Jan Arild Dolonen

• Rasmussen, Ingvill; Rødnes, Kari Anne; Smørdal, Ole; Warwick, Paul; Dolonen, Jan Arild & Ludvigsen, Sten Runar (2026). Thinking together with Talkwall: conceptualizing interactional processes. Mind, Culture, and Activity. ISSN 1074-9039. doi: 10.1080/10749039.2026.2646663. Fulltekst i vitenarkiv
• Kaliisa, Rogers & Dolonen, Jan Arild (2022). CADA: a teacher-facing learning analytics dashboard to foster teachers’ awareness of students’ participation and discourse patterns in online discussions. Technology, Knowledge and Learning. ISSN 2211-1662. doi: 10.1007/s10758-022-09598-7. Fulltekst i vitenarkiv Vis sammendrag

  Despite the potential of learning analytics (LA) to support teachers’ everyday practice, its adoption has not been fully embraced due to the limited involvement of teachers as co-designers of LA systems and interventions. This is the focus of the study described in this paper. Following a design-based research (DBR) approach and guided by concepts from the socio-cultural perspective and human-computer interaction (HCI), we design, test, and evaluate a teacher-facing LA dashboard, the Canvas Discussion Analytics Dashboard (CADA), in real educational settings. The goal of this dashboard is to support teachers’ roles in online environments through insights into students’ participation and discourse patterns. We evaluate CADA through 10 in-depth interviews with university teachers to examine their experiences using CADA in seven blended undergraduate and graduate courses over a one-year period. The findings suggest that engaging teachers throughout the analytics tool design process and giving them control/agency over LA tools can favour their adoption in practice. Additionally, the alignment of dashboard metrics with relevant theoretical constructs allows teachers to monitor the learning designs and make course design changes on the fly. The teachers in this study emphasise the need for LA dashboards to provide actionable insights by moving beyond what things are toward how things should be. This study has several contributions. First, we make an artefact contribution (e.g. CADA), an LA dashboard to support teachers with insights into students’ online discussions. Second, by leveraging theory, and working with the teachers to develop and implement a dashboard in authentic teaching environments, we make an empirical, theoretical and methodological contribution to the field of learning analytics and technology-enhanced learning. We synthesise these through practical design and implementation considerations for researchers, dashboard developers, and higher education institutions.

• Rødnes, Kari Anne & Dolonen, Jan Arild (2022). Students’ ideas of contributing to sustainable development: a study of how ideas emerge, travel and expand through classroom microblogging and discussions. Environmental Education Research. ISSN 1350-4622. doi: 10.1080/13504622.2022.2121807. Fulltekst i vitenarkiv Vis sammendrag

  This qualitative study investigates how young students expressed, explored and expanded their ideas of how they could contribute to sustainable development. We analyse a trajectory in a Norwegian 8th grade class, focusing on the students’ emerging understanding through microblogging and talk in individual, group and whole class activities. The material analysed are logs from a microblogging tool and transcribed video recordings from two lessons. We examined the trajectory as a whole to understand how the topic was treated, we sorted students’ microblogs thematically, and we used interaction analysis to investigate talk excerpts. The results show that the students initially tended to suggest everyday actions related to reducing consumption, and that through classroom interactions about a challenging idea their understanding broadened. The combination of microblogging activities and discussions facilitated the travelling of ideas between activities and participants, prompted the students to question, elaborate and reason, supported broad participation, and helped students create links between everyday actions and wider sustainability issues.

• Dolonen, Jan Arild; Rasmussen, Ingvill & Ludvigsen, Sten Runar (2019). Microblogging for joint construction of meaning in the classroom. Computer-Supported Collaborative Learning Series (CSCL). ISSN 1573-4552. 2, s. 965–966. Fulltekst i vitenarkiv
• Furberg, Anniken Larsen & Dolonen, Jan Arild (2016). Teacher support in technology-based science learning: Balancing procedural and conceptual support in students' learning processes. I Elstad, Eyvind (Red.), Educational Technology and Polycontextual Bridging. Brill | Sense. ISSN 9789463006439. s. 83–106. doi: 10.1007/978-94-6300-645-3_5. Fulltekst i vitenarkiv
• Kluge, Anders & Dolonen, Jan Arild (2015). The Good and the Bad of a New Math Language. I Crompton, Helen & Traxler, John (Red.), Mobile Learning and Mathematics: Foundations, Design and Case Studies. Routledge. ISSN 9780415742801. s. 106–121. Fulltekst i vitenarkiv
• Dolonen, Jan Arild & Kluge, Anders (2015). Algebra Learning through Digital Gaming in School. I Lindwall, Oskar; Häkkinen, Päivi; Koschman, Timothy; Tchounikine, Pierre & Ludvigsen, Sten Runar (Red.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL). Vol. 1. International Society of the Learning Sciences. ISSN 9780990355069. s. 252–260. Fulltekst i vitenarkiv Vis sammendrag

