Tomar, Nikhil Kumar; Ali, Sharib; Riegler, Michael A.; Johansen, Håvard D. & Lange, Thomas de [Show all 7 contributors for this article] (2021). NanoNet: Real-Time Polyp Segmentation in VideoCapsule Endoscopy and Colonoscopy.
  • de Lange, Thomas (2021). Key-note commentary: Academic development and public leadership.
  • de Lange, Thomas (2020). Problem based learning- Principles, practicalities and research.
  • 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.
  • Opdal, Lars; de Lange, Thomas & Svenkerud, Sigrun (2020). Triaramas as support for teacher student reflections after teaching practice in schools.
  • de Lange, Thomas & Wittek, Anne Line (2020). Hva kan kollegaveiledning bidra med?
  • Bastiansen, Siri Sofie Vasrud & de Lange, Thomas (2019). Data Management in the PeTS project - In accordance with the new GDPR-regulations .
  • de Lange, Thomas & Kirkevold, Marit (2019). Kollegaveiledning: Hvordan gjøre oss selv og hverandre bedre som veiledere? .
  • de Lange, Thomas; Hasu, Mervi & Wittek, Anne Line (2019). Innovation of educational practices in higher education—a critical conceptual discussion.
  • 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.
  • 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.
  • de Lange, Thomas & Hasu, Mervi (2019). Innovation in higher education: a conceptual review in current research.
  • 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.
  • Fossland, Trine & de Lange, Thomas (2018). Bringing work-related elements into teaching and learning of legal education. In Nerland, Monika & Prøitz, Tine Sophie (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). ISSN 978-82-327-0319-7. p. 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.
  • de Lange, Thomas; Haugen, Håvard Jostein & Møystad, Anne (2018). Digital Prospects of Formative and Summative Assessment in Dental Education: Technological Opportunities and Challenges.
  • 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 & Wittek, Anne Line (2018). Exploring plenary sessions and their potentialities for student learning.
  • Wittek, Anne Line & de Lange, Thomas (2018). Tverrfaglig samarbeid og kollegaveiledning.
  • de Lange, Thomas (2018). PeTS prosjektet: Lærersamarbeid om veiledning og undervisning.
  • 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), p. 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.
  • 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 & Wittek, Anne Line (2017). Developing Teaching Quality in Higher Education through Peer Teacher Support Groups.
  • de Lange, Thomas (2016). Å skrive en artikkelbasert avhandling: Refleksjoner og erfaringer.
  • de Lange, Thomas (2015). Bokanmeldelse av "Effektiv holdundervisning: En håndbog for nye undervisere på universitetsniveau". UNIPED. ISSN 1500-4538. 38(3), p. 247–248.
  • de Lange, Thomas & Enqvist-Jensen, Cecilie (2015). Kurspedagogikk - praktiske eksempler og vitenskapelig begrunnelse.
  • de Lange, Thomas; Stensaker, Bjørn & Vabø, Agnete (2015). Litteraturstudie: kvalitet i høyere utdanning. Kunnskapsdepartementet 10 juni 2015.
  • 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 & 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.
  • 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.
  • de Lange, Thomas & Nerland, Monika (2013). Becoming a Professional Teacher: Exploring the Educational Potential of Video-Based Micro-Teaching.
  • Wittek, Anne Line; de Lange, Thomas & Lycke, Kirsten Hofgaard (2013). Veier til doktorgraden. UNIPED. ISSN 1500-4538. 36(4), p. 1–4. doi: 10.3402/uniped.v36i4.23142.
  • de Lange, Thomas (2012). Indikatorer for kvalitet i utdanningen.
  • de Lange, Thomas (2012). Pedagogens rolle i revisjonsprosessen.
  • 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 (2011). Diversity In European Doctorates - Writing an article based thesis: Experiences form a Norwegian context.
  • de Lange, Thomas (2010). Institusjonelle rammer rundt bruken av teknologi i klasserommet.
  • de Lange, Thomas (2009). Emerging Conventions in Teacher Collaboration - Instant messaging used as a complementary tool.
  • de Lange, Thomas (2008). Emerging conventions in teahcer collaboration.
  • de Lange, Thomas (2008). Digital technology and media education.
  • de Lange, Thomas (2007). Student experiences vs. assessment practices - An activity theoretical approach to school-based media production.
  • de Lange, Thomas & Lund, Andreas (2007). Student and Teacher Negotiations in a Media and Communication Studies Classroom.
  • de Lange, Thomas (2015). DOKUMENTASJON - PROGRAM FOR PEDAGOGISK BASISKOMPETANSE: Kursbeskrivelser, gjennomføringstall og kursevalueringer 2012-2014. Det utdanningsvitenskapelige fakultet. Full text in Research Archive
  • de Lange, Thomas; Lycke, Kirsten Hofgaard; Skodvin, Arne; Strømsø, Helge Ivar; Fremstad, Ester & Stensaker, Bjørn [Show all 9 contributors for this article] (2015). Egenrapport: Programevaluering - pedagogisk basiskompetanse Fagområdet for universitetspedagogikk, UiO. Det utdanningsvitenskapelige fakultet. Full text in Research Archive
  • Damsa, Crina I.; de Lange, Thomas; Elken, Mari; Esterhazy, Rachelle; Fossland, Trine & Frølich, Nicoline [Show all 15 contributors for this article] (2015). Quality in Norwegian Higher Education: A review of research on aspects affecting student learning. Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 978-82-327-0127-8.
  • Fremstad, Ester; Enqvist-Jensen, Cecilie & de Lange, Thomas (2014). Prosjektrapport for prosjektet‘Universitetspedagogisk tilbud for stipendiater, post.doc. og seminargruppeledere ved UiO’. Institutt for pedagogikk, Det utdanningsvitenskapelige fakultet.
  • Allern, Marit; Mathisen, Petter; de Lange, Thomas; Bratseth Johansen, Marte; Bjørke, Gerd & Rønsen, Anne Kristin (2012). Utredning om universitets- og høgskolepedagogisk basiskompetanse. Norsk nettverk for universitets- og høgskolepedagogikk (UHped). Arbeidsgruppe for utredning om pedagogisk basiskompetanse for høyere utdanning..
  • Maasen, Peter; Elken, Mari; Prøitz, Tine; Solbrekke, Tone Dyrdal; Stensaker, Bjørn & Karseth, Berit [Show all 7 contributors for this article] (2011). Referencing the Norwegian Qualifications Framework(NKR) levesl to the European Qualifications Framework (EQF). Report to the Norwegian referencing group. Kunnskapsdepartementet.
  • 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. Utdanningsdirektoratet.
  • 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. Universitetet i Oslo.
  • de Lange, Thomas (2010). Technology and Pedagogy: Analysing digital practices in media education. Unipub forlag.
  • 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. Göteborgs universitet Utbildnings- och forskningsnämnden for lärarutbildning.
  • Erstad, Ola; Gilje, Øystein & de Lange, Thomas (2007). Morgendagens Medieprodusenter. Om mediefagselevers produksjonspraksiser i videregående skole. Unipub forlag.

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Published Oct. 4, 2010 4:59 PM - Last modified Mar. 7, 2018 3:27 PM