-
Hogstad, Kjetil Horn
(2024).
Danning som anarkisk rom: Catherine Malabou om anarkisme, forståelse og utdanning.
Salongen – nettidsskrift for filosofi og idéhistorie.
ISSN 2703-7053.
-
Grøver, Vibeke & Lawrence, Joshua
(2024).
Exploring Idioms in Shared Book Reading: Impact on Chinese-Norwegian Bilingual Children's Vocabulary Growth. .
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Lawrence, Joshua & Grøver, Vibeke
(2024).
Ask more, know more: Children’s Wh-questions Predict Language Development. .
-
Beck, Eevi Elisabeth
(2024).
Skolebøker: kr 550. Ipad: kr 2000.
[Newspaper].
Klassekampen.
-
Beck, Eevi Elisabeth
(2024).
Professorer er rystet av Ipad-tvang.
[Newspaper].
Klassekampen.
-
Hall, Jeffrey & Karseth, Berit
(2024).
Juridification of Norwegian education: the case of students’ right to a safe and good school environment .
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Arnseth, Hans Christian & Domanchin, Morgane Barbara
(2024).
The role of prototyping in the co-design of innovative immersive learning experiences.
Show summary
In educational policy, the importance of societal challenges that require interdisciplinary approaches in the classroom is emphasized. We provide insights from a co-design project where teachers and researchers explored emerging learning designs supported by immersive technologies. Teachers face considerable practical pedagogical uncertainties in how to design for cross-disciplinary learning, but teacher-researcher collaboration could provide powerful contexts for developing educational practices (Goldman, Hmelo-Silver & Kyza 2022). We are particularly interested in examining the role of prototypes in co-design processes and their functions as shared objects for developing pedagogy. We take a sociocultural approach, focusing on prototypes as objects of activity and mediational means for developing pedagogy (Säljö, 2010). In co-design work prototypes become means for engaging with and understanding the world, and they are emergent and entangled with the everyday life of the classroom. According to Pink, et al. (2022) prototypes are situated and contextualized by their creation and use and they are inserted into activities that are already in motion. They invite exploration, experimentation and evaluation in and through practice. We have been inspired by design ethnography and have anchored emerging design suggestions in practitioners’ local concerns (Pink, et al. 2022). Traces of the co-design process were analyzed across the datacorpus collected throughout our 15-month project. Data consisted of videorecords, pictures, documents and informal interviews. Three interdisciplinary prototypes of learning activities were developed to be framed around different approaches to ‘the body’ as a conceptual learning goal in relation societal challenges related to health and wellbeing. Through detailed analysis of prototyping, we found that they became useful for exploring a complex problem without a clear solution. Prototyping became a way of understanding the problem, conceptualizing it and for introducing technologies and practices that might provide solutions. Prototypes became a way of framing the emerging learning design, so that it could be talked into being and fitted to local contexts. Thus, prototyping became a continuous process of developing and trying new pedagogical ideas and concepts. Prototypes also have an existence after the project finished, morphing into new ideas and following new pathways through the actions of the participants. Thus, prototyping contributed to opening new futures rather than offering simple solutions. There is a long tradition for democratic and participatory approaches to developing pedagogy in the Nordic countries emphasizing the autonomy of teachers as participants in co-design of learning and teaching. This research contrasts with more technocratic approaches to making change in schools, by focusing on how prototypes become emergent tools for exploring and testing new concepts for interdisciplinary teaching and learning.
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Bostad, Inga; Guillemin, Elodie & Hogstad, Kjetil Horn
(2024).
Demokrati og anarki.
Salongen – nettidsskrift for filosofi og idéhistorie.
ISSN 2703-7053.
-
Rydland, Veslemøy
(2024).
Det forskningsmessige grunnlaget for Språksterk-modellen.
-
Bratlie, Siri Steffensen
(2024).
Profiles of Home Literacy and Language Use and Proficiency in Young Norwegian Dual Language Learners .
-
Bratlie, Siri Steffensen
(2024).
Tospråklige profiler hos norske barnehagebarn.
-
Lekhal, Ratib & Wilhelmsen, Tiril
(2024).
Har Språksterk hatt betydning for prosesskvaliteten i barnehagene?
-
Rydland, Veslemøy & Bratlie, Siri Steffensen
(2024).
Har Språksterk hatt betydning for barnas språk og kunnskapsutvikling?
-
Beck, Eevi Elisabeth
(2024).
Facilitating university teachers’ reflections on how to teach sustainability.
Show summary
Many teachers across Higher Education may be interested to contribute to transformative change by including sustainability-related issues in their teaching, but do not necessarily have the imagination or confidence to see how to do so. What supports might teachers need and how can they be provided for those who want to do more in their classrooms?
Through a sharing discussion forum, experiences and “tools to think with” will be shared, as well as teacher perspectives on ecological and social sustainability, and their wishes for the types of supports needed for academic development.
-
Rydland, Veslemøy
(2024).
Det forskningsmessige grunnlaget for Språksterk-prosjektet.
-
Rydland, Veslemøy
(2024).
Hvordan kan barnehager bidra til sosial utjevning?
-
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Erstad, Ola Andres; Mangen, Anne; Blikstad-Balas, Marte; Kucirkova, Natalia & Aarsand, Pål André
(2024).
Ulike lesemåter er viktigere enn krangling om skjerm.
Dagsavisen.
ISSN 1503-2892.
-
Wittek, Anne Line
(2024).
What do we know about collegial sparring (Peer Group Mentoring)? .
-
Engelsen, Britt Ulstrup
(2023).
Den aktive eleven - læreplanhistoriens røde tråd.
Bedre Skole.
ISSN 0802-183X.
p. 20–25.
-
Engelsen, Britt Ulstrup
(2023).
Enkeltfag, tverrfag eller flerfag - et historisk læreplanperspektiv.
Bedre Skole.
ISSN 0802-183X.
p. 70–74.
-
Rydland, Veslemøy & Lekhal, Ratib
(2023).
Språksterk 1-6 og overgangen til skole.
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Rydland, Veslemøy & Lekhal, Ratib
(2023).
Presentasjon av Språksterk 1-6 .
-
Rydland, Veslemøy
(2023).
Språksterk 1-6.
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Rydland, Veslemøy & Langholm, Guri
(2023).
Lekende naturfag.
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Bråten, Ivar
(2023).
The role of prior beliefs in the (mis)understanding of socio-scientific issues.
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Tsai, Meng-Jung; Wu, An-Hsuan; Wang, Ching-Yeh & Bråten, Ivar
(2023).
Visual behavior patterns of students differing in justification beliefs when reading conflicting socio-scientific reports.
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Kiili, Carita Päivi Susanna; Räikkönen, Eija; Bråten, Ivar; Strømsø, Helge Ivar & Hagerman, Michelle Schira
(2023).
Testing the structure of credibiltiy evaluation in an online multiple text context.
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Bråten, Ivar
(2023).
Reading in digital contexts: Effects of distractions and multitasking.
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Haverkamp, Ymkje Elisabeth; Bråten, Ivar; Latini, Natalia & Strømsø, Helge Ivar
(2023).
Effects of media multitasking on multiple text comprehension.
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Bråten, Ivar; Haverkamp, Ymkje Elisabeth; Latini, Natalia & Strømsø, Helge Ivar
(2023).
The calling of MAWSES: Measuring writing motivation in the context of multiple document literacy.
-
Brandmo, Christian; Bråten, Ivar; Ferguson, Leila Eve; Anmarkrud, Øistein & Strømsø, Helge Ivar
(2023).
Epistemic justification and interest as predictors of pre-service teachers' topic beliefs and knowledge.
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Ludvigsen, Sten Runar; Erstad, Ola Andres & Aalbergsjø, Siv Gundrosen
(2023).
Panelsamtale om samarbeidslæring og teknologi i undervisning.
-
Furberg, Anniken & Silseth, Kenneth
(2023).
Læreres undervisning om tverrfaglige tema - erfaringer fra en klasseromsstudie.
Bedre Skole.
ISSN 0802-183X.
-
Mavroudi, Anna
(2023).
Faculty development revisited: experiences and issues in a Norwegian perspective.
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Øksendal, Elise; Rydland, Veslemøy; Bratlie, Siri Steffensen; Lekhal, Ratib & Grøver, Vibeke
(2023).
Latente profiler av språk, kommunikasjon, oppmerksomhet og lek blant barnehagebarn.
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Øksendal, Elise; Rydland, Veslemøy; Grøver, Vibeke; Lekhal, Ratib & Bratlie, Siri Steffensen
(2023).
Latent profiles of language, communication, attention and play behavior.
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Reiersen, Camilla; Ovati, Tone Sofie Røsholt; Lekhal, Ratib & Rydland, Veslemøy
(2023).
Preschool practitioners’ experiences with the implementation of the Oslo Early Education Study intervention.
-
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Wittek, Anne Line
(2023).
Kollegabaserte rettleiingsformer,faglege perspektiv og korleis møte «når livet buttar i mot» for kandidaten.
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Karseth, Berit
(2023).
The OECD’s construction of future imaginaries for curriculum reform.
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Ovati, Tone Sofie Røsholt; Rydland, Veslemøy; Grøver, Vibeke & Lekhal, Ratib
(2023).
Teacher Perceptions of Parent Collaboration in Multi-Ethnic ECEC Settings.
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Litherland, Kristina Torine
(2023).
Snekkerverksted: læringsopplegg for programmering i Minecraft.
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Krange, Ingeborg Hognestad & Hontvedt, Magnus
(2023).
On the Move to Learn – A video-study of academic achievement and physical activities in a 4th grade math class. .
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Rydland, Veslemøy; Grøver, Vibeke & Lekhal, Ratib
(2023).
Teacher Perceptions of Parent Collaboration in Multi-Ethnic ECEC Settings.
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Rydland, Veslemøy; Grøver, Vibeke & Lekhal, Ratib
(2023).
Teacher Perceptions of Parent Collaboration in Multi-Ethnic ECEC Settings.
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Guillemin, Elodie
(2023).
Democracy, Education and Climate: A reconfiguration of the sensible.
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Guillemin, Elodie
(2023).
Invited comment on Gert Biesta's open lecture: Putting the World in the Center of Education.
-
Ulvund, Stein Erik
(2023).
Er vi for gode foreldre? Oppdrar vi persilleblad?
[Radio].
Ekko NRK P2.
-
Ulvund, Stein Erik
(2023).
Ny studie: Foreldrestilen som gjør barn empatiske.
[Internet].
Forskning.no.
-
Ulvund, Stein Erik
(2023).
Nyttårsforsett: Foreldre vil bli mer tålmodige og bruke mindre tid på telefonen.
[Internet].
Forskning.no.
-
Ulvund, Stein Erik
(2023).
Kan foreldre stoppe ungdommen uten vold.
[Internet].
Arendalsuka.
-
Ulvund, Stein Erik
(2023).
Styr unna for mye organisert lek.
[Internet].
Klikk.no.
-
Ulvund, Stein Erik
(2023).
Det er helt normalt å slite med barneoppdragelsen.
[Internet].
Forskning.no.
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Ulvund, Stein Erik
(2023).
De tre eneste rådene du trenger i barneoppdragelsen.
[Newspaper].
KK.
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Ulvund, Stein Erik
(2023).
Foreldre som strever med å oppdra barna sine møter liten forståelse.
[Radio].
NRK P1.
-
Ulvund, Stein Erik
(2023).
Det er viktig at barn har nok tid til frilek.
[Internet].
Klikk.no.
-
Ulvund, Stein Erik
(2023).
Nye enebarn funn vekker reaksjoner.
[Newspaper].
Dagbladet.
-
Ulvund, Stein Erik
(2023).
Hvor lenge kan du være borte fra barnet ditt?
[Business/trade/industry journal].
Foreldre & Barn.
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Ulvund, Stein Erik
(2023).
Derfor misliker de hverandre.
[Newspaper].
Dagbladet.
-
Ulvund, Stein Erik
(2023).
Kan du denne tommelfingerregelen?
[Internet].
Klikk.no.
-
Torgersen, Gerald; Mavroudi, Anna & Torp, Monica Jeanette Wicksell
(2023).
KI-assistert Læring: Språkmodeller som undervisningsassistent.
Show summary
Tannleger og tannpleiere trenger kompetanse i stråling, strålevern og radiologisk teknologi i sin yrkesutøvelse. Derfor er det en del av pensum i deres studium i oral radiologi. Mange studenter opplever dette emnet som krevende. For å støtte læringsprosessen, utforsker vi bruk av en KI-verktøy, drevet av avanserte språkmodeller, for å forstå disse komplekse temaene.
Språkmodeller kan noen ganger generere misvisende informasjon, en utfordring kjent som "hallusinering". Dessuten mangler de ofte spesialisert fagkunnskap. For å møte disse utfordringene, har vi utviklet et norskspråklig datasett spesifikt for vårt fagfelt. Dette datasettet hjelper oss å skreddersy språkmodellene til våre behov. Vi bruker en tilpasset versjon av OpenAI GPT-4, driftet av UiO og kompatibel med GDPR, som integrerer vårt datasett for å gi mer presise svar på studentenes spørsmål. Dette sikrer at studentene får bedre veiledning enn hva standard språkmodeller kan tilby.
Vi skal prøve dette verktøyet med første års bachelorstudenter i tannpleie, hvor de vil benytte det i arbeidet med korte essayoppgaver. Verktøyet vil være tilgjengelig for utvalgte oppgaver. Vi vil evaluere studentenes erfaringer med verktøyet gjennom intervjuer og eventuelt spørreskjemaer. Vi vil også analysere oppgavesvarene for å identifisere eventuelle forskjeller som kan tilskrives bruken av KI.
På Utdanningskonferansen vil vi ha med oss en laptop der vi kan demonstrere systemet vårt og deltakere kan også selv prøve det. Vi håper å få interessante diskusjoner med kolleger rundt både de tekniske og de pedagogiske sidene av prosjektet.
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Wilhelmsen, Tiril; Rydland, Veslemøy & Lekhal, Ratib
(2023).
Associations between teachers' emotion socialisation
behaviour and children's social competence and play in
Norwegian childcare, and moderations by children's
temperament.
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Wilhelmsen, Tiril; Rydland, Veslemøy; Buøen, Elisabet Solheim; Drugli, May Britt & Lekhal, Ratib
(2023).
Measuring preschool teachers’ emotion socialisation with young children.
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Rydland, Veslemøy
(2023).
Støtte til språklæring for flerspråklige barn i barnehagealder.
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Rydland, Veslemøy
(2023).
Language stimulation for children with another language background and inclusion.
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Buøen, Elisabet Solheim; Lekhal, Ratib & Drugli, May Britt
(2023).
Effects of the Thrive by Three: a Professional Development Model to Enhance ECEC Quality.
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Wiers-Jenssen, Jannecke; Korseberg, Lene Kirstine & Elken, Mari
(2023).
The unexpected introduction of tuition fees to non EEA students in Norway .
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Solbrekke, Tone Dyrdal
(2023).
Forskning på (og utvikling av)skikkethetsvurdering .
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Pierroux, Palmyre
(2023).
Det digitale i kunstformidling og kunstformidlerens praksis.
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Breit, Eric & Bråthen, Magne
(2023).
What distinguishes inclusive and non-inclusive companies: Experiences from a survey in Norway.
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Aksnes, Siri Yde & Breit, Eric
(2023).
Slik leder du mennesker med hull i CV'en.
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Donolato, Enrica; Masi, Alice; Caviola, Sara; Melby-Lervåg, Monica & Lervåg, Arne
(2023).
Math-attitudes intervention programs for school-age students: A meta-analysis and overview of the literature.
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Melby-Lervåg, Monica; Amland, Tonje; Grande, German; Scherer, Ronny & Lervåg, Arne
(2023).
Does language underlie mathematical skill development? A
systematic review and meta-analysis of concurrent and
longitudinal predictors
.
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Elken, Mari
(2023).
Loose Coupling and analysis of university organization.
-
-
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Domanchin, Morgane Barbara
(2023).
Designing Video Clips to Illustrate Meaning-Making within Computer-Enhanced Environments .
Show summary
Today, video clips are increasingly used as visualizing methods to enhance research findings. This paper explores their potential as innovative means to present empirical data, focusing on semio-discursive annotations added by the researcher. Adopting a reflective approach, the study examines the ethical, scientific, and technical choices made based on a corpus of 37 video clips designed between 2018 and 2023. Supported by examples, the themes of (1) on-screen annotation load, (2) clarity and cohesion across media, and (3) video clips’ aesthetics are discussed. The findings inform the design phase of video clips that illustrate the meaning-making process of teachers and students in computer-enhanced environments. The study contributes to emphasizing the importance of open and transparent research practices while acknowledging the challenges associated with such a method.
Keywords: Video, Data visualization, Education, Qualitative research
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Pierroux, Palmyre & Domanchin, Morgane Barbara
(2023).
Design for student-centered learning spaces in Higher Education .
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Strand, Torill
(2023).
You Be My Body for Me. The role of the body in (digital) education.
Show summary
Today, there is an intensified debate on the potential pitfalls and possibilities of digital education. One concern regards the bodily presence as a precondition for socio-political experience in educational settings. Another is the importance of the presence of the body (rather than just the mind) for learning. However, today’s debate tends to overlook students who benefit exceedingly from digitization. For some of these students, digital education is even a precondition for participation and inclusion.
So, a concern is how to understand the educational and political challenges of the “absent body” in a way that does not overlook and exclude the many-faceted experience of vulnerable and marginalized groups.
In that regard, I want to offer three tentative comments to your lecture in regards to our conceptions of 1) the phenomenon of education 2) Detachment and attachment, and 3) the political
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Strand, Torill
(2023).
The paradoxical attributions of a new tonality.
Show summary
Today, there is an urgent call for a new tonality in the discourse on education. While the ideals of economic and personal growth are slowly destroying the planet we inhabit and its inhabitants along with it, education – often seen as the solution to this problem – is slowly being suffocated by the very same ideals.
To move beyond this destructive logic of growth, we have to retune the way we think of education. The new tonality needs to take us away from the logic of progress and rather propose a logic of presence.
However, to what degree is it possible to escape the underlying logic of progress in education?
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Strand, Torill
(2023).
Cinema, Philosophy and Paideia. A Badiouan analysis of the Iranian movie “Hit the Road”
.
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Strand, Torill
(2023).
Cinema as Political Education.
Show summary
In this paper, I explore the Iranian film Hit the Road (Panahi 2021) through the eyes of the French philosopher Alain Badiou. In doing so, I adopt a philosophical methodology with the dual ambition to explore the pedagogies of this film and to acquire insights on the distinctiveness of Badiou’s conception of the triadic link between cinema, philosophy and paideia (ethical-political education).
Hit the Road tells a story of a family of four on a mysterious road trip. “We’re being followed,” mother whispers as she looks in the side mirror. The grumpy father in the back wrestles an apparently toothache and a broken leg, while the silent elder son drives the car. A sick stray dog rests in the trunk, while an energetic six-year-old brother leaps around, babbling his observations on life, the universe and everything. His numerous whims drives his family to distraction, but some of his jabber reminds of Psalm 8:2 “Through the praise of children and infants you have established a stronghold against your enemies …”
This funny, tragic and moving film is written and directed by Panah Panahi, son of the distinguished Iranian filmmaker Jafar Panahi who recently was imprisoned for six years in a campaign by the Iranian authorities to silence this form of art (Zeydabadi-Nejad 2010). The Iranian authorities seems to consider the political power of cinema as quite strong. So what may be the latent pedagogy of this film? How can we link the film to paideia?
To explore, I adopt a philosophical methodology with the dual ambition to describe Alain Badiou’s philosophy of cinema and to acquire deeper insights on the triadic link between cinema, philosophy and paideia (Badiou 2013, 2015, 2022). Next, I expose how the narrative of Hit the Road uncovering a silenced or hidden real, while confronting us with some ethical-political paradoxes (Badiou 2022). I close the paper by considering Badiou’s claim that cinema is a democratic emblem. Cinema is for everybody and there are no distinctions between elitist and vulgar forms. Cinema is therefore a question of democracy (Badiou 2013, 2015). Since the task of philosophy is to examine the contradictions of the contemporary world and to propose an orientation, philosophers should therefore “go to the cinema, take part in its democratic dialectics, and participate in this form of contemporary education” (Badiou 2015).
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Strand, Torill
(2023).