  Digital games have sparked research interest into how they can be used in school to enhance learning. This study identifies the variation in engagement and learning outcomes when two groups of students use two different digital learning resources for algebra: a game and a web-based resource. Further, the study explores how the digital learning resources create different conditions for social interaction and learning among students and their teacher in a classroom. The setting includes a class of 75 students (age 13–14) in two groups who receive identical instruction from their teacher. Field observations and pretests and posttests show that students playing the game are more engaged, yet their performance on posttests are significantly worse than the other group. Episodes of interaction between participants and technology suggest that they struggle with the symbolic world of the digital game, which constrains the mathematical meaning making that is relevant in schools.

• Kluge, Anders & Dolonen, Jan Arild (2014). Algebra som spill. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. 25(3), s. 23–30,44. Fulltekst i vitenarkiv
• Dolonen, Jan Arild & Ludvigsen, Sten Runar (2013). Analysing design suggestions and use of resources in co-design of educational software: A case study. CoDesign - International Journal of CoCreation in Design and the Arts. ISSN 1571-0882. 9(4), s. 247–265. doi: 10.1080/15710882.2013.853086. Fulltekst i vitenarkiv
• Hauge, Trond Eiliv & Dolonen, Jan Arild (2012). Towards an activity–driven design method for online learning resources, Informed designs of educational technogies in higher education: Enhanced learning and teaching. IGI Global. ISSN 9781613500804. s. 101–117. doi: 10.4018/978-1-61350-080-4.ch006. Fulltekst i vitenarkiv
• Dolonen, Jan Arild & Ludvigsen, Sten Runar (2012). Analyzing students' interaction with a 3D geometry learning tool and their teacher. Learning, Culture and Social Interaction. ISSN 2210-6561. 1(3-4), s. 167–182. doi: 10.1016/j.lcsi.2012.08.002. Fulltekst i vitenarkiv
• Jong, Ton de; Joolingen, Wouter van; Giemza, Adam; Girault, Isabelle; Hoppe, Ulrich & Kindermann, Jörg [Vis alle 42 forfattere av denne artikkelen] (2010). Learning by creating and exchanging objects: The SCY experience. British Journal of Educational Technology (BJET). ISSN 0007-1013. 41(6), s. 909–921. doi: 10.1111/j.1467-8535.2010.01121.x. Fulltekst i vitenarkiv
• Mørch, Anders Irving; Dolonen, Jan Arild & Nævdal, Jan-Eirik Bakke (2006). An evolutionary approach to prototyping pedagogical agents: From simulation to integrated system. Journal of Network and Computer Applications. ISSN 1084-8045. 29, s. 177–199. doi: 10.1016/j.jnca.2004.10.002. Fulltekst i vitenarkiv Vis sammendrag

  We have developed and integrated software agents with two educational groupware systems (TeamWave Workplace and FLE), using evolutionary prototyping and empirical-based design as development techniques. The resulting prototypes of pedagogical agents (CoPAS, SA-Agent and RuleEditor) provide learners and teachers with increasingly domain-specific support for distributed collaborative learning activities. Employing the evolutionary approach has enabled us to build and evaluate early prototypes of complex systems with cost-effective techniques and involving users in this process helped us to constrain the design space and direct further development. CoPAS is a simulation experiment carried out with the Wizard of Oz technique, SA-Agent is a pedagogical agent integrated with an open-source learning environment, and RuleEditor is a customizer for the SA-Agent. The agents collect statistical information on user activity and analyze that information based on principles of collaboration and knowledge building. The results are presented as advice in the user interface of the learning environments to promote students' reflection on their collaboration and knowledge-building activities. If instructors disagree about the phrasing of the advice or the frequency of intervention, they can change it using the RuleEditor agent customizer.

