Crina Damşa

Førsteamanuensis - Institutt for pedagogikk
Visedekan for innovasjon og digitalisering - Det utdanningsvitenskapelige fakultet
Bilde av Crina Damşa
English version of this page
Telefon +47 22840725
Rom 580
Treffetider Etter avtale
Brukernavn
Besøksadresse Helga Engs hus Blindern Oslo
Postadresse Postboks 1092 Blindern 0317 OSLO

Forskningsinteresser

I min forskning ser jeg på sosiale, kulturelle og teknologiske aspekter av læring i formelle og uformelle kontekster med spesiell fokus på dialog, kunnskapsutvikling og pedagogisk innovasjon. Jeg brukte mest «design-based» metoder og multimodale data i ulike arenaer, som f.eks. informatikk, medisin, jus, pedagogikk. Mitt mål er å bidra til en økt forståelse av hvordan studenter og fagfolk lærer og skaper kunnskap når de er engasjert i komplekse oppgaver, problemløsning eller fellesprosjekter.
I nåværende prosjekter forsker jeg på læringsprosesser gjennom utforskning og samarbeid på tvers av ulike arenaer (formell / uformell, sosial / digital). Jeg la spesielt merke til større læringsøkologier som inkluderer individuelle prosesser og interaksjoner med andre lærender  og resurser. Disse studiene har som underordnet formål å ta i bruk og utforske videre innovative forskningsmetoder, bl. a. digital etnografi, sosiale og epistemologiske nettverksanalyser, eller analyser av digitale sporer.

Utdanning og akademisk karriere

2016-2017: Førsteamanuensis, Institutt for lærerutdanning og skoleforskning, UiO
2016-2017: Gjesteforsker, University of Sydney (Australia)
2015: Gjesteforsker, University of Helsinki (Finland)
2013-2016: Postdoktor, Institutt for pedagogikk, UiO
2012: Gjesteforsker (PhD), Rutgers University (USA)
2009-2013: Stipendiat, Institutt for pedagogikk, UiO
2005-2009: Vitenskapelig assistent og junior forsker, Utrecht University (Nederland)

  • PhD i utdanningsforskning (2013), Universitetet i Oslo, Norge
  • MSc i læringsdesign og teknologi, Utrecht University (Nederland)
  • BA i språk og litteratur, Babes-Bolyai University (Romania)

Undervisning og kompetanseformidling

  • Kompetansekurs i universitetspedagogikk, forskningsveiledning, kurs- og curriculumdesign, studentaktive læringsformer, læring og undervisning med teknologi
  • Veiledning av utviklingsprosjekter: gruppe-basert læring i medisinsk utdanning, video-basert veiledning i lærerutdanning, bærekraftige interdisiplinære prosjekter, bruk av læringsressurser i digitale læringskontekster
  • Forskningsveiledning
    • Andres Araos (PhD nivå); Daria Volosach (Master nivå)
    • Fullført: Shiva lal Acharya, Isabel Alhosainy, Chet Callahan, Iulia Barbu, Ying Li, Monika Turid Elmhjellen, Carol Rodrigues, Sigrid Zeiner Petersen (Master nivå)
    • Ekstern veileder: Karen Putzeys (Ghent University)

Tidligere

  • Internasjonal masterprogram Higher Education, UiO
  • Kurs i pedagogikk og forskningsmetoder i lærerutdanningsprogrammet, UiO
  • Kurs i forskningsmetoder, Utrecht Universitet (Nederland)

Akademiske verv

  • Område redaktør
    • Journal of the Learning Sciences
    • Frontline Learning Research
  • Medlem av redaksjon
    • Learning, Culture and Social Interaction;
    • Vocations and Learning;
    • Interdisciplinary Journal of Technology, Culture and Education (QWERTY)
  • Styremedlemskap (hovedstyre)
    • EARLI - European Association for Research on Learning and Instruction, Medlem av Executive Committee
    • ISLS - International Society of the Learning Sciences, Leder av Utdanningskomitteen

Fagvurderer

  • Tidsskrifter: Educational Research Review, Learning and Instruction, International Journal of Computer-supported Collaborative Learning, Instructional Science, European Journal of Teacher Education, European Journal of Higher Education, British Journal of Educational Technology, Psychology Learning & Teaching, Journal of Computer-Assisted learning

  • Konferanser: ICLS, CSCL, EARLI & EARLI SIG Conferences 

 

Emneord: Digitale læringsomgivelser, Student-sentrert læring, Pedagogikk, Høyere utdanning

Publikasjoner

Damsa, Crina I.; Langford, Malcolm; Uehara, Dan & Scherer, Ronny (2021). Teacher’s Agency and Online Teaching in Times of Crisis. Computers in Human Behavior.  ISSN 0747-5632. . doi: https://doi.org/10.1016/j.chb.2021.106793

Damsa, Crina I. & Jornet, Alfredo (2020). The unit of analysis in learning research: Approaches for imagining a transformative agenda. Learning, Culture and Social Interaction, doi: 10.1016/j.lcsi.2020.100407

Damşa, C., Nerland, M. & Andreadakis, Z. (2019). An ecological perspective on learner‐constructed learning spaces, British Journal of Educational Technologyhttps://doi.org/10.1111/bjet.12855

Esterhazy, R. & Damsa, C. (2017). Unpacking the feedback process: an analysis of undergraduate students’ interactional meaningmaking of feedback comments. Studies in Higher Education, doi.org/10.1080/03075079.2017.1359249

Damsa, C. I. & Jornet, A. (2017). Revisiting learning in higher education—Framing notions redefined through an ecological perspective, Frontline Learning Research journal,4 (4), 39–47. DOI: http://dx.doi.org/10.14786/flr.v4i4.208 

Damşa, C. I. & Ludvigsen, S. (2016). Learning through interaction and co-construction of knowledge objects in teacher education, Learning, Culture and Social Interactiondoi:10.1016/j.lcsi.2016.03.001

Damşa, C.I. & Nerland, M. (2016). Student learning through participation in inquiry activities. Two cases from teaching and computer engineering education, Vocations and LearningDOI: 10.1007/s12186-016-9152-9 

Damşa, C. I. (2014). The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration. International Journal of Computer-Supported Collaborative Learning9(3), 247-281, doi: 10.1007/s11412-014-9193-8 

Damşa, C. I., Kirschner, P. A., Andriessen, J. E. B., Erkens, G., Sins, P. H. M. (2010). Shared epistemic agency - An empirical study of an emergent construct. Journal of the Learning Sciences, 19(2), 143 – 186. doi:10.1080/10508401003708381 

 

 

Se alle arbeider i Cristin

  • Goller, Michael; Paloniemi, Susanna; Kyndt, Eva & Damsa, Crina I. (2022). Methods for researching professional learning and development: Challenges, applications, and empirical illustrations. Springer Nature. ISBN 9783031085178. 627 s.
  • van Aalst, Jan; Mu, Jin; Damsa, Crina I. & Msunde, Sydney E. (2022). Learning Sciences Research for Teaching. Routledge. ISBN 9781138902909. 372 s.

Se alle arbeider i Cristin

  • Stensaker, Bjørn & Damsa, Crina I. (2022). Digitalisering av utdanning – før, under og etter pandemien. Khrono.no. ISSN 1894-8995. doi: https%3A/khrono.no/digitalisering-av-utdanning-for-under-og-etter-pandemien/715390.
  • Damsa, Crina I. (2022). NOKUT-frokost: Lansering av Studiebarometeret. [Internett]. NOKUT-YouTube kanal: https://www.nokut.no/hendelser/ar/febru.
  • Damsa, Crina I. (2022). Lærerne manglet både kompetanse og støtte da undervisningen ble heldigital. [Internett]. Forskning.no:https://forskning.no/partner-pedagogikk-skole-o.
  • Damsa, Crina I. (2021). Alltid digitalt beredt – på en pandemi? [Internett]. https://www.uv.uio.no/iped/forskning/aktuelt/aktuelle-saker/.
  • Esterhazy, Rachelle; de Lange, Thomas & Damsa, Crina I. (2021). Performing teacher feedback literacy in peer mentoring meetings.
  • Christensen, Hege Staaland; Damsa, Crina I. & Henriksen, Lise Toft (2021). Kollegaveiledning for PBL-veiledere i farmasiutdanning. I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420.
  • Damsa, Crina I. (2021). The multilayered nature of small-group learning: Productive interactions in object-oriented collaboration. I Stahl, Gerry (Red.), Theoretical Investigations Philosophical Foundations of Group Cognition. Springer Nature. ISSN 978-3-030-49157-4. s. 223–256. doi: 10.1007/s11412-014-9193-8..
  • Damsa, Crina-Ioana (2021). Online Teaching and Learning.
  • Damsa, Crina-Ioana (2021). Digital learning in pandemic times.
  • Damsa, Crina-Ioana (2021). Unit of analysis in learning research.
  • Esterhazy, Rachelle; Damsa, Crina I. & de Lange, Thomas (2021). University teachers’ enactment of feedback literacy during peer mentoring meetings .
  • Uehara, Dan; Damsa, Crina I. & Toft Henriksen, Lise (2021). Students’ Ecologies of Digital Resources. A mixed methods study.
  • Damsa, Crina I.; Gudmundsdottir, Greta Björk; Ragnarsdòttir, Hanna & Rodrigues, Carol Paul (2021). Knowledge integration and coordination of collaboration in interdisciplinary learning design teams. .
  • Rajala, Antti; Damsa, Crina-Ioana; Roger, Säljö; Van den Bossche, Piet; Bagga-Gupta, Sangeeta & Malmberg, Lars Erik [Vis alle 7 forfattere av denne artikkelen] (2021). How to Do a Peer Review? A Workshop on Learning to Review for EARLI Conferences and Journals. .
  • Araos Moya, Andres Arturo & Damsa, Crina-Ioana (2021). Online learning practices and affordances in undergraduate education: a mixed method study.
  • Esterhazy, Rachelle; Damsa, Crina-Ioana & Nerland, Monika Bærøe (2021). Co-creation of knowledge objects in undergraduate education – a qualitative analytical approach .
  • Damsa, Crina-Ioana; Lina, Markauskaite & Muukkonen, Hanni (2021). Analytical Approaches on Collaborative Learning with Digital Knowledge Objects.
  • Damsa, Crina-Ioana (2021). Course on Research Supervision.
  • Damsa, Crina I. & Langford, Malcolm Stroud (2020). Melder både om ny mestring, men også bekymring og stress.
  • Langford, Malcolm Stroud; Larsen, Johanna Marie; Damsa, Crina I. & Stensaker, Bjørn (2020). Nå trenger vi en krisepakke for undervisningen til høsten. Khrono.no. ISSN 1894-8995. doi: https%3A/khrono.no/na-trenger-vi-en-krisepakke-for-undervisningen-til-hosten/485622.
  • Damsa, Crina-Ioana (2020). Qualitative analysis of multimodal data, EARLI Special Interest Group 17 ‘Methods in Learning Research’ .
  • Damsa, Crina-Ioana (2020). Conference of EARLI Special Interest Groups, ‘Assessment in learning’ and ‘Higher Education'.
  • Damsa, Crina-Ioana (2020). Conference of EARLI Special Interest Groups: ‘Methods in Learning Research’.
  • Damsa, Crina-Ioana (2020). Student-centered Learning Approaches.
  • Damsa, Crina-Ioana & Wittek, Anne Line (2020). Group work in higher education. Pedagogical designs for fostering student engagement. I Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (Red.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 978-3-030-41756-7. s. 115–134. doi: 10.1007/978-3-030-41757-4.
  • Nerland, Monika Bærøe & Damsa, Crina-Ioana (2019). VET as Lifelong Learning: Engagement With Distributed Knowledge in Software Engineering. I Guile, David & Unwin, Lorna (Red.), The Wiley Handbook of Vocational Education and Training. Wiley-Blackwell. ISSN 9781119098591. s. 395–414. doi: 10.1002/9781119098713.
  • Damsa, Crina I. (2019). The challenge of bridging paradigms through editorial work .