Political education through cinema.
Show summary
Political education through Cinema
A Badiouan analysis of the Iranian movie “Hit the Road”
I here explore the pedagogies of the Iranian film Hit the Road (Panahi 2021) through the eyes of the French philosopher Alain Badiou. My ambition is to use this film to illustrate Badiou’s conception of the triadic link between cinema, philosophy and ethical-political education.
Hit the Road tells a story of a family of four on a mysterious road trip towards the end of a dirt road that leads nowhere. “We’re being followed,” mother whispers as she looks in the side mirror. The grumpy father in the back wrestles an apparently toothache and a broken leg, while the silent elder son drives the car. A sick stray dog rests in the trunk, while an energetic six-year-old brother leaps around like an untrained puppy, babbling his observations on life, the universe and everything. He surely drives his family to distraction, but some of his jabber reminds of Psalm 8:2 “Through the praise of children and infants you have established a stronghold against your enemies …”.
This funny, tragic and touching film is written and directed by Panah Panahi, son of the distinguished Iranian filmmaker Jafar Panahi who was recently imprisoned for six years in a campaign by the Iranian authorities to silence this political form of art (Zeydabadi-Nejad 2010). So what may be the potential pedagogy of this film?
To explore, I adopt a philosophical methodology with the dual ambition to describe Alain Badiou’s philosophy of cinema and to acquire deeper insights on the triadic link between cinema, philosophy and ethical-political education (Badiou 2005, 2013, 2015, 2022). I start by briefly introducing Badiou’s theory of cinema as an impure art, revolving around the contradictions of the world and the relationship between being and appearing. Next, I present the narrative of Hit the Road, while commenting on how it uncovers that which has been silenced, or covered over (Badiou 2022). Third, I further examine Badiou’s idea of cinema as an influential form of ethical-political education. I close the paper by considering Badiou’s claim that cinema is a democratic emblem. Cinema is for everybody. In addition, there are no distinctions between elitist and vulgar forms. Cinema, to Badiou, is therefore a question of democracy (Badiou 2013, 2015). Since the task of philosophy is to examine the contradictions of the contemporary world and to propose an orientation, philosophers of education should go to the cinema, take part in its democratic dialectics, and participate in this current form of ethical-political education.
References
Badiou, Alain (2005). Handbook of Inaesthetics. Stanford: Stanford University Press
Badiou, Alain (2013). Cinema. Cambridge: Polity press
Badiou, Alain (2015). Cinema and philosophy. Retrieved November 2022 from https://youtu.be/Arwso3fy50M
Badiou, Alain (2022). The Immanence of Truth. Being and Event III. London: Continuum
Panahi, Panah (2021). Hit the Road (Jadde Khaki). London: Picturehouse Entertainment
Zeydabadi-Nejad, Saeed (2010). The Politics of Iranian Cinema. London: Routledge
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Nordahl, Marie Aurora; Idsøe, Thormod; Vaillancourt, Tracy; Wang, Mari Vaage & Brandlistuen, Ragnhild Eek
(2023).
Bullying victimization and internalizing and externalizing problems: The impact of teacher-child relations in the context of early childhood education and care.
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Nerland, Monika; Aanestad, Margunn; Hasu, Mervi ; Grisot, Miria & Sundt-Ohlsen, Harald
(2023).
Nye kompetansebehov i helsesektorens digitaliseringsprosesser. .
Show summary
Sesjon på EHiN-konferansen 2023:
Hvilke kompetansebehov oppstår lokalt når helsetjenestene digitaliseres og teknologibruken intensiveres? Hva betyr dette for organisasjonene og for ansatte? Denne sesjonen presenterer nyere forskning om temaet, deriblant funn fra et pågående prosjekt der forskere fra UiO samarbeider med Oslo kommune.
Sesjonen inkluderer en innledning, to foredrag basert på forskning i prosjektet CORPUS, og en kommentar fra samarbeidspartner i Oslo kommune.
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Smørdal, Ole
(2023).
Forskernatt - Forskernes eget talkshow.
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Amundrud, Anja; Hermansen, Hege; Siddiq, Fazilat; Hontvedt, Magnus; Rudningen, Gudrun & Reiersen, Frederick Alexander
[Show all 7 contributors for this article]
(2023).
Co-creation and student-staff partnership in higher education.
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Bratlie, Siri Steffensen; Rydland, Veslemøy; Lekhal, Ratib & Grøver, Vibeke
(2023).
Språkbruk og barnebøker i hjemmet, og språkferdigheter på morsmål og norsk hos torspråklige barnehagebarn: En latent profilanalyse.
-
-
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Kjøbli, John
(2023).
Folk flest får faktisk feber og fobier.
Nettavisen.
Show summary
https://www.nettavisen.no/norsk-debatt/folk-flest-far-faktisk-feber-og-fobier/o/5-95-1368623
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Amundrud, Anja; Omland, Maren & Rasmussen, Ingvill
(2023).
Microblogging and classroom talk.
Show summary
Digital technologies, such as iPads, mobile phones, laptops, and interactive whiteboards, are now used in most Norwegian classrooms and have, in various
ways, changed how teachers and students work and interact. However, despite technology-induced change, language remains our most important tool for
learning. Research shows that teaching students in primary and secondary education how they can use their language productively in educational dialogue to
learn through interactions is beneficial. Today, explicit teaching of the dialogue skills needed for learning is sparse, and the increased use of digital technology
shows a tendency to more individualised activities, leaving less time for interacting in educational dialogue. In this paper, we focus on these challenges and
report the findings from a project with teachers from four different schools in Norway. The project aimed to incorporate dialogic pedagogy while using a digital
microblogging technology, Talkwall, which is designed to help teachers engage their students in educational dialogue. In Talkwall, students talk together in small
groups and write short messages that can be displayed, arranged and distributed across students’ devices and digital whiteboards for discussion in the whole
class. The study explored the use of Talkwall in the classroom, specifically the teachers’ practices when combining an explicit focus on educational dialogue and
microblogging, and the ways in which microblogging can enhance students’ participation in educational dialogue.
-
Brock-Utne, Birgit
(2023).
Indigenous knowledge, language, and culture. .
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Brock-Utne, Birgit
(2023).
Researching Education in Africa – an insider and outsider perspective. .
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Brock-Utne, Birgit
(2023).
Learning from and Teaching Africans.
-
Brock-Utne, Birgit
(2023).
The Transformative Role of Universities- Making the World a better place to live in: embedding Maori thinking and concepts such as Ubuntu, Vasudhaiva Kutumbakam, and Chikyu Minzokushugi.
-
Brock-Utne, Birgit
(2023).
Å lære av og undervise afrikanere.
-
Lackner, Elisabeth Josefine; Jungblut, Jens & Eide, Elisabeth
(2023).
Academic freedom in international collaboration.
-
Monsrud, May-Britt; Karlsen, Jannicke; Klem, Marianne & Bratlie, Siri Steffensen
(2023).
Å vurdere språkkompetansen til flerspråklige barn med minoritetsbakgrunn: betydningen av språklige erfaringer.
Norsk tidsskrift for logopedi.
ISSN 0332-7256.
69(3),
p. 22–30.
Show summary
Det kan være vanskelig å vite hva som er årsaken til svake norskferdigheter hos flerspråklige barn og unge med minoritetsbakgrunn. Ved å ta hensyn til individuell variasjon i bakgrunnsfaktorer som har innvirkning på språkutviklingen, kan vi med større sikkerhet vurdere årsaker til svake norskferdigheter. I denne artikkelen vil vi belyse noen av de bakgrunnsfaktorene som er mest sentrale i denne sammenheng.
-
Pierroux, Palmyre & Steier, Rolf
(2023).
Expert and non-expert narratives in a hybrid reality architecture exhibition.
-
Steier, Rolf
(2023).
Expert and non-expert narratives in a hybrid reality architecture exhibition.
-
Sutphen, Molly & Solbrekke, Tone Dyrdal
(2023).
Academic hospitality in professional education: How and why to shift cultures in teaching and learning in higher education.
-
Sugrue, Ciaran; Solbrekke, Tone Dyrdal & Sutphen, Molly
(2023).
Academic Hospitality, Interdisciplinary Education: Disruptive Leadership ?
-
Elken, Mari
(2023).
Internasjonal studentmobilitet i en ny kontekst.
-
Elken, Mari; Korseberg, Lene Kirstine & Wiers-Jenssen, Jannecke
(2023).
The rather unexpected introduction of tuition fees to non-EEA students in Norway .
-
Elken, Mari & Maassen, Peter
(2023).
New geopolitical and social realities and internationalization of higher education in Europe.
-
Elken, Mari & Korseberg, Lene Kirstine
(2023).
Challenging education? Post-pandemic digitalization and the rise of ChatGPT .
-
Elken, Mari; Degn, Lise; Jungblut, Jens & Vukasovic, Martina
(2023).
Organising for excellence in education and research .
-
Damsa, Crina I. & Barany, Amanda
(2023).
Preface .
In Damsa, Crina I. & Barany, Amanda (Ed.),
Advances in Quantitative Ethnography.
Proceedings of the 4th International Conference, ICQE 2022, Copenhagen, Denmark.
Springer Nature.
ISSN 9783031317255.
-
Esterhazy, Rachelle; Kaliisa, Rogers; Sanchez, Daniel; Langford, Malcolm & Damsa, Crina I.
(2023).
Multimodal collaboration analytics in collaborative problem solving – a scoping review.
-
Damsa, Crina I.; Muukkonen, Hanni & Rummel, Nikol
(2023).
MULTIMODAL ANALYTICAL APPROACHES IN RESEARCHING COLLABORATIVE PROBLEM SOLVING.
-
Sanchez, Daniel; Esterhazy, Rachelle & Damsa, Crina I.
(2023).
Automated Feedback and Learning Design for Collaborative Problem Solving in Simulation
Scenarios.
-
Kaliisa, Rogers & Damsa, Crina I.
(2023).
Supporting teachers in hybrid learning environments: The role of learning analytics.
-
Damsa, Crina I.
(2023).
Together for learning: Understanding the ecosystem of collaborative learning.
Show summary
More than ever before, collaboration and dialogue have become means to address major
challenges we are currently facing - pandemic, conflict, humanitarian crises. At the macro
societal level but also at the micro-level of workplaces and classrooms, knowing how to
collaborate and how to solve problems together is paramount. Yet, while the value of working
and learning together with others is widely acknowledged, meaningful and productive
collaboration remains difficult to accomplish, gauge and guide.
In this keynote, I will reflect on the complexity of the collaborative learning process and what
it implies for researching these processes from an ecological perspective using new analytics
techniques.
Outcomes of collaborative learning have been examined extensively through scaled
assessments and sociocultural studies continue to reveal new knowledge about the
dialogical nature of collaborative learning. Yet remaining are questions about how individual
cognitions are joined into productive interaction, how collaboration dynamics are shaped or
what drives collaboration when difficulties occur.
Against this backdrop, and taking departure in empirical research on small group
collaboration in higher education contexts, I will discuss (i) the need for examining the
collaborative process as an interrelated set of actions, people and resources – the ecosystem
of collaborative learning, (ii) individual and collective factors salient to collaborative learning,
and (iii) the multimodal nature of in-situ collaboration. Further, I will elaborate on how digital
technologies and data-based analytic techniques offer new opportunities to examine some of
the ‘black-boxed’ aspects of collaborative learning.
This presentation will also consider the challenges of researching collaborative learning
processes. First, I will address methodological challenges, primarily focusing on the pitfalls of
reductionistic interpretation and the need for methodological triangulation. Second, I discuss
a combined empirical and conceptual challenge; as digital traces of collaboration are
disclosed through new digital technologies and analytical techniques, the question of what
constitutes collaboration becomes highly relevant. I will conclude by exploring the
implications of examining the ecosystem of collaborative learning for how we are framing
education to prepare a young generation to jointly engage with present and future
hardships.
-
Sadorge, Christopher & Nerland, Monika
(2023).
Professional Learning in Design Work: Developing Patient Information Systems through Object Construction.
-
Bratlie, Siri Steffensen; Rydland, Veslemøy; Lekhal, Ratib & Grøver, Vibeke
(2023).
Profiles of home language use and demographic factors among diverse young Norwegian dual language learners: A latent profile approach .
-
Nerland, Monika; Hasu, Mervi & Grisot, Miria
(2023).
Discourses of Digitalisation and the Positioning of Workers in Primary Care: A Norwegian Case
.
Show summary
The primary health services are subjected to intensified digitalisation with the aim of transforming care provision. Various smart and assistive technologies are introduced to handle the growing elderly population and enhance the opportunities for independent living among patients in need of continuous care. Research has shown how such digitalisation processes evolve in the intersection of different and often competing discourses, oriented towards phenomena such as service efficiency, cost containment, technological innovation, client-centred care and digital competence development. Often, increased technology use is presented as solutions to pressing problems. However, the way in which discourses are negotiated in work contexts and their mechanisms of inclusion/exclusion have received less attention. This article examines how care workers in the primary health sector are discursively positioned when care technologies are introduced in the services. We employ a perspective on discourses and subject positions in analysing strategic documents and interviews with care workers in a larger Norwegian city. We show how managerial discourses that focus narrowly on the implementation and mastery of individual technologies provide limited spaces for workers to exert influence on their work situations, while discourses that emphasise professional knowledge or broader technological and organisational relations provide a variety of resources for workers’ agency. The way care workers adopt and negotiate subject positions varies with their tasks and responsibilities in the organisation. We discuss the need to move beyond ‘solutionism’ in efforts to digitalise care work in order to provide inclusive spaces supporting the contributions of various worker groups.
-
Yang, Junyi; Grøver, Vibeke & Lawrence, Joshua
(2023).
Idioms exposure in shared book reading and child vocabulary growth: An exploratory study.
-
Mørch, Anders & Andersen, Renate
(2023).
Programming with Minecraft Bedrock Up: Modeling, Coding, and Computational Concepts.
-
Nomat, Dilman; Grøver, Vibeke & Rydland, Veslemøy
(2023).
Dual Language Use as a Resource in Word Explanations During Shared Reading.
-
Nerland, Monika
(2023).
Exploring professional knowing and learning in local and extended contexts of practice.
-
Nerland, Monika; Brandenberger, Isabel Alexandra & Hasu, Mervi
(2023).
Relational meta-work emerging during technology integration in primary care.
-
Domanchin, Morgane Barbara; Arnseth, Hans Christian; Silseth, Kenneth & Steier, Rolf
(2023).
Co-designing for Immersive Learning Experiences in the Classroom .
Show summary
This research draws on a teacher-led innovation project to create digitally mediated learning experiences targeting the theme of “Health and Wellbeing”. Over a year, high school teachers, students and researchers co-designed three interdisciplinary learning activities involving immersive technologies such as virtual reality (VR) and augmented reality (AR) as well as social media. Each of the three learning activities represents flexible innovative learning ecologies targeting students’ deep learning. By adopting a design-ethnographic approach and social interaction analysis of the development process, the findings provide insight into the designed activities as reflective of broader learning ecologies. In addition, we discuss the potential of immersive technologies to support students’ talk and engagement in small groups. The study documents the development of new teaching and learning practices targeting societal level challenges.
-
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Brandmo, Christian; Strømsø, Helge Ivar; Anmarkrud, Øistein; Ferguson, Leila Eve & Bråten, Ivar
(2023).
Epistemic Beliefs and Interest as Predictors of Student Teachers’ Attitudes towards Deep
Learning.
-
Ferguson, Leila Eve & Bråten, Ivar
(2023).
Unpacking pre-service teachers’ beliefs and reasoning: A scenario-based approach.
-
Lahn, Leif Christian
(2023).
Hva kan vi lære av HELDAL-prosjektet? Nye verktøy og systemer for helhetlig dokumentasjon, analyse og læring i fag og yrkesopplæringen.
-
Stenholm, Britha; Berntsen, Svanhild Kristine; Lahn, Leif Christian & Nore, Hæge
(2023).
How does the use of ePortfolios in vocational education and training challenge vocational didactics?
-
-
Kvernbekk, Tone & Hovland, Brit Marie
(2023).
Counterfactuality and judgments of significance.
-
-
-
-
-
Haag, Katharina; Wang, Mari Vaage; Ask, Helga; Alexandersen, Nina; Zachrisson, Henrik Daae & Watts, Tyler
[Show all 7 contributors for this article]
(2023).
Can Kindergarten experiences moderate effects of early risk classes on middle childhood behavioural and academic outcomes?,
-
Haag, Katharina; Wang, Mari Vaage; Ask, Helga; Alexandersen, Nina; Zachrisson, Henrik Daae & Watts, Tyler
[Show all 7 contributors for this article]
(2023).
Does Kindergarten quality moderate the effects of early risk on later childhood behavioural and academic outcomes?
-
Hogstad, Kjetil Horn
(2023).
Narratological research and democracy education: a theoretical preparation for a study of democracy education.
-
Kvernbekk, Tone
(2023).
Argumentational regret .
-
Bostad, Inga & Hverven, Sigurd
(2023).
Ville verdier. Naturfilosofi i menneskets tidsalder.
Filosofisk supplement.
ISSN 0809-8220.
1(1),
p. 54–61.
-
Nomat, Dilman; Grøver, Vibeke & Rydland, Veslemøy
(2023).
Bilingual Parents Alternate between Their First and Second Language When Explaining Words to Their Children during Shared Reading.
-
Kvernbekk, Tone & Bjarnø, Vibeke
(2023).
Teacher education In Norway.
In Brito, Renato de Oliveira & Guilherme, Alexandre Anselmo (Ed.),
Formação de Professores ao redor do mundo: desafios e oportunidades.
UNESCO.
ISSN 978-65-87522-13-5.
p. 263–277.
-
-
Kvernbekk, Tone
(2023).
Evidensbasert pedagogisk praksis: Implementering av tiltak og vurdering av om de virker.
-
Hogstad, Kjetil Horn
(2023).
Narratologi og demokrati.
-
Øzerk, Kamil
(2023).
ANDRESPRÅKSPEDAGOGIKK - SAMMENLIGNENDE SPRÅKANALYSE UT FRA PEDAGOGISK PERSPEKTIV.
-
Øzerk, Kamil
(2023).
Bærekraftig utvikling og samisk som urfolksspråk.
Khrono.no.
ISSN 1894-8995.
-
Kvernbekk, Tone
(2023).
Teori under press.
-
Kvernbekk, Tone
(2023).
Være i bevegelse.
-
Ulvund, Stein Erik
(2023).
Temperament i lys av transaksjonsmodellen.
In Flaten, Kirsten Helen (Eds.),
Temperament hos små og store barn.
Cappelen Damm Akademisk.
ISSN 9788202717520.
-
Pierroux, Palmyre & Steier, Rolf Erik Jorgenson
(2023).
Experts and novice narratives in a virtual architecture exhibition.
-
Oswald, Emily; Esborg, Line & Pierroux, Palmyre
(2023).
Memes in memory institutions: Youth interests and literacies as encountered disruption in design-based cultural heritage work.
-
Amundrud, Anja & Rasmussen, Ingvill
(2023).
Collaborative design for professional development in digital schools: Co-designing digital technology to develop teachers’ dialogic practice.
-
Engen, Bård Ketil; Steier, Rolf & Giæver, Tonje Hilde
(2023).
Digitalisering ved GFU.
-
Rasmussen, Ingvill; Warwick, Paul & Smørdal, Ole
(2023).
Combining in-class microblogging and jointly created talk rules to enhance student participation in classroom dialogue.
-
Ferguson, Leila Eve & Luimes, Maike Kristina
(2023).
Teaching in higher education (THE project): Teacher beliefs about teaching and research on teaching in higher education.
-
Kvernbekk, Tone
(2023).
Hva var pedagogikk? Historiefilosofiske betraktninger.
-
Espenes, Kristin; Tørmoen, Anita Johanna; Keles, Serap; Kjøbli, John; Helland, Siri Saugestad & Waaler, Pamela Marie
(2023).
Omsorgs – og Endringsmodellen (OEM): En DBT-informert miljøterapeutisk tilnærming i barnevernsinstitusjoner Teori og forskning.
Show summary
Undervisning for Mastergradsstudenter.
-
Monica, Bjermeland; Amundrud, Anja; Smørdal, Ole & Tellefsen, Sølvi
(2023).
Bør alle kommuner skaffe seg en gaming-ekspert?
Forskning.no.
ISSN 1891-635X.
-
Bjermeland, Monica; Amundrud, Anja; Smørdal, Ole & Tellefsen, Sølvi
(2023).
DET GRØNNE SKIFTET: En gamingekspert i hver kommune?
Show summary
Hvor innovasjonsvillige er norske kommuner, egentlig? Tør politikerne å ta et steg til siden for å la ungdom påvirke den lokale klimapolitikken, slik den nye kommuneloven sier at de skal?
Forskerne Ole Smørdal og Anja Amundrud ved forskningssenteret Include og biblioteksjef Sølvi Tellefsen svarer «tja». De tre samarbeider nå om å utvikle et spill om klima som skal føre unge og kommunepolitikere nærmere hverandre i jakten på en effektiv klimapolitikk.
Programleder er Monica Bjermeland.
-
Tortzen, Anne; Smørdal, Ole; Solberg, Nina; Tellefsen, Sølvi; Leikanger, Iris & Sønstegaard, Hanne Marie
(2023).
Medvirkning og samskaping i klimaarbeidet – fra politiske ambisjoner til praksis.
Show summary
Lillestrøm kommune har høye ambisjoner om å utvikle nye samarbeidsformer med innbyggerne i klimaomstillingsarbeidet. Barn og unges innflytelse skal styrkes. Biblioteksjefen leder arbeidet med å vurdere om klimaspill kan være en egnet plattform, og hvordan utviklingen av spill kan samskapes med ungdom.
Vi har invitert biblioteksjef Sølvi Tellefsen til å fortelle om prosjekt Klimaspill.
Den danske forskeren Anne Tortzen fra Center for Borgerdialog har studert danske eksempler på klimarelatert samskaping og medvirkning, og gir ut boka med arbeidstittel «Klima, demokrati og samskapelse – kommunen som katalysator for borgernes klimaengasjement» på nyåret. Hun reflekterer over behovet for demokratisk fornyelse og polycentrisk styring, og hva vi eventuelt kan lære av danskene.
-
Wittek, Anne Line
(2023).
Collegial supervision in practice.
-
Seppänen, Laura; Toiviainen, Hanna & Hasu, Mervi
(2023).
Workplace learning for fair work on digital labour platforms.
In Bound, Helen; Edwards, Anne; Evans, Karen & Chia, Arthur (Ed.),
Workplace Learning for Changing Social and Economic Circumstances.
Routledge.
ISSN 9781003227946.
-
Hontvedt, Magnus
(2023).
Læring i høyere utdanning — Noen sentrale forskningsfunn og forslag til læringsaktiviteter.
-
Rydland, Veslemøy & Lekhal, Ratib
(2023).
Språksterk - implementering og videreføring.
-
Rydland, Veslemøy
(2022).
Utvikling av språkforståelse gjennom naturfag.
Tidsskriftet Forskerfrø.
ISSN 2703-8092.
2000(1/22),
p. 46–49.
-
Rydland, Veslemøy
(2022).
Språksterk: Et utviklings og forskningsprosjekt i flerspråklige barnehager.
-
Haverkamp, Ymkje Elisabeth & Bråten, Ivar
(2022).
The role of strategic backtracking when reading to comprehend digital informational text on mobile devices.
-
Bråten, Ivar; Brandmo, Christian; Ferguson, Leila Eve & Strømsø, Helge Ivar
(2022).
Beliefs about justification for knowing and the selection and processing of multiple documents: An intervention.
-
Lascar, Justine; Domanchin, Morgane Barbara & Develotte, Christine
(2022).
Entre espaces physiques et numériques : les
espaces de production des données de
recherche.
Show summary
Dans le cadre d’une recherche, une équipe interdisciplinaire de chercheurs en collaboration
avec le laboratoire ICAR a documenté les interactions dans un séminaire doctoral. De nature
comodale, ce séminaire présentait la spécificité de combiner des participants à la fois en présentiel (à Lyon) et à distanciel (France, Chine, Angleterre) répartis sur divers artefacts techniques
(plateforme de visioconférence, robot de téléprésence Beam, et robot Kubi). C’est ainsi que
nous avons cherché à mettre en place un recueil de données qui puisse rendre compte de cette
situation de communication complexe, qui comprend à la fois des interactions synchrones (i.e.
par visioconférence, robot BEAM et/ou Kubi) et asynchrone (i.e. sur le chat). L’objectif du
projet était à la fois de tester les atouts et limites de cette communication polyartefactée et de
récolter des données pour l’étudier plus précisément par la suite.
L’approche méthodologique choisie pour l’ensemble de la recherche s’appuie sur l’éthologie compréhensive (Cosnier & Develotte, 2011). Inspirée de la microsociologie (Goffman 1974) et
de l’ethnographie visuelle (Pink, 2007, Ibnelkaïd, 2018), cette démarche d’observation naturaliste nous a amené à recueillir les comportements des participants (enregistrements vidéo,
prises de son, captures d’écran) et à conduire des entretiens (entretiens semi-dirigés, entretiens
d’explicitation). Les données récoltées se composent donc de données à la fois comportementales
et liées au ressenti des participants. Plus précisément, les données sélectionnées pour constituer
le corpus de recherche datent de 2016 et 2017 et d’une durée totale de 9h et 16 minutes, elles
illustrent 5 recueils de données qui donnent à voir des séquences du séminaire notamment :
Recueil 1 : Une data session montrant l’avancée des travaux d’un membre de notre équipe;
· Recueil 2 : Une conférence en présentiel, à Lyon, présentée par des invités externes au groupe;
· Recueil 3 : Une séance de travail au sein du groupe;
Recueil 4 : Une conférence en distanciel, présentée par une invitée externe au groupe;
· Recueil 5 : Une présentation dispensée par un membre du groupe à distance.
Cette communication vise à décrire les espaces physiques et numériques de production des données de recherche spécifiques à ce projet polyartefacté. Dans cette perspective, les espaces seront
abordés à travers les questions suivantes : Comment récolter les interactions de participants
distribuées sur différents artefacts simultanément et dans une situation où se mêlent divers espaces aussi bien physiques qu’écraniques? Quels ont été les choix effectués et quelles seraient les
améliorations possibles pour de futures recherches dans de tels contextes?
-
Hontvedt, Magnus & Oddvik, Morten
(2022).
Digital universitetspedagogikk for Menighetsfakultetet.
-
Domanchin, Morgane Barbara
(2022).
Fostering an effective learning climate within a hybrid doctoral seminar.
Show summary
This presentation will illustrate the implementation of a successful hybrid environment in a doctoral seminar, with a focus on ensuring an effective learning climate. Digital devices, among which a video conferencing platform, a Beam Robot and a Kubi Robot were used to support hybrid teaching and learning for face-to-face and remote participation. Findings and implication for practice are presented based on a research and development project conducted by the research group IMPEC (Screen-based Multimodal Interactions) and Christine Develotte at École normale supérieure de Lyon, France. See a video about the project here : https://www.youtube.com/watch?v=ghTtJOAtzeY
-
Nore, Hæge; Lahn, Leif Christian; Berntsen, Svanhild Kristine & Stenholm, Britha
(2022).
HELDAL Nye verktøy og systemer for helhetlig dokumentasjon, analyse og læring i fag og yrkesopplæring.
-
Silseth, Kenneth; Domanchin, Morgane Barbara & Arnseth, Hans Christian
(2022).
Engasjerende dybdelæring med AR og VR
.
-
Arnseth, Hans Christian & Domanchin, Morgane Barbara
(2022).
Pedagogisk innovasjon med AR og VR: Muligheter og utfordringer.
Show summary
I denne forelesningen vil vi presentere DigiLiv-prosjektet som utvikler innovative læringsdesign innen temaet folkehelse og livsmestring. Hovedmålet med prosjektet er å utvikle tverrfaglige undervisningsopplegg hvor virtuell virkelighet (VR) og utvidet virkelighet (AR) gir mer engasjerende, relevant og dybdeorientert læring for elevene. I samarbeid med lærere, designere og forskere utvikler vi innovative praksisnære undervisningsopplegg i videregående opplæring. I denne presentasjonen vil vi, i tillegg til å beskrive innovasjonsprosessen, analysere hvordan AR og VR kan støtte læring i idrettsfag og samfunnsfag.
-
Sivesind, Kirsten
(2022).
Hvordan brukes kunnskapskilder for å begrunne reformer for skoleverket? Hvem deltar? Resultater fra POLNET
.
-
Hovland, Brit Marie & Sivesind, Kirsten
(2022).
Tracing the empirical and practical groundwork of national curricula in the interwar period.
-
Hontvedt, Magnus & de Lange, Thomas
(2022).
Vurdering i høyere utdanning
.
-
de Lange, Thomas
(2022).
Scholarship of Teaching and Learning (SoTL) & Teaching Portfolios for Phd-students.
-
Arnseth, Hans Christian; Silseth, Kenneth & Steier, Rolf
(2022).
Co-developing Immersive Learning Experiences in Interdisciplinary Projects in Upper Secondary
Education.
-
Andenæs, Agnes & Torvik, Eir
(2022).
Endringer i barneloven kan få svært uheldige konsekvenser. .
Dagsavisen.
ISSN 1503-2892.
-
Vasbø, Kristin Beate; Silseth, Kenneth & Arnseth, Hans Christian
(2022).
Building community in the classroom through interdisciplinary health and life skills education.
-
Wittek, Anne Line
(2022).
Kollegial veiledning.
-
Lysaker, Odin & Evenshaug, Aurora Jacobsen
(2022).
Jo raskere vi lever våre liv, desto mindre tid opplever vi at vi har (intervju med Hartmut Rosa).
Morgenbladet.
ISSN 0805-3847.
-
Ulvund, Stein Erik
(2022).
Den negative foreldretypen.
[Newspaper].
VG.
-
Ulvund, Stein Erik
(2022).
"Lille Mini" App for veiledning av foreldre med for tidlig fødte barn.
[Internet].
Lille Mini app.
-
Ulvund, Stein Erik
(2022).
Aldersguide for grensesetting 0 til 6 år:det er spesielt en "foreldrefelle" du bør unngå.
[Internet].
Klikk.no.
-
Ulvund, Stein Erik
(2022).
Mener følelses-oppdragelse skaper forhandlingsbarn.
[Internet].
Nettavisen.
-
Ulvund, Stein Erik
(2022).
Forskningsprosjekt om oppfølging av for tidlig fødte barn.
[Internet].
Podcast UV-fakultetet.
-
Ulvund, Stein Erik
(2022).
Familier med for tidlig fødte barn får ofte for dårlig oppfølging.
[Newspaper].
Nordlys.
-
Ulvund, Stein Erik
(2022).
Ekstremt for tidlig fødte barn kan få mange diagnoser.
[Internet].
Forskning.no.
-
Ulvund, Stein Erik
(2022).
Søskenforskning: Foreldrenes favoritt.
[Newspaper].
Dagbladet.
-
Ulvund, Stein Erik
(2022).
Studie av enebarn vekker oppsikt.
[Newspaper].
Dagbladet.
-
Ulvund, Stein Erik
(2022).
Barneoppdragelse: Fem klassiske feil foreldre gjør.
[Newspaper].
VG pluss.
-
Helland, Siri Saugestad; Kjøbli, John & Bårdstu, Silje Kvam
(2022).
Psykisk Helse .
In Karlsdottir, Ragnheidur; Kvello, Øyvind & Hybertsen, Ingunn Dahler (Ed.),
Grunnbok i pedagogisk psykologi.
Fagbokforlaget.
ISSN 978-82-450-3363-2.
p. 73–83.
-
Munthe, Elaine; Erstad, Ola Andres; Njå, Morten Bergsten; Forsström, Sanna Erika; Gilje, Øystein & Amdam, Synnøve Hedemann
[Show all 8 contributors for this article]
(2022).
GrunnDig og implikasjoner for lærerutdanning.
-
Karseth, Berit & Wahlström, Ninni
(2022).
Volume 7: Approaches to the Curriculum and Its Politics.
In Tierney, Rob; Rizvi, Fazal & Ercikan, Kadriye (Ed.),
International Encyclopedia of Education.
Elsevier.
ISSN 9780128186305.
p. XIX–XXI.
-
Karseth, Berit & Wahlström, Ninni
(2022).
Contemporary trends in curriculum research.
In Tierney, Rob; Rizvi, Fazal & Ercikan, Kadriye (Ed.),
International Encyclopedia of Education.
Elsevier.
ISSN 9780128186305.
p. 74–84.
-
Nore, Hæge; Brevik, Birger; Lahn, Leif Christian & Berntsen, Svanhild Kristine
(2022).
E-portfolio didactics for vocational education and training. A Norwegian case (HELDAL) in action .
-
Lahn, Leif Christian; Brevik, Birger & Nore, Hæge
(2022).
E-portfolios as drivers for innovation in vocational education and training .
-
Bibi, Afshan
(2022).
The 8th Nordic Education History Conference in Aalborg, Denmark. Book chapter pre-launch presentation - "Schoolteachers, Child-Centered Education, and the Nordic Education Model; Danish and Norwegian Experiences, 1920-1935".
-
Bibi, Afshan
(2022).
Lecture presentation of book chapter - "Schoolteachers, Child-Centered Education, and the Nordic Education Model; Danish and Norwegian Experiences, 1920-1935" at the Nordic Education Model Book launch. .
-
Bibi, Afshan
(2022).
HumStud forskergruppe seminar for PhD-kandidater - presentasjon av andre artikkelen.
-
Bibi, Afshan
(2022).
NordEd PhD candidates writing workshop – presentation of second article draft.
-
Bibi, Afshan
(2022).
Norsk utdanningshistorisk nettverk - deltakelse i seminar av det nylig etablert Utdanningshistorisk nettverket i Norge.
-
Bratlie, Siri Steffensen
(2022).
Minoritetsspråklige barn, morfologisk kunnskap og morfologisk intervensjon.
Norsk tidsskrift for logopedi.
ISSN 0332-7256.
68(4),
p. 22–24.
-
Sutphen, Mary; Damsa, Crina I. & Solbrekke, Tone Dyrdal
(2022).
Strong dissatisfaction of university pedagogy courses?
[Newspaper].
Khrono - https://khrono.no/strong-dissatisfaction-of-univers.
-
Damsa, Crina I.
(2022).
Digital undervisning er både en utfordring og en gevinst.
[Newspaper].
Universitas - https://www.universitas.no/nyhetsintervju/digi.
-
Damsa, Crina I. & Rosenberg, Gulbrand
(2022).
Pedagogisk bruk av digital teknologi.
-
Damsa, Crina I. & Winstone, Naomo
(2022).
Conceptual, methodological and topical considerations for research on learning and assessment: towards an integrative research agenda.
-
Grønning, Terje
(2022).
Nihon ni okeru seimei kagaku-kei chiho hatsu innovation initiatives ni kansuru jirei kenkyu (Case studies on life science and related regional innovation initiatives in Japan) .
-
Njå, Morten Bergsten; Moltudal, Synnøve Heggedal; Erstad, Ola Andres & Hagen, Silje Bergill
(2022).
Digitalisering i grunnopplæring; Hvordan forstås digitaliseringsbegrepet i sentrale dokumenter?
-
Rydland, Veslemøy
(2022).
Verktøy i kvalitetsmåling i barnehagen .
-
Erstad, Ola Andres
(2022).
Mediepedagogikkens rolle i fremtiden - produksjonspraksis eller kritisk refleksjon?
In Bastiansen, Henrik G.; Naalsund, Per Terje; Ohlmann, Carsten & Aase, Elisabeth Sølvberg (Ed.),
Fra panikk til pedagogikk? Mediefag i skolen gjennom 50 år. Et jubileumsskrift for foreningen Mediepedagogene.
Mediepedagogene.
ISSN 978-82-303-5494-0.
p. 143–153.
-
Araos Moya, Andres Arturo
(2022).
Exploring affordances and Agency in undergraduate students’ engagement with platform-based resources.
-
Lackner, Elisabeth Josefine
(2022).
Studying the Relation Between Stakeholder Input and Higher Education Policy.
-
Araos Moya, Andres Arturo
(2022).
Exploring affordances and Agency in undergraduate students’ engagement with platform-based resources.
-
Pierroux, Palmyre
(2022).
The Role of Authenticity in Museum Learning .
-
Lawrence, Joshua; Knoph, Rebecca; Hwang, Jin Kyoung & Hagen, Åste Marie Mjelve
(2022).
Measures of lexical ambiguity for 62,954 words.
-
Knoph, Rebecca & Lawrence, Joshua
(2022).
Vocabulary tasks and target words are not equal: How language learners answer differently.
-
Strømsø, Helge Ivar
(2022).
Students’ leisure time reading of books and websites predicts reading attitudes.
-
Strømsø, Helge Ivar
(2022).
Do university students’ leisure time reading of printed and digital texts predict text comprehension?
.
-
Solheim Kvamme, Line & Kjøbli, John
(2022).
De fleste av oss vil få en psykisk lidelse.
Forskning.no.
ISSN 1891-635X.
-
Kucirkova, Natalia & Grøver, Vibeke
(2022).
Correction to: The Importance of Embodiment and Agency in Parents’ Positive Attitudes Towards Shared Reading with Their Children (Early Childhood Education Journal, (2022), 10.1007/s10643-022-01415-1).
Early Childhood Education Journal.
ISSN 1082-3301.
doi:
10.1007/s10643-022-01434-y.
-
Kiili, Carita Päivi Susanna; Bråten, Ivar; Strømsø, Helge Ivar; Hagerman, Michelle Schira; Räikkönen, Eija & Jyrkiäinen, Anne
(2022).
Why trust or mistrust? Sixth graders' ability to justify the credibility of online texts.
-
Haverkamp, Ymkje Elisabeth; Bråten, Ivar; Latini, Natalia & Salmerón, Ladislao
(2022).
Effects of screen size and screen dynamics when reading digital text.
-
Ronconi, Angelica; Veronesi, Valentina; Mason, Lucia; Manzione, Lucia; Florit, Elena & Anmarkrud, Øistein
[Show all 7 contributors for this article]
(2022).
Learning from complementary sources: Do medium and context matter?
-
Braasch, Jason L. G.; Haverkamp, Ymkje Elisabeth; Latini, Natalia; Shaw, Sabriyya; Arshad, Muhammad Safwan & Bråten, Ivar
(2022).
Belief bias when adolescents read to comprehend multiple conflicting texts.
-
Haverkamp, Ymkje Elisabeth; Latini, Natalia & Bråten, Ivar
(2022).
Predictors and outcomes of behavioral engagement in the context of text comprehension.
-
Brock-Utne, Birgit
(2022).
Reflections by a cultural commuter.
-
Brock-Utne, Birgit
(2022).
Kampen for kiswahili – mot klassesamfunnet. .
Klassekampen.
ISSN 0805-3839.
p. 25–25.
-
Torgersen, Gerald; de Lange, Thomas; Ahlqvist, Jan; Levring Jäghagen, Eva & Møystad, Anne
(2022).
A comparative study of students perceptions of post-exam feedback in oral radiology - A teachers experience.
Show summary
Introduction
Post-exam feedback aims to provide students with insight into their performances and enable them to identify knowledge gaps to guide further learning. According to a survey, giving post-exam feedback is mandatory in half of the responding universities in Europe. The aim of this study was to assess dental hygienist students’ perceptions of their learning gains from post-exam sessions in a university with (Umea) and without (Oslo) mandatory post-exam feedback and to compare differences in arrangements with the purpose of improving the quality of post-exam feedback.
Materials and Methods
The sessions were carried out among dental hygienist students from Umea University, Sweden and from University of Oslo, Norway. The post-exam feedback in Umea was given simultaneously with the
exam results, while the session in Oslo was held after the students had received their results. The study was based on a qualitative approach, with two student focus group interviews conducted in each study context (Umea, n=13/Oslo, n=5). All the interviews were led by an unbiased external researcher. The interviews were transcribed verbatim, and a content analysis was performed to identify patterns in participant experiences and perceptions.
The teachers subjective experience and thoughts of the activity will be reported.
Results
(Preliminary) Students from both contexts, with and without previous experience, appreciated the post-exam feedback, citing the learning benefits by clearing up uncertainties and revealing knowledge gaps and misconceptions. Students from Umea reported a somewhat stressful experience having simultaneously received their grades and during the feedback session, a tension that was not reported in Oslo. Most students suggested that the post-exam feedback sessions should always be carried out and last longer.
Conclusions
Post-exam feedback appears to support student learning. The reported learning outcomes depend on how the session is organized and this requires further investigation.
-
Rasmussen, Ingvill
(2022).
“Professional learning as interactional accomplishments between participants and simulation-technologies. Sociocultural perspectives”.
-
Rydland, Veslemøy
(2022).
Lekens betydning for små barns utvikling i overgangen mellom barnehage og skole.
-
Rydland, Veslemøy
(2022).
Kvalitet i barnehagen med fokus på barnehager i flerspråklige områder.
-
Rydland, Veslemøy & Lekhal, Ratib
(2022).
Støtte til barns språkutvikling i barnehagealderen.
-
Kvamme, Ole Andreas; Karseth, Berit & Ottesen, Eli
(2022).
Verdier på glid.
Bedre Skole.
ISSN 0802-183X.
34(4),
p. 56–61.
-
Rasmussen, Ingvill & Smørdal, Ole
(2022).
Ny versjon av Samtavla.
-
Rasmussen, Ingvill & Smørdal, Ole
(2022).
Ny versjon av Samtavla.
-
Magnùsson, Gunnlaugur
(2022).
Har inkluderingen gått för långt? En blick på inkludering som policy.
In Öhman, Anna (Eds.),
Etiska perspektiv på specialpedagogers yrkesroll och pedagogiska praktik.
Studentlitteratur AB.
ISSN 9789144155098.
p. 151–178.
-
Magnùsson, Gunnlaugur & Pettersson, Daniel
(2022).
Imaginaries of Inclusion in Swedish Education. Paper presentation within the symposium Approaches to historical research on education reforms, policy, and politics in the Nordic context and beyond.
-
Magnùsson, Gunnlaugur & Rytzler, Johannes
(2022).
Micro-Resistance to Conveyor-Belt Teaching: Thinking about Higher Education with Didaktik.
-
Magnùsson, Gunnlaugur & Rytzler, Johannes
(2022).
Towards a Pedagogy of Higher Education. The Bologna Process, Didaktik, and Teaching.
-
Magnùsson, Gunnlaugur
(2022).
Comparative issues regarding segregation and the teaching profession. Comments from the discussant at the symposium: Urban segregation and everyday life in schools in disadvantaged areas.
-
Magnùsson, Gunnlaugur
(2022).
Discussant´s comments, symposium within the conference Differentiation renaissance: revisiting a powerful and multilayered concept of education. .
-
Sivesind, Kirsten
(2022).
Overrasket over hvor lite forskningsbasert skolepolitikken er.
Khrono.no.
ISSN 1894-8995.
-
Sivesind, Kirsten
(2022).
PISA har blitt en politisk kjepphest. Gjør ingen forskjell.
Dagsavisen.
ISSN 1503-2892.
-
Sivesind, Kirsten
(2022).
Forsvinner fagene med fagfornyelsen?
-
Sivesind, Kirsten
(2022).
Funn og fortolkninger fra POLNET prosjektet.
-
Sivesind, Kirsten & Karseth, Berit
(2022).
Hvordan innhentes og brukes kunnskap i arbeid med norske og nordiske skolereformer?
-
Baek, Chanwoong
(2022).
Dynamics of expertise-seeking arrangements in policymaking: Structure, participation,and legitimization strategies.
-
Karseth, Berit; Bernotaite, Simona & Sundby, Anniken Hotvedt
(2022).
Curriculum making for the 21st century:The paperwork of OECD.
-
Sivesind, Kirsten
(2022).
Comparing reform trajectories by moments of historical and societal transitions.
Show summary
The paper addresses how historical analysis of texts that are digitalized into full-text archives, provide new opportunities to examine dominating rationales and changes in reform trajectories and forms of curriculum control within a larger framework of historical and societal transitions. How can a researcher by the usage of digitalized search strategies identify 1) when in the history interests to develop national curricula were prevalent 2) which areas of knowledge they addressed, and 3) how international comparisons created moments of historical transitions?
The paper provide examples from an ongoing-study of school reform policy in Norway. It illustrates how to use N-gram search to identify books and articles that can deepen existing knowledge about the usage of international comparisons, how spatial and temporal dynamic of the reform processes can be visualized and how examination of full-text sources help interpreting how educators have translated rationales about schooling by their scholarly role of acting as authors.
-
Litherland, Kristina Torine
(2022).
Panel discussion on Creative Computing.
-
Røsholt, Tone Sofie; Rydland, Veslemøy; Grøver, Vibeke & Lekhal, Ratib
(2022).
ECEC Teachers' Perceptions of Parent Collaboration to Support Children's Language Development in Multilingual Areas of Oslo.
-
Røsholt, Tone Sofie; Rydland, Veslemøy; Grøver, Vibeke & Lekhal, Ratib
(2022).
ECEC Teachers’ Perceptions of Parent Collaboration to Support Children’s Dual Language Development in Multilingual Areas of Oslo.
-
Litherland, Kristina Torine
(2022).
Tverrfaglige læringsopplegg med Minecraft.
-
Bratlie, Siri Steffensen
(2022).
The effectiveness of a Norwegian app-based morphology program: Can Captain Morph help students with language minority backgrounds learn new words?
-
Rydland, Veslemøy
(2022).
Minoritetsspråk.
Show summary
Veslemøy Rydland har forsket på flerspråklige barns utvikling. Hun har vært
spesielt interessert i hvordan de samspillene barn inngår i, med andre barn
og voksne, får betydning for deres språkutvikling. Rydland vil presentere
resultater fra studier der hun har fulgt barn over tid og samarbeidet med
barnehager for å prøve ut tiltak for å støtte barns språkutvikling.
-
Bibi, Afshan
(2022).
The 8th Nordic Education History Conference in Aalborg, Denmark. "International progressive education ideas in Norway - the role of schoolteachers and educationalists in the Norwegian New Education Fellowship (NEF) section from 1929-1935".
-
Bibi, Afshan & Christensen, Marit Eline Lervik
(2022).
Lærere reiste i dagevis for å skape en bedre skole for barna.
[Internet].
UiO website and on Forskning.no.
-
Strand, Torill
(2022).
«The only education is an education by truths». Alain Badiou on art, philosophy and education.
.
Show summary
The French philosopher Alain Badiou (1937 - ) is one of the most significant philosophers of our time, well known for his Being and Event trilogy, in which he develops a philosophical system that elegantly deconstructs the idealism and romanticism in Heidegger. Being, to Badiou, is multiple and void. Moreover, truths are existential, ongoing and open-ended ontological operations emerging in tangible situations. Philosophy does not produce truths, but grasps them as they are thought under the four “truth-conditions” of art, science, love and politics. It is on this background we should read his axiom that “the only education is an education by truths”.
The aim of this colloquium is to explore Badiou’s notion of education. In doing so, we ask what it means for “truths” to emerge under the conditions of art, science, love and politics. What may be the implication of philosophy to contend with its “outside”? Moreover, what may be the implication of Badiou’s claim that “the only education is an education by truths”?
-
Aksnes, Siri Yde & Breit, Eric Martin Alexander
(2022).
Ableist workplaces revisited: Exploring positive relational practices in inclusive workplaces.
-
Andreassen, Tone Alm & Breit, Eric Martin Alexander
(2022).
To refrain from a professional project.
-
Kvernbekk, Tone
(2022).
Hva er pedagogikk?
-
Hasu, Mervi & Saari, Eveliina
(2022).
Localising strategies in the early phase of digitalisation in primary health organisations. Case examples from Norway and Finland
.
Show summary
How do organisations that make strategic decisions to digitalise their services begin to organise the workplace for digitalisation? In other words, how do organisations with different work contexts try to localise the various digital solutions and systems in tying (or configuring) them with work practices? Neither information systems research nor organisational or workplace learning research studying digitalisation has sufficiently addressed what kinds of localising strategies occur and what kinds of competences emerge locally in various organisational contexts during localising efforts (e.g. Vallo Hult et al. 2022). Thus, especially in the early phases, working towards local digital change can be constitutive for the further trajectory of digital transformation on organisational and network levels (Törmer & Henningsson 2018).
This paper explores localising strategies in the early phase of digitalisation in two primary health organisations. The Norwegian case organisation (‘urban-distributed’) comprises several independent urban city districts responsible for local services and several specialist central agencies, such as the health agency, responsible for care development in medical, dental, psychosocial care, public health and development of the municipality’s professional systems. The Finnish case organisation (‘rural-integrated’) is responsible for both social and health care in a broad geographic region and comprises urban and large rural municipalities. We anticipated variation in the localising strategies of the two cases based on the developmental and demographic characteristics of both health care systems.
We aimed to investigate how the different organisational contexts are displayed in the localising strategies of these organisations, particularly how the context-specific strategies address organising work roles and establishing required competences in different ways. Hertzum and Simonsen’s (2019) qualitative analysis of local competences in an IT development project in a hospital context inspired our paper. They formed a catalogue of seven competence categories, each of which comprised multiple qualitatively characterised competences that are needed locally to configure information systems and work practices for one another. To broaden the analysis of locally required competences outside a single project level towards organisation-wide digital change, we employed a practice-based perspective on a localising strategy for digitalisation.
The analysis revealed both similarities and differences in the localising strategies in the two cases.
-
Hasu, Mervi ; Nerland, Monika & Brandenberger, Isabel Alexandra
(2022).
How does welfare technology change work and competence in the services? Presentation of preliminary research results and interactive seminar.
Show summary
Forskningsprosjektet CORPUS utvikler kunnskap om kompetansebehov og læring i helsesektoren ved å
gjennomføre nærstudier av hvordan digitalisering fører til endringer i arbeidsorganisering og
oppgavefordeling, hvilke kompetanser som trengs for å takle disse utfordringene, og hvilke
læringsmuligheter som tilbys i det daglige arbeidet. Innføring og bruk av velferdsteknologi i Oslo kommune
har vært et hovedområde for forskningen, med bydel N.N. som en sentral samarbeidspartner.
CORPUS-prosjektet er nå midtveis i sin finansieringsperiode, og vi avslutter datainnsamlingen denne våren.
Vi vil presentere de foreløpige observasjonene og funnene om (1) hvordan arbeidet i tjenestene endres med implementering og bruk av velferdsteknologi, og (2) hva endringene betyr for organisering av arbeidet, arbeidsroller og kompetansekrav. I tillegg vil vi gjerne (3) høre dine synspunkter og kommentarer, og diskutere hvilke funn som er mest relevante å fokusere mer på i den gjenværende prosjektperioden.
-
Brandenberger, Isabel Alexandra; Hasu, Mervi & Nerland, Monika
(2022).
Reorganising practices in digitalising primary health services: The concerns of welfare technology coordinators.
-
Øzerk, Kamil
(2022).
STERKE OPPLÆRINGSMODELLER FOR URFOLKSBARN.
-
Øzerk, Kamil
(2022).
NEIS-modellen for språklæring og innholdsforståelse.
-
Øzerk, Kamil
(2022).
LÆREMIDDLENES DIDAKTIKK.
-
Tveit, Sverre
(2022).
The rise and fall of educational measurement in Norway from 1945 to 1980.
-
Tveit, Sverre
(2022).
Unlocking Assessment Cultures - pre-conference workshop presentation.
-
Lie, Elin Rødahl
(2022).
Gender, Equality, and Education—Are We About to Abandon Our Nordic Ideals?
-
Hovdhaugen, Elisabeth & Tveit, Sverre
(2022).
Policy problems and paradoxes unveiled by the pandemic:
Secondary grading and higher education admission in Norway.
-
Tveit, Sverre; Sandvik, Lise Vikan & Fjørtoft, Henning
(2022).
The Norwegian legacy of resisting formal grading: Paradoxes and dilemmas.
-
Aksnes, Siri Yde & Breit, Eric Martin Alexander
(2022).
De «med hull i cv-en» ble de mest engasjerte og lojale ansatte.
Dagens næringsliv.
ISSN 0803-9372.
-
Kvernbekk, Tone
(2022).
Kausalitet, noen momenter.
-
Mäkitalo, Åsa & Dalevi, Linn
(2022).
Mastering care? Welfare technologies in health care team decision practices.
-
-
Sadorge, Christopher
(2022).
Collaborative work in designing a system for patient information sharing in health care.
-
Sadorge, Christopher; Nerland, Monika & Mäkitalo, Åsa
(2022).
New challenges for health professionals.
-
Karlsen, Lisa-Marie
(2022).
Play assessment in Norwegian Preschools.
-
Smørdal, Ole
(2022).
Breivoll fabrikker – bærekraft gjennom samskaping?
-
Ernstsen, Sigrid; Furberg, Anniken & Arnseth, Hans Christian
(2022).
Enriching wellbeing competencies by bridging students’ personal experiences with canonical resources in collaborative interdisciplinary settings.
-
Brock-Utne, Birgit
(2022).
Det må stilles krav til norsk språk i akademia. .
Ordet.
ISSN 0803-379X.
72(1),
p. 12–12.
-
Prilutskaya, Marina Yurievna & Knoph, Rebecca
(2022).
Developing metacognitive skills through pedagogical translanguaging: a case of writing in L2.
-
Solbrekke, Tone Dyrdal
(2022).
KEY NOTE: Kvalitetsutvikling av høyere utdanning: Universitets- og høgskolepedagogers roller og ansvar .
-
Sugrue, Ciaran & Solbrekke, Tone Dyrdal
(2022).
DELIBERATIVE LEADERSHIP IN UNCERTAIN TIMES:SUSTAINABLE PRACTICES FOR PUBLIC UNIVERSITIES?
-
Solbrekke, Tone Dyrdal
(2022).
Refleksjoner over bærekraftig utdanning.
-
Solbrekke, Tone Dyrdal; Sutphen, Molly & McCune, Velda
(2022).
KEY NOTE: How can academic hospitality prepare students to cope with wicked problems?
-
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.
-
Gabrielsen, Neha Singh
(2022).
Innovations for citizenship and sustainability in lower secondary schools in a Norwegian municipality.
-
-
Amundrud, Anja
(2022).
Spillet om klima: Introduksjon til forskning på bruk av spill i undervisning.
-
Gabrielsen, Neha Singh
(2022).
PhD prosjekt: Bærekraft og medborgerskap - barn og unges deltakelse .
-
Gabrielsen, Neha Singh
(2022).
Democracy and Citizenship, and Education for Sustainable Development. Teaching practices and work to promote adolescents´participation in a municipality .
Show summary
The aims of the study are twofold: To explore teaching and learning practices regarding democracy and citizenship, and education for sustainable development in a case municipality. And to explore an organisation unit´s practice with adolescents´participation in their local community.
-
Nerland, Monika
(2022).
Researching professional learning in complex environments: Opportunities and challenges from a qualitative research perspective.
In Goller, Michael; Paloniemi, Susanna; Kyndt, Eva & Damsa, Crina I. (Ed.),
Methods for researching professional learning and development: Challenges, applications, and empirical illustrations.
Springer Nature.
ISSN 9783031085178.
p. 603–618.
doi:
10.1007/978-3-031-08518-5_27.
-
-
-
Kvernbekk, Tone
(2022).
Reasoning to stabilize a phenomenon.
-
Nes, Ragnhild Bang; Ness, Ottar; Kjøbli, John & Kvamme, Euryph Line Solheim
(2024).
Ill Communication: Adolescents with Co-Occurring Problems, the Systems They Encounter and the Interventions They Receive.
Universitetet i Oslo.
-
Nes, Ragnhild Bang; Kjøbli, John & Ness, Ottar
(2024).
Ill Communication: Adolescents with Co-Occurring Problems, the Systems They Encounter and the Interventions They Receive.
Universitetet i Oslo.
-
Maassen, Peter; Jungblut, Jens; Stensaker, Bjørn; Griffith, Rachel Mary & Rosso, Ariana
(2023).
Navigating competition and collaboration - The way forward for universities.
Koerber Stiftung.
-
Erstad, Ola Andres; Gilje, Øystein; Gudmundsdottir, Greta Björk; Wagstaffe, Rebekka Baunbæk; Kumpulainen, Kristiina & Viberg, Olga
[Show all 9 contributors for this article]
(2023).
Datafication in and of Education – a literature review.
European Schoolnet.
-
Blom, Jenny; Nævestad, Tor-Olav; Lahn, Leif Christian; Milch, Vibeke & Hesjevoll, Ingeborg Storesund
(2023).
En studie av digitale virkemidler i føreropplæringen.
Transportøkonomisk institutt.
ISSN 978-82-480-2025-7.
Show summary
Hensikten med studien har vært å kartlegge digitale virke-midler som er aktuelle å bruke i føreropplæringen, som for eksempel kjøresimulator, blikksporing, interaktive tavler og dataspill, og erfaringer, inkludert muligheter og begrens-ninger knyttet til disse teknologiene. Vi har fokusert på kunnskap og ferdigheter som kan læres med digitale virke-midler og de sammenhengene det passer å bruke dem i. Basert på litteraturstudier og intervjuer indikerer vår studie at digitale virkemidler kan forbedre undervisningen og ha en positiv innvirkning på grunnleggende trafikk¬ferdigheter, når teknologien brukes på riktig måte. Digitale virkemidler kan bidra til å styrke teoretisk kunnskap, kjøreferdigheter og gjenkjenning av potensielt farlige situasjoner. Det er imid-lertid få studier som vurderer i hvilken grad læring fra digitale virkemidler er overførbar til atferd på veg, og det er usikkert om læringseffekter vedvarer over tid. De fleste informantene var positive til at mørkekjøring og mengde-trening kan læres bort i kjøresimulator og supplere konven-sjonell undervisning. Flere av de intervjuede var bekymret for at simulatoropplæring kan føre til overdreven tro på egne ferdigheter, som kan utgjøre en risiko i trafikken. Det ble også uttrykt bekymring for at digital undervisning erstat-ter konvensjonell undervisning, fordi det kan begrense lærernes innflytelse på elevenes holdninger.
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Blom, Jenny; Nævestad, Tor-Olav; Lahn, Leif Christian; Milch, Vibeke & Hesjevoll, Ingeborg Storesund
(2023).
Trafikklærerens rolle ved økt grad av digital teknologi i føreropplæringen .
Transportøkonomisk institutt.
ISSN 978-82-480-1412-6.
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Målene med studien har vært å kartlegge trafikk-lærer¬ens rolle ved økt bruk av digital teknologi i fører¬opplær¬ingen, for eksempel når deler av opplæringen kan gjennomføres i kjøresimulator, og undersøke hvordan man kan skape det beste samspillet mellom trafikk¬lærer, elev og teknologi. Vår studie, basert på gjennom¬gang av forskningslitteratur og intervjuer, viser at trafikklærens rolle er viktig ved bruk av digital teknologi i føreropplæringen, for å tilrettelegge, tilpasse og forklare undervisningen for eleven. Trafikklærerens bidrag til samspill skjer gjennom forståelse for teknolo¬gien og evne til å skape en helhetlig forståelse for elevens situasjon, og å legge til rette for refleksjon. De fleste vi intervjuet mente at læringsutbytte er betinget av elevens og lærerens innstilling til, og erfaring med, teknologien.
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Maassen, Peter; Martinsen, Dennis; Elken, Mari; Jungblut, Jens & Lackner, Elisabeth Josefine
(2023).
State of play of academic freedom in the EU Member States. Overview of de facto trends and developments.
European Parliamentary Research Service.
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Currently, major breaches of and threats to academic freedom can be observed across Europe and the world. Presenting independent research into the de facto state of play of academic freedom in the EU Member States, this study has been designed to contribute to a better understanding of potential and real threats to academic freedom in the EU Member States, and ways in which the protection of academic freedom can be strengthened.
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Liljeros, Linn & Hasu, Mervi
(2022).
Integrering av velferdsteknologi – En kvalitativ casestudie av hvordan to kommunale aktører bidrar til utviklingen
av fremtidens hjemmetjeneste.
Universitetet i Oslo.
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Næss, Rakel Rohde; Oddvik, Morten; Hontvedt, Magnus; Wiig, Astrid Camilla & Beal, Charlotte
(2022).
Den Magiske Fabrikken —
Lærerstudenter som innovatører for læring om bærekraftig utvikling. Et forsknings- og utviklingsprosjekt om konstruksjon av opplevelsesbaserte undervisningsopplegg på Den Magiske Fabrikken.
Universitetet i Sørøst-Norge/Universitetet i Søraust-Noreg.
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