• Chen, Weiqin; Dolonen, Jan Arild & Rønning, Lars Eirik (2006). BlueJExhanger - an environment for shared practices in object-oriented learning. I Fjuk, Annita; Karahasanovic, Amela & Kaasbøll, Jens Johan (Red.), Comprehensive Object-Oriented Learning: The Learner's Perspective. Informing Science Press. ISSN 9788392233749. s. 183–203. Fulltekst i vitenarkiv
• Mørch, Anders Irving; Jondahl, Silje & Dolonen, Jan Arild (2005). Supporting conceptual awareness with pedagogical agents. Information Systems Frontiers. ISSN 1387-3326. 7. Fulltekst i vitenarkiv Vis sammendrag

  This paper describes a series of efforts in building and conceptualizing software agents for distributed collaborative learning. The agents are referred to as pedagogical agents. We have integrated pedagogical agents within two collaborative environments, TeamWave Workplace and Future Learning Environment. The role of agents in these environments differs from past work on software agents in their function as extended awareness mechanisms, focusing on task and concept awareness (conceptual awareness). Our approach is stimulated by Mead's theory of the 'Generalized Other'. The agents collect statistical information on user activity andanalyze the information based on principles of collaboration and knowledge building (participation, group interaction, and scientific discourse). Furthermore, the agents define a trajectory in a pedagogical agent design space, which we define in terms of four dimensions: presentation, intervention, task, and pedagogy. We end the paper by comparing our approach with related work.

• Mørch, Anders Irving; Dolonen, Jan Arild & Omdahl, Karianne (2003). Integrating Agents with an Open Source Learning Environment, Proceedings of the 12th International Conference on Computers in Education (ICCE 2003). Association for the Advancement of Computing in Education (AACE). ISSN 9781880094518. s. 393–401. Fulltekst i vitenarkiv Vis sammendrag

  We have implemented a pedagogical agent system for FLE (Future Learning Environment) based on findings from a field trial with two 9th grade school classes in Norway. The findings indicate that students have difficulties choosing knowledge-building categories when posting notes in the FLE discussion forum. We identified three types of postings: Knowledge building proper, comments on the process (meta-commenting) and social talk. A goal has been to �off-load� some of the meta-commenting onto the computer and to provide advice regarding which knowledge-building category to choose for a new posting based on the notes that have already been posted. The agent system is implemented in Java and integrated with FLE (an open source system). It reads knowledge-building information from a database, analyzes it according to a set of rules, and presents the results back to the students in the FLE user interface. The lessons learned are that it is possible to take advantage of statistical information in distributed collaborative learning environments and that categories taken from expert performance (scientific discourse) can be useful as scaffolding in a weakly structured knowledge domain (science discussion in schools).

