Ingvill Rasmussen

• 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.
• Letnes, Mari-Ann; Rasmussen, Ingvill; Ní Bhroin, Niamh; Stänicke, Line Indrevoll & Veelo, Nicole Christine (2023). Socio-digital divides in Norwegian education - How variation in parental mediation and pedagogical approaches influenced experiences of remote schooling during the Covid-19 pandemic. Nordic Journal of Digital Literacy. ISSN 1891-943X. 18(3), s. 201–213. doi: 10.18261/njdl.18.3.. Fulltekst i vitenarkiv Vis sammendrag

  In this study, we investigate how variation in parental mediation and pedagogical approaches influenced experiences of remote schooling during the Covid-19 pandemic in Norway. We draw on a unique dataset of qualitative interview material involving 15 Norwegian school children (aged 6-12) and their families. We found that for many of our participants, the period of remote schooling was characterized by learning alone or with the help of family members. Related to this, variation in parental mediation strategies, including more restrictive and more enabling approaches, combined with variation in pedagogical approaches, influenced our participantsʼ experiences of remote schooling. Both parental mediation and pedagogical approaches in turn influence how our participants experienced the social aspects of learning during the pandemic. Our material and analysis provide insights into how the combination of parental mediation and pedagogical approaches has the potential to sustain and enhance previously underexplored socio-digital divides in Norwegian society.

• Damsa, Crina I.; Erstad, Ola Andres; Sefton-Green, Julian; hillman, Thomas; Araos Moya, Andres Arturo & Richter, Christoph [Vis alle 12 forfattere av denne artikkelen] (2022). Platformization in and of education ̶Exploring a new research agenda . Computer-Supported Collaborative Learning Series (CSCL). ISSN 1573-4552.
• 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.
• Frøytlog, Jo Inge Johansen; Rasmussen, Ingvill & Ludvigsen, Sten Runar (2022). How microblogging affords conditions for realising student voices about the body and sexuality in a science education lesson. Cultural Studies of Science Education. ISSN 1871-1502. 17, s. 661–682. doi: 10.1007/s11422-022-10101-y. Fulltekst i vitenarkiv
• Major, Louis; Smørdal, Ole; Warwick, Paul; Rasmussen, Ingvill; Cook, Victoria & Vrikki, Maria (2022). Investigating digital technology’s role in supporting classroom dialogue: integrating enacted affordance into analysis across a complex dataset. International Journal of Research & Method in Education. ISSN 1743-727X. doi: 10.1080/1743727X.2022.2032632.
• 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.

• Smørdal, Ole; Rasmussen, Ingvill & Major, Louis (2021). Supporting classroom dialogue through developing the Talkwall microblogging tool: considering emerging concepts that bridge theory, practice and design. Nordic Journal of Digital Literacy. ISSN 1891-943X. 2, s. 50–64. Fulltekst i vitenarkiv Vis sammendrag

  Through reflecting on a ten-year design-based research process involving teachers as co-designers, this paper develops a concept-driven approach for designing technology support for classroom dialogue. Specifically, we focus on four ‘bridging’ concepts that emerged from the research-practitioner partnerships in addition to how these guided the design of Talkwall, an educational microblogging tool similar to Twitter. The four bridging concepts: contribution, feed, wall, and space for the teacher; are defined and discussed in relation to design articulations for Talkwall, design of similar educational microblogging tools, and the role of material-dialogic spaces for classroom dialogue. A concept-driven approach fosters intermediary forms of knowledge that may be significant for design-based research. This is because designers, teachers, and researchers can extend their repertoires through synergy and exchange between the researchers’ scholarly knowledge and the teachers’ craft knowledge. We exemplify this by examining how a concept-driven approach enabled the exploration of new designs for material-dialogic spaces relating to Talkwall.

• Rødnes, Kari Anne; Rasmussen, Ingvill; Omland, Maren & Cook, Victoria (2021). Who has power? An investigation of how one teacher led her class towards understanding an academic concept through talking and microblogging. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 98, s. 1–12. doi: 10.1016/j.tate.2020.103229. Fulltekst i vitenarkiv
• Rasmussen, Ingvill & Rødnes, Kari Anne (2020). Dialog + microblogging = flerstemmighed? I Dysthe, Olga; Ness, Ingunn Johanne & Kirkegaard, Preben Olund (Red.), Dialogisk pædagogik, kreativitet og læring. Forlaget Klim. ISSN 9788772044323. s. 217–249.
• Rasmussen, Ingvill; Kjærnsli, Marit; Jensen, Fredrik & Ludvigsen, Sten Runar (2020). Problemløsing ved samarbeid i PISA 2015: En diskusjon av rammeverket og norske elevers resultater. Acta Didactica Norden (ADNO). ISSN 2535-8219. doi: 10.5617/adno.7862. Fulltekst i vitenarkiv Vis sammendrag

  I PISA 2015 undersøkes elevers ferdigheter i problemløsing ved samarbeid. Problemløsing ved samarbeid er en innovativ del av PISA-undersøkelsen og kommer i tillegg til lesing, matematikk og naturfag. Den innovative delen bygger på problemer og samarbeidssituasjoner som elever i 15-årsalderen møter i og utenfor skolen. I denne prøven løser elever oppgaver og samarbeider via en forhåndsprogrammert chat i en virtuell verden. Norske elever presterer på OECD-gjennomsnittet i problemløsing ved samarbeid, mens de presterer over gjennomsnittet i lesing, matematikk og naturfag. Denne artikkelen bidrar med en diskusjon av teorien som ligger til grunn for rammeverket, oppgavene og resultatene til norske elever i lys av annen forskning om problemløsing ved samarbeid.

• Warwick, Paul; Cook, Victoria; Vrikki, Maria; Major, Louis & Rasmussen, Ingvill (2020). Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms. Learning, Culture and Social Interaction. ISSN 2210-6561. doi: 10.1016/j.lcsi.2019.100376. Fulltekst i vitenarkiv
• Krange, Ingeborg & Rasmussen, Ingvill (2020). Dybdelæring og kritisk tenkning i en digital tid – analyser av samtaler mellom elever og lærer. . I Engen, Bård Ketil (Red.), Digitalisering, kompetanse og læring. Gyldendal Akademisk. ISSN 978-82-05-53831-3. s. 27–47.
• Frøytlog, Jo Inge Johansen & Rasmussen, Ingvill (2020). The distribution and productivity of whole-class dialogues: exploring the potential of microblogging . International Journal of Educational Research. ISSN 0883-0355. 99. doi: 10.1016/j.ijer.2019.101501. Fulltekst i vitenarkiv
• 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.
• Ludvigsen, Sten Runar; Warwick, Paul; Rasmussen, Ingvill; Rødnes, Kari Anne; Smørdal, Ole & Major, Louis (2019). Learning as Gap-Closing In and Across Subject: Digitalised Dialogues Across the Curriculum. I Makitalo, Åsa; Nicewong, Todd E. & Elam, Mark (Red.), Designs for Experimentation and Inquiry. Approaching Learning and Knowing in Digital Transformation. Routledge. ISSN 978-1-13-8592711. s. 31–49. Fulltekst i vitenarkiv
• 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.
• Sousa, Filipa De & Rasmussen, Ingvill (2019). Productive Diciplinary Engagement and Videogames. A Teacher´s Educational Design to Engage Students with Ethical Theories in Citizenship Education. Nordic Journal of Digital Literacy. ISSN 1891-943X. 14, s. 99–116. doi: 10.18.261/issn.1891-943x-2019-03-04-02. Fulltekst i vitenarkiv
• 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.

• Smørdal, Ole & Rasmussen, Ingvill (2019). Bridging concepts as intermediary knowledge in design: productive dialogues and the Talkwall microblogging tool. 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. 993–996. Vis sammendrag

  Talkwall is a freely available browser-based tool designed to support classroom dialogue and interaction. When aligned to an appropriate pedagogy, it is intended that Talkwall can encourage students to engage and share their developing ideas, and promote positive dialogic interactions. Research-practice partnerships and design-based research with teachers as co-designers is a key theme in this research programme. We argue the bridging concepts facilitate exchange both ways between theory and practice, and that the material outcome of the design incorporates and displays the ideas for future practice, and as such it contains the embryonic starting point of what ‘might be’.

• de Sousa, Filipa; Rasmussen, Ingvill & Pierroux, Palmyre (2018). Zombies and ethical theories: Exploring transformational play as a framework for teaching with videogames. Learning, Culture and Social Interaction. ISSN 2210-6561. 19, s. 40–50. doi: 10.1016/j.lcsi.2018.04.011.
• Major, Louis; Warwick, Paul; Rasmussen, Ingvill; Ludvigsen, Sten Runar & Cook, V (2018). Classroom dialogue and digital technologies: A scoping review. Education and Information Technologies : Official Journal of the IFIP technical committee on Education. ISSN 1360-2357. 23(5), s. 1995–2028. doi: 10.1007/s10639-018-9701-y. Fulltekst i vitenarkiv
• Sousa, Filipa De; Rasmussen, Ingvill & Pierroux, Palmyre (2018). Zombies and ethical theories: Exploring transformational play as a framework for teaching with videogames . Learning, Culture and Social Interaction. ISSN 2210-6561. doi: 10.1016/j.lcsi.2018.04.011. Fulltekst i vitenarkiv
• Enqvist-Jensen, Cecilie; Nerland, Monika & Rasmussen, Ingvill (2017). Maintaining doubt to keep problems open for exploration: An analysis of law students' collaborative work with case assignments. Learning, Culture and Social Interaction. ISSN 2210-6561. 13, s. 38–49. doi: 10.1016/j.lcsi.2017.02.001. Fulltekst i vitenarkiv
• Rasmussen, Ingvill & Damsa, Crina I. (2016). Heterochrony through moment-to-moment interaction: A micro-analytical exploration of learning as sense making with multiple resources. International Journal of Educational Research. ISSN 0883-0355. doi: 10.1016/j.ijer.2016.04.003.
• Rasmussen, Ingvill & Lund, Andreas (2015). Læringsressurser og lærerrollen - et partnerskap i endring? Acta Didactica Norge. ISSN 1504-9922. 9(1), s. 1–20. doi: 10.5617/adno.2352.
• Rasmussen, Ingvill & Hagen, Åste Marie Mjelve (2015). Facilitating students' individual and collective knowledge construction through microblogs. International Journal of Educational Research. ISSN 0883-0355. 72, s. 149–161. doi: 10.1016/j.ijer.2015.04.014.
• Rasmussen, Ingvill (2012). Trajectories of participation: temporality and learning. I Seel, Norbert M. (Red.), Encyclopedia of the Sciences of Learning. Springer. ISSN 978-1-4419-1428-6. s. 3334–3337. doi: 10.1007/978-1-4419-1428-6_724.
• Furberg, Anniken Larsen & Rasmussen, Ingvill (2012). Faktaorientering og forståelsesorientering i elevers bruk av nettbaserte læringsomgivelser. I Hauge, Trond Eiliv & Lund, Andreas (Red.), Små skritt eller store sprang? Om digitale tilstander i skolen. Cappelen Damm Akademisk. ISSN 978-82-0236438-0. s. 23–57.
• Rasmussen, Ingvill; Lund, Andreas & Smørdal, Ole (2012). Visualisation of Trajectories of Participation in a Wiki: A Basis for Feedback and Assessment? Nordic Journal of Digital Literacy. ISSN 1891-943X. s. 21–35.
• Ludvigsen, Sten Runar; Rasmussen, Ingvill; Krange, Ingeborg; Moen, Anne & Middleton, David (2011). Intersecting trajectories of Participation: temporality and learning. I Ludvigsen, Sten Runar; Lund, Andreas; Rasmussen, Ingvill & Säljö, Roger (Red.), Learning across sites : new tools, infrastructures and practices. Cambridge University Press. ISSN 978-0-415-58176-9. s. 105–121.
• Rasmussen, Ingvill & Ludvigsen, Sten Runar (2010). Learning with Computer Tools and Environments: A Sociocultural Perspective. I Littleton, Karen; Wood, Clare & Staarman, Judith Kleine (Red.), International Handbook of Psychology in Education. Emerald Group Publishing Limited. ISSN 978-1-84855-232-6. s. 399–433.
• Lund, Andreas & Rasmussen, Ingvill (2010). Tasks 2.0: Education Meets Social Computing and Mass Collaboration. AACE Journal. ISSN 1551-3696. s. 4058–4065. Vis sammendrag

  In this paper we argue that for teachers it is becoming increasingly important to develop competence in designing technology mediated and collaborative tasks. The impact from digital technologies challenges the historically stable relationship between textbooks, tasks, and tests. In particular, Web 2.0 technologies and social computing applications that reflect emerging media practices require that schooling addresses collective knowledge advancement and with tasks and assignments that match such practices. Empirically we seek to support our argument by reporting from a longitudinal study of learners and teachers working with different types of tasks in wikis. Theoretically, our research is grounded in Cultural Historical Activity Theory (CHAT) where learning is intrinsically linked to social interaction and the use of cultural tools. The findings show that we need to examine the complex relationships between technologies, tasks, activities, and assessment in order to develop teaching using Web 2.0 applications.

• Rasmussen, Ingvill (2009). Copying with computers. Information management or cheating and plagiarism? I Krumsvik, Rune (Red.), Learning in the Network Society & the Digitized School. Nova Science Publishers. ISSN 1607411725.
• Lund, Andreas; Rasmussen, Ingvill & Smørdal, Ole (2009). Joint designs for working in wikis: a case of practicing across settings and modes of work. I Daniels, Harry (Red.), Activity theory in practice: promoting learning across boundaries and agencies. Routledge. ISSN 978-0-415-47725-3. s. 206–229.
• Rasmussen, Ingvill & Ludvigsen, Sten Runar (2009). The Hedgehog and the Fox. A discussion of the approaches to the analysis of ICT reforms in teacher education of Larry Cuban and Yrjö Engeström. Mind, Culture, and Activity. ISSN 1074-9039. 16(1), s. 83–104.
• Lund, Andreas & Rasmussen, Ingvill (2008). The right tool for the wrong task? Match and mismatch between first and second stimulus in double stimulation. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 3(4), s. 25–51.
• Ludvigsen, Sten Runar & Rasmussen, Ingvill (2006). Modeller på Reise. Digital kompetanse. ISSN 0809-6724. s. 227–251. Vis sammendrag

  I denne artikkelen rettes fokus mