Anja Amundrud

• Amundrud, Anja; Christensen, Ingrid; Smørdal, Ole & Ludvigsen, Sten Runar (2023). Exploring the Potential of a Co-Creation Platform for Children and Youth. I Damsa, Crina I.; Borge, Marcela; Koh, Elizabeth & Worsley, Marcelo (Red.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023. International Society of the Learning Sciences. ISSN 9783030895815.
• Amundrud, Anja; Rasmussen, Ingvill; Smørdal, Ole & Ludvigsen, Sten Runar (2023). Classroom Talk for Learning: Support for and From Microblogging. I Damsa, Crina I.; Borge, Marcela; Koh, Elizabeth & Worsley, Marcelo (Red.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023. International Society of the Learning Sciences. ISSN 9783030895815.
• Amundrud, Anja; Rasmussen, Ingvill & Warwick, Paul (2022). Teaching talk for learning during co-located microblogging activities. Learning, Culture and Social Interaction. ISSN 2210-6561. 34(100618). doi: 10.1016/j.lcsi.2022.100618.
• Amundrud, Anja; Smørdal, Ole & Rasmussen, Ingvill (2021). #Fact or #opinion: the educational design of a microblogging activity intended to engage students in productive interactions. Technology, Pedagogy and Education. ISSN 1475-939X. doi: 10.1080/1475939X.2021.1991997. Fulltekst i vitenarkiv Vis sammendrag

  Educational activities using microblogging co-located with face-to-face communication might promote productive classroom interactions. However, much depends on how teachers design those activities. This article explores how the educational design of an activity that uses microblogging engages lower secondary school students in classroom interactions that are productive for learning. It presents a study of one teacher’s educational design in which students (aged 12–13) in a Norwegian classroom use microblogging to explore distinctions between facts and opinions. Moreover, the authors consider how the students pick up on the educational design. The findings show that an educational design involving microblogging can provide new possibilities to facilitate peer interactions by systematically enabling students to access more of their peers’ ideas, produce and discuss collective ideas and participate in exploratory talk. In particular, the use of hashtags proves suitable for facilitating peer interactions with the aim to develop students’ critical thinking.

• Amundrud, Anja; Smørdal, Ole; Zhang, Jianwei; Chen, Mei-Hwa; Kalir, Remi & Chen, Bodong [Vis alle 11 forfattere av denne artikkelen] (2021). Advancing technology environments for learning communities. I Hmelo-Silver, Cindy E.; De Wever, Bram & Oshima, Jun (Red.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021. International Society of the Learning Sciences, Inc.. ISSN 978-1-7373306-2-2. s. 239–248. Fulltekst i vitenarkiv Vis sammendrag

  As part of the ISLS Annual Meeting 2021, CSCL 2021 invites academics, researchers, professionals, and educators to share and embrace their diverse views. This includes empirical, theoretical, conceptual, design-based work, and system development. The CSCL Proceedings feature long papers, short papers, posters and symposia, all subject to a rigorous double-blind peer review.

• Rasmussen, Ingvill; Amundrud, Anja Skrepstad & Ludvigsen, Sten Runar (2019). Establishing and maintaining joint attention in classroom dialogues: Digital technology, microblogging and ground rules. I Mercer, Neil; Wegerif, Rupert & Major, Louis (Red.), The Routledge International Handbook of Research on Dialogic Education. Routledge. ISSN 9780429441677. s. 410–423. doi: 10.4324/9780429441677.
• Amundrud, Anja Skrepstad & Rasmussen, Ingvill (2019). Embedding Microblogging Technology to Support Classroom Dialogue. I Lund, Kristine; Niccolai, G; Hmelo-Silver, Cindy E.; Gweon, G & Baker, Michael J. (Red.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1. International Society of the Learning Sciences (ISLS). ISSN 978-1-7324672-3-1. s. 648–652. Vis sammendrag

  It’s crucial for teachers to support the development of students’ dialogic skills. Such skills refer to the students’ use of language as a tool to enable understanding of each other’s knowledge, which creates the possibility of constructing new knowledge together. Digital technology in classroom activities can support this form of dialogue, but it must be embedded into a classroom’s complex ecosystem to be beneficial. This paper explores how a group of seventh grade students were taught dialogic skills through the integration of microblogging in the classroom. The data analysed consists of video from the classroom, and the study is grounded in sociocultural theory. Findings suggest that integrating microblogging in classroom activities increased participation and made students’ contributions more visible, thus creating the opportunity for students to build on each other’s knowledge. However, this is dependent on the teachers’ facilitation of the activities.

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• Amundrud, Anja; Hontvedt, Magnus; Hermansen, Hege Yvonne; Siddiq, Fazilat; Mathisen, Maiken Andrea Simmersholm & Rudningen, Gudrun [Vis alle 7 forfattere av denne artikkelen] (2023). Co-creation and student-staff partnership in higher education. A systematic review.
• Omland, Maren; Amundrud, Anja; Hontvedt, Magnus; Hermansen, Hege; Siddiq, Fazilat & Rudningen, Gudrun [Vis alle 8 forfattere av denne artikkelen] (2023). Co-creation and student-staff partnership in higher education.
• Amundrud, Anja; Omland, Maren & Rasmussen, Ingvill (2023). Microblogging and classroom talk. Vis sammendrag

  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.

• Amundrud, Anja & Rasmussen, Ingvill (2023). Collaborative design for professional development in digital schools: Co-designing digital technology to develop teachers’ dialogic practice.
• 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? Vis sammendrag

  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.

• Smørdal, Ole & Amundrud, Anja (2022). Samskaping og digitale plattformer.
• 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.
• Smørdal, Ole & Amundrud, Anja (2022). IPEDs deltakelse i INCLUDE – et forskningssenter for sosialt inkluderende energiomstilling.
• Wiebe, Joel; Slotta, Jim; Smørdal, Ole; Amundrud, Anja; Rasmussen, Ingvill & Hod, Yotam [Vis alle 7 forfattere av denne artikkelen] (2022). A Cross-cutting Introduction to Technologies for Learning Communities.
• Amundrud, Anja (2022). Spillet om klima: Introduksjon til forskning på bruk av spill i undervisning.
• Amundrud, Anja; Rasmussen, Ingvill & Smørdal, Ole (2021). Exploring how co-located microblogging can support young students’ collaborative reasoning.
• Boldyreva, Elena; Amundrud, Anja; Slotta, James & Niño-Soto, Maria (2020). Active learning for high school biology: Collaboration, cooperation, and scientific argumentation in a learning community.
• Rasmussen, Ingvill; Smørdal, Ole; Amundrud, Anja Skrepstad; Frøytlog, Jo Inge Johansen; Omland, Maren & Dolonen, Jan Arild [Vis alle 7 forfattere av denne artikkelen] (2019). Dialogisk undervisning med digitale verktøy. Ressurser for lærere.
• Amundrud, Anja Skrepstad & Smørdal, Ole (2019). Developing Educational Technologies: The continuous Improvement of Talkwall.
• Amundrud, Anja Skrepstad (2018). Multi-modelling dialogic skills: The use of multiple resources to support classroom dialogue.
• Amundrud, Anja (2022). Microblogging and classroom talk: Teachers' practices and students' participation in talk for learning during microblogging activities in the classroom. Series of dissertations submitted to the Faculty of Educational Sciences, No. 349.

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