• Dolonen, Jan Arild; Chen, Weiqin & Mørch, Anders Irving (2003). INTEGRATING SOFTWARE AGENTS WITH FLE3. I Wasson, Barbara; Ludvigsen, Sten & Hoppe, Ulrich (Red.), Proceedings of the International Conference on Computer Support for Collaborative Learning 2003 (CSCL 2003). Kluwer Academic Publishers. ISSN 9781402013836. s. 157–161. Fulltekst i vitenarkiv
• Chen, Weiqin; Dolonen, Jan Arild & Wasson, Barbara (2003). Supporting Collaborative Knowledge Building with Intelligent Agents. I Palade, Vasile; Howlett, Robert J. & Jain, Lakhmi (Red.), Knowledge-based intelligent information and engineering systems : 7th international conference, KES 2003. Springer. ISSN 9783540408048. s. 238–244. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Kaliisa, Rogers; Esterhazy, Rachelle; Damsa, Crina I. & Dolonen, Jan Arild (2024). The temporality of epistemic, procedural, and social dynamics in collaborative problem-solving. Fulltekst i vitenarkiv
• Dolonen, Jan Arild & Smørdal, Ole (2020). Hvordan brukes teknologi for å få flere til å delta i samtaler? Fulltekst i vitenarkiv
• Dolonen, Jan Arild & Utheim, Maria (2020). Hverandrevurdering og bruk av PeerGrade i bachelorundervisning på Universitetet i Oslo. Fulltekst i vitenarkiv
• Dolonen, Jan Arild; Ludvigsen, Sten Runar & Rasmussen, Ingvill (2019). Microblogging for joint construction of meaning in the classroom. Fulltekst i vitenarkiv
• Kluge, Anders & Dolonen, Jan Arild (2018). Kritisk tenkning og problemløsning i norsk skole: Integrert, målbart, og lærbart? Fulltekst i vitenarkiv
• Dolonen, Jan Arild & Ludvigsen, Sten Runar (2018). Critical thinking and problem solving in a changing world: PROBE - Assessment and teaching. Fulltekst i vitenarkiv
• Rødnes, Kari Anne & Dolonen, Jan Arild (2017). Digitale dialoger med Samtavla. Ressurser for forbedring av dialogisk læring og undervisning. Fulltekst i vitenarkiv
• Furberg, Anniken Larsen & Dolonen, Jan Arild (2015). Teaching practices with tablets in primary school: A case study in science education. Fulltekst i vitenarkiv
• Kluge, Anders; Dolonen, Jan Arild & Gilje, Øystein (2014). Dataspill og læringsutbytte. Fulltekst i vitenarkiv
• Kluge, Anders; Dolonen, Jan Arild & Gilje, Øystein (2014). Læring og spill i skolen. Dagens næringsliv. ISSN 0803-9372. Fulltekst i vitenarkiv Vis sammendrag

  Debattinnlegg knyttet til to tilsvar til kronikk av samme forfattere datert 23.04.2014

• Krange, Ingeborg & Dolonen, Jan Arild (2013). Editorial: Representations in learning. [Journal]. Pan European Networks: Science & Technology, No 09, p 80-81.. Fulltekst i vitenarkiv
• Dolonen, Jan Arild (2009). Inclusion of teachers and students in the design of educational technology. Fulltekst i vitenarkiv
• Dolonen, Jan Arild & Hauge, Trond Eiliv (2007). Towards an activity driven design method for online learning resources (paper). Fulltekst i vitenarkiv
• Hauge, Trond Eiliv; Dolonen, Jan Arild & Smørdal, Ole (2007). Semantic interoperability of learning resource descriptions based on national curricula. Fulltekst i vitenarkiv
• Chen, Weiqin; Dolonen, Jan Arild & Rønning, Lars Eirik (2005). Supporting Social Interactions in OO Learning. Fulltekst i vitenarkiv
• Chen, Weiqin; Dolonen, Jan Arild & Rønning, Lars Eirik (2005). Learning OO with Peers. Fulltekst i vitenarkiv
• Dolonen, Jan Arild; Fjuk, Annita; Berge, Ola & Bennedsen, Jens (2004). Learning object-oriented concepts mediated through collaboration and use of artifacts. Fulltekst i vitenarkiv
• Chen, Weiqin & Dolonen, Jan Arild (2003). Distributed OO Modeling and Programming Using NetMeeting and BlueJ. Fulltekst i vitenarkiv
• Dolonen, Jan Arild; Mørch, Anders Irving & Åsand, Hege-Rene Hansen (2003). Learning and Knowledge Building at Work. Fulltekst i vitenarkiv
• Baggetun, Rune; Dolonen, Jan Arild & Dragsnes, Steinar (2002). Designing Pedagogical Agents for Collaborative Telelearning Scenarios. Fulltekst i vitenarkiv
• Dolonen, Jan Arild & Kluge, Anders (2019). Macroscope prosjektet - Bruk av EdTech-tjenesten Macroscope i høyere økonomisk utdanning. Universitetet i Oslo. Fulltekst i vitenarkiv
• Dolonen, Jan Arild; Kluge, Anders; Litherland, Kristina & Mørch, Anders Irving (2019). Litteraturgjennomgang av programmering i skolen. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  Som en del av fagfornyelsen skal programmering innføres i flere obligatoriske fag fra høsten 2020. Formålet med denne rapporten er en litteraturgjennomgang av hva forskning på programmering og læring viser, og å undersøke det utdanningspolitiske grunnlaget for å innføre programmering i norsk skole. Rapporten er en del av forprosjektet "Programmering i (ungdoms-)skolen", og er et samarbeid mellom KompAks AS og Institutt for Pedagogikk ved Universitetet i Oslo, finansiert gjennom FORREGION Oslo Akershus/Oslo Edtech Cluster og Norges Forskningsråd (prosjekt# 304162). Argumentene for å innføre programmering i skolen er primært at programmering kan bidra med nødvendige digitale ferdigheter i befolkningen, er en naturlig del av problemløsning i ingeniørfagene, og overlapper med kritisk tenkning i fagfornyelsen. Forskningsgrunnlaget virker imidlertid tynt. Tidligere forskning tyder på at ferdigheter i programmering i liten grad lar seg overføre til andre disipliner og problemstillinger, men samtidig erkjenner man at digitaliseringen av samfunnet krever utvidet kompetanse. Det finnes også lite robust forskning på adekvate undervisningsopplegg. To lovende opplegg er imidlertid FACT-metoden som fokuserer på balansen mellom strukturerte og ustrukturerte læringsaktiviteter, og PRIMM-modellen som fokuserer på samarbeid og muntlighet i kombinasjon med prediksjon, utprøvning, og refleksjon. Sistnevnte type modell har vist seg å skape dyp og varig forståelse i andre fag. Tilrettelegging for programmering i skolen skjer gjennom ulike tiltak i regi av Utdanningsdirektoratet (Udir). De stiller midler til rådighet gjennom “den teknologiske skolesekken”, og har i tillegg lansert en modell for lokal kompetanseutvikling i skolen i samarbeid med UH-sektoren. Hvilken rolle det private næringsliv har i denne satsingen er uklar, men det virker som de må̊ operere som tidligere gjennom støtteordninger i regi av Udir eller forskningsrådet. Programmering innføres relativt raskt i skolen, og gir betydelige institusjonelle utfordringer med hensyn til lærernes kompetanse. Få lærere har kompetanse i å undervise i programmering, noe som gjør at det er et behov innen feltet for å finne frem til gode læringsressurser og undervisningsopplegg.

