Publications

Scientific articles 

Cook, V., Warwick, P., Vrikki, M., Major, L. & Wegerif, R. (2019) Developing material-dialogic space in geography learning and teaching: combining a dialogic pedagogy with the use of a microblogging tool. Thinking Skills and Creativity, Volume 31, Pages 217-231 

Rødnes, K. A. (2018). "Jeg hører på den hver dag, jeg". En 10. klasses arbeid med litterære virkemidler og rapptekster gjennom mikroblogging og samtaler. Norsklæreren.  42(4), s 40- 57
http://www.norskundervisning.no/wp-content/uploads/2019/03/Vitskapleg_artikkel_NL4.2018-Endelig-versjon.pdf

Mercer, N., Hennessy, S. & Warwick, P. (2018). Dialogue, Thinking Together and Digital Technology in the Classroom: Some Educational Implications of a Continuing Line of Inquiry. International Journal of Educational Research.https://doi.org/10.1016/j.ijer.2017.08.007

Major, Louis; Warwick, Paul; Rasmussen, Ingvill; Ludvigsen, Sten Runar & Cook, V (2018). Classroom dialogue and digital technologies: A scoping review.  Education and Information Technologies : Official Journal of the IFIP technical committee on Education.  ISSN 1360-2357.  23(5), s 1995- 2028 . doi:10.1007/s10639-018-9701-y Fulltekst i vitenarkiv.

Rasmussen, I., & Hagen, Å. (2015) Facilitating students’ individual and collective knowledge construction through microblogs. International Journal of Educational Research, 72: 149–161. doi:10.1016/j.ijer.2015.04.014. 

Book chapters

Ludvigsen, S., Rasmussen, I., Rødnes, K.A., Warwick, P., Smørdal, S. & Major, L. (in press): «Learning as Gap-Closing In and Across Subject: Digitalised Dialogues Across the Curriculum» In: Designs for experimentation and inquiry: Approaching learning and knowing in digital transformation. Editors Åsa Mäkitalo, Todd Nicewonger & Mark Elam, LETStudio, University of Goteborg. Routhledge.

Rasmussen, Ingvill (2016). Microblogging as Partner(s)in Teacher-Student Dialogues. A case Study in the Subject of History. In Eyvind Elstad (ed.),  Educational Technology and Polycontextual Bridging.  Sense Publishers.  ISBN 978-94-6300-643-9.  20 s.

Articles for the press

Rasmussen, I. (2017): «Falske nyheter: Hva kan skolen gjøre?» Artikkel i Aftenposten Innsikt. https://www.aftenposteninnsikt.no/kulturtrender/falske-nyheter-hva-kan-skolen-gj-re

Rødnes, K.A. & Rasmussen, I. (2017): «Mikroblogging som støtte for klasseromssamtaler» Artikkel i Bedre Skole. Utdanningsnytt.no. https://www.utdanningsnytt.no/bedre-skole/debatt/2017/mikroblogging-som-stotte-for-klasseromssamtaler/

Rasmussen, I. (2017) «Hvordan lære kritisk tenkning?» Intervju i Samfunnsviternes medlemsmagasin «Samfunnsviteren» http://samfunnsviteren.no/2017/08/21/hvordan-laere-kritisk-tenkning/

Cook, V., Warwick, P., Boggis, S., Chadwick, D., Makepeace, S. & Davis, C. - Developing collaboration, communication and critical thinking using a micro-blogging tool. Impact (the journal of the UK Chartered College of Teaching)

Boggis, S., Chadwick, D. & Makepeace, S. (2018). Learning to Talk. The Journal: Cambridge Teaching School Network – Research and Development. Issue 1 (A professional publication associated with a DiDiACresearch school hub – the authors are DiDiAC teacher researchers)

Presentations (selected)

Frøytlog Johansen, J.I. (2017) «Exploring dialogic participation patterns in hybrid classrooms» Poster presentation at the EARLI conference Tampere, Finnland.

Rasmussen, I., Warwick, P., Major, P., Smørdal, P., Ludvigsen, S. & Rødnes, K.A. (2016): «Digitalised Dialogues Across the Curriculum (DiDiAC): Design-based interventions for developing 21st-century skills» Poster presentation at the EARLI conference SIG 10 in Tartu, Estland.

Rasmussen, I. (2015) Designing tools to facilitate teacher-led discussions in the digitalized school. Guest lecture, Cambridge, Faculty of Education. 23^rd March, 2015.

Rasmussen, I. & Hagen, Å. (2015) Facilitating Students' Individual and Collective Knowledge Construction through Microblogs. Poster at AERA, Annual Meeting, Chicago, Illinois. April, 19-20, 2015.

Demonstrations

Major, Louis (2016) Talkwall will be presented at an innovation session for the British Educational Research Association (BERA) Annual Conference, to be held on the 13th-15th September 2016, at the University of Leeds.