  • Damsa, Crina I.; Esterhazy, Rachelle & Nerland, Monika (2019). Analyzing learning through co-creation of knowledge objects in software engineering education.
  • Damsa, Crina I. & Tuire, Palonen (2019). Forms of collaborative engagement in software engineering education, In Lund, K., Niccolai, G., Lavoué, E., Hmelo-Silver, C., Gweon, G., and Baker, M. (Eds.). (2019). 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. Lyon, France: International Society of the Learning Sciences. .
  • Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I. (2019). Course designs that cater for productive feedback.
  • Damsa, Crina I. (2018). Project-based learning in Computer Engineering Education (pp.39-57). I Nerland, Monika & Prøitz, Tine Sophie (Red.), Pathways to quality in higher education : Case studies of educational practices in eight courses. Nordic Institute for Studies in Innovation, Research and Education (NIFU). ISSN 978-82-327-0319-7. s. 39–57. doi: ISSN%201892-2597.
  • Damsa, Crina I. & de Lange, Thomas (2018). Student-centered Learning in Norwegian and Finnish higher education: a research-based perspective to quality .
  • Fremstad, Ester; Damsa, Crina I. & Mirmotahari, Omid (2018). Promoting active learning through developing and using a digital tool for assessment.
  • Esterhazy, Rachelle & Damsa, Crina I. (2017). Unpacking the feedback process: An analysis of undergraduate students’ interactional meaning-making of feedback comments.
  • Afdal, Hilde Wågsås & Damsa, Crina I. (2017). Research-based teacher education and engineering education.
  • Esterhazy, Rachelle & Damsa, Crina I. (2017). Students’ interactional meaning-making of assessment feedback viewed through a sociocultural lens.
  • Damsa, Crina I.; Jornet, Alfredo; Froelich, Dominik E. & Gegenfurtner, Andreas (2017). The unit of analysis in learning research: Approaches for imagining a transformative research agenda.
  • Nerland, Monika & Damsa, Crina I. (2017). Students’ and beginning professionals’ learning with web-based resources in software engineering.
  • Araos, Andres & Damsa, Crina I. (2017). Araos, A. & Damsa, C., (2017, May). The university's third mission - aspects of community engagement. A Norwegian case. Presentation in C. Cress, Intercultural Differences in Community Engagement: Perspectives on Definitions, Pedagogical Strategies & Programmatic Approaches, Panel session at the Intercultural Horizons Conference, Rijeka, Croatia. .
  • Damsa, Crina I.; Hunskaar, Tove Seiness & Andersson-Bakken, Emilia Ingegerd (2017). Tablet-mediated video observations as means for guidance and practice-based learning in teacher education.
  • Ceratto-Pargman, Teresa; Jahnke, Isa; Damsa, Crina I.; Nusbaum, Miguel & Säljö, Roger (2017). Emergent practices and material conditions on tablet mediated collaborative learning.
  • Damsa, Crina I.; Nerland, Monika & Stensaker, Bjørn (2016). Enhancing student learning through ‘student-centered approaches’: What matters for educational quality?
  • Damsa, Crina I.; Gegenfurtner, Andreas & Guerin, Laurence (2015). Innovative methodologies in learning research.
  • Damsa, Crina I. (2015). Introducing students to web design and development through collaborative projects in computer engineering education,
  • Nerland, Monika; Damsa, Crina I. & Jensen, Karen (2015). Introducing first-year students to the knowledge cultures of law, engineering and teaching.
  • Damsa, Crina I. (2015). Approaches to qualitative data analysis: interaction analysis and work with video-data.
  • Damsa, Crina I. (2015). Shared epistemic agency and its emergence in undergraduate students’ collaborative learning,
  • Langford, Malcolm Stroud; Damsa, Crina-Ioana; Larsen, Johanne Maria Rohde; Slåttå, Kristin Steen; Westbye, Hilde & Wulff, Sophia Susanne Traub (2020). Første uken med digital undervisning I koronatiden: Jusstudenters erfaring. Universitetet i Oslo.
  • Langford, Malcolm Stroud & Damsa, Crina-Ioana (2020). Online teaching in the time of COVID-19 times: Academic Teachers’ experiences in Norway. Universitetet i Oslo.
  • Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I. (2019). Productive feedback practices in higher education. Investigating social and epistemic relations in two undergraduate courses (PhD thesis). Universitetet i Oslo. Fulltekst i vitenarkiv

Se alle arbeider i Cristin

Publisert 5. okt. 2017 10:22 - Sist endret 6. sep. 2022 19:59