• Kluge, Anders; Dolonen, Jan Arild; Scherer, Ronny & Ludvigsen, Sten Runar (2018). Testing and Teaching Critical Thinking and Problem Solving in a Changing World. Summative report from the PROBE-project: Critical thinking and problem-solving skills in a changing world. An approach to the design of classroom-based assessment and teaching. Universitetet i Oslo. Fulltekst i vitenarkiv
• Kluge, Anders; Boothby, Russel Clark; Dolonen, Jan Arild; Scherer, Ronny & Ludvigsen, Sten Runar (2017). Critical Thinking in a Changing World: ASSESSMENT FRAMEWORK. Universitetet i Oslo. Fulltekst i vitenarkiv
• Kluge, Anders; Boothby, Russel Clark; Dolonen, Jan Arild; Scherer, Ronny & Ludvigsen, Sten Runar (2017). Critical Thinking in a Changing World: A Formative Report of the Conceptualization, Assessment, and Implementation of Critical Thinking Skills in 21st Century Education. Universitetet i Oslo. Fulltekst i vitenarkiv
• Furberg, Anniken Larsen; Dolonen, Jan Arild & Ingulfsen, Line (2015). Lærerrollen i teknologitette klasserom - En casestudie i prosjektet ARK&APP, naturfag, 5. klasse. Universitetet i Oslo. ISSN 9788256970223. Fulltekst i vitenarkiv
• Naalsund, Margrethe; Dolonen, Jan Arild & Kluge, Anders (2015). Læremidler og arbeidsformer i algebra på mellomtrinnet. En casestudie i prosjektet ARK&APP, matematikk, 5. klasse. Universitetet i Oslo. ISSN 9788256970162. Fulltekst i vitenarkiv
• Dolonen, Jan Arild; Naalsund, Margrethe & Kluge, Anders (2015). Læremidler og arbeidsformer i matematikk 1T vgs. En casestudie i prosjektet ARK&APP, matematikk 1T, studieforberedende utdanningsprogram, videregående skole. Universitetet i Oslo. ISSN 9788256970124. Fulltekst i vitenarkiv Vis sammendrag

  I caserapporten Læremidler og arbeidsformer i matematikk 1T vgs følger vi 21 Vg1-elever og en lærer på studieforberedende utdanningsprogram som arbeider med algebra. Analysene i denne casen legger særlig vekt på hvordan læreren utfordret elevene til å resonnere, diskutere og løse problemer sammen i helklassediskusjoner. Diskusjonene ga rom for at elevene kunne problematisere ulike måter å løse algebra. Læreren brukte ulike typer læremidler og -ressurser for å illustrere at det finnes flere måter å tenke matematisk på, og vektla at elevene i fellesskap fikk prøve ut ulike metoder for samme type oppgaver. Analysene viser også at oppgaveløsning med digitale læremidler ga mer dynamiske interaksjonsformer og noe mer engasjement hos elevene. I denne casen brukte elevene GeoGebra og Graph. Videre viser casen hvordan vektlegging av prosedyrekunnskap og fleksibilitet i løsningsstrategier fungerer som et virkemiddel for å utvikle matematisk forståelse. Analysene av videodata viser hvor viktig det er å bruke varierte læremidler og ressurser for å skape forståelse for elevene. En slik praksis er i tråd med prinsipper for god matematikkundervisning, og disse dagsaktuelle prinsippene blir diskutert i rapportens drøfting. Pre- og posttesten viste at en slik framgangsmåte ikke gir noen signifikant bedring i elevenes prestasjoner på kort sikt, men tidligere forskning har vist at en slik undervisningspraksis kan gi god uttelling på lengre sikt.

• Furberg, Anniken Larsen; Dolonen, Jan Arild; Engeness, Irina & Jessen, Stian (2014). Læremidler og arbeidsformer i naturfag i ungdomsskolen. En casestudie i prosjektet ARK&APP, naturfag, 10. klasse. Universitetet i Oslo. ISSN 9788256970087. Fulltekst i vitenarkiv Vis sammendrag

  I Læremidler og arbeidsformer i naturfag i ungdomsskolen følger vi én lærer og en gruppe med 74 elever på 10. trinn som jobbet med et naturfagsprosjekt om «Arv og miljø». Undervisningsopplegget bestod av en kombinasjon av helklasseaktiviteter, gruppeaktiviteter og individuelle aktiviteter der både elever og lærer brukte digitale og trykte læremidler og ressurser. Analysene viser en variert bruk av læremidler og -ressurser, og kan sies å stå i kontrast til tidligere forskning som viser at læreboka ofte dominerer naturfagundervisningen. Læreboka ble brukt som et strukturerende element, og digitale verktøy fungerte som komplementære ressurser både for lærer og elever. Undervisningsopplegget besto av varierte arbeidsformer, med lik fordeling av helklasseaktiviteter, gruppearbeid og individuelt arbeid. Selv om kombinasjonen av ulike arbeidsformer isolert sett bekrefter et velkjent undervisningsmønster i norske klasserom, så blir bildet mer komplekst og nyansert når elever og lærere også tar i bruk digitale læringsressurser. Når det gjelder elevenes læringsutbytte viser analysene av pre- og posttestresultatene at elevene hadde et stort læringsutbytte av det gjennomførte prosjektet. For det første viser analysene at det er viktig for elevene å vise fram for klassen den faglige forståelsen de har utviklet i gruppearbeidet. For det andre viste analysene hvor viktige visuelle representasjoner er for elevens forståelse av komplekse fenomener og begreper i naturfag. For det tredje viser denne casen hvordan bruk av varierte arbeidsformer og læringsressurser ga elevene mulighet til å overskride innholdet i læreboka. Dette ble mulig fordi læreren evnet å bygge videre på elevenes erfaringer i situasjoner der de fant motstridende forklaringer og perspektiver på faglige tema. Casen er derfor et bidrag til å forstå klasseledelse i teknologirike klasserom ved at den synliggjør betydningen av hvordan læreren strukturerer elevenes arbeidsforløp og støtter dem i deres utvikling av faglig forståelse.

• Dolonen, Jan Arild & Kluge, Anders (2014). Læremidler og arbeidsformer for algebra i ungdomsskolen: En casestudie i prosjektet ARK&APP, matematikk, 8. klasse. Utdanningsdirektoratet. Fulltekst i vitenarkiv
• Dolonen, Jan Arild (2014). Collaborative design and use of digital learning resources: Analysing the processes and products of collaborative design and computer-supported collaborative learning scenarios in education. Universitetet i Oslo. Fulltekst i vitenarkiv
• Kluge, Anders; Furberg, Anniken Larsen; Dolonen, Jan Arild; Ludvigsen, Sten Runar; Aanesland, Torunn Strømme & Zacharia, Zacharias [Vis alle 28 forfattere av denne artikkelen] (2012). SCY Summative evaluation report DIX.4. European Commission (SCY - Project number IST-212814). Fulltekst i vitenarkiv
• Kluge, Anders; Furberg, Anniken Larsen; Dolonen, Jan Arild; Ludvigsen, Sten Runar; Zacharias, Zacharia & Xenofontos, Nikoletta [Vis alle 18 forfattere av denne artikkelen] (2011). SCY second formative evaluation report. European Commission (SCY - Project number IST-212814). Fulltekst i vitenarkiv
• Kluge, Anders; Furberg, Anniken Larsen; Ludvigsen, Sten Runar; Dolonen, Jan Arild; Norenes, Svein Olav & Vold, Vibeke [Vis alle 29 forfattere av denne artikkelen] (2010). SCY first formative evaluation report. European Commission (SCY - Project number IST-212814). Fulltekst i vitenarkiv
• Weinberger, Armin; Wichmann, Astrid; Vold, Vibeke; Rinket, Marieke; Pedaste, Margus & Ney, Muriel [Vis alle 24 forfattere av denne artikkelen] (2009). SCY-Lab Component Specification. EU-IST-212814 EU. Fulltekst i vitenarkiv
• Weinberger, Armin; Dolonen, Jan Arild; Hovardas, Anastasios; Pedaste, Margus; Kluge, Anders & Ludvigsen, Sten Runar [Vis alle 14 forfattere av denne artikkelen] (2009). SCY Scenario handbook and pedagogical plans, version 1. EU-IST-212814 EU. Fulltekst i vitenarkiv
• Weinbrenner, Stefan; Hoppe, Ulrich; Wichmann, Astrid; Bollen, Lars; Weres, Csaba & Desmoulins, Cyrille [Vis alle 10 forfattere av denne artikkelen] (2009). SCY Basic Ontology for ELOs. EU-IST-212814 EU. Fulltekst i vitenarkiv
• Dolonen, Jan Arild; Assche, Frans van; Hartinger, Sylvia; Splichal, Jiri; Hauge, Trond Eiliv & Smørdal, Ole (2007). Supporting tools integrated into LRE portal version3. Report D1.1 Calibrating eLearning in Schools. EU-IST project 028205. Fulltekst i vitenarkiv Vis sammendrag

  To enhance interoperability in the exchange of digital learning resources in different repositories across EU, WP1 in CALIBRATE has developed a curriculum mapping tool called 'Topic Mapper', which enables us to map curricula from one nation/region to another using controlled vocabularies. When national/regional curricula across EU have been mapped to each other, teachers and digital learning resource providers will have tools where they can add metadata tags, which exist in all EU languages, to the learning resource using their own national/regional curriculum. These tags will then be automatically mapped to the curriculum terms used in other countries. Then, if a resource is metadata tagged according to a part in one curriculum (e.g. the Flemish curriculum), it can be discovered and shown in terms of relevant parts in another curriculum (e.g. the Austrian curriculum).

• Hauge, Trond Eiliv; Øverby, Erlend; Smørdal, Ole & Dolonen, Jan Arild (2006). Mapping National Curricula and Classifying of Learning Resources for Semantic interoperability. Report D1.1 Calibrating eLearning in Schools. EU-IST project 028205. Fulltekst i vitenarkiv
• Dolonen, Jan Arild (2006). Empirical study of Learning Design. EU-IST project 028205. Fulltekst i vitenarkiv Vis sammendrag

  This study reports on how IMS Learning Design (IMS LD) can inform the development of a Toolbox for the creation of pedagogical templates and learning objects. Concepts like activity, roles, environments and routing are important aspects for expressing basic needs in advanced pedagogical models. Using an Activity Theoretical framework we have identified that IMS LD seems to have some problems providing dynamic group behaviour and advanced routing. Currently there are no adequate IMS LD compatible learning environments, which means that, if the Toolbox exports learning objects on IMS LD format, then few learning environments in Europe will be able to use them.

Se alle arbeider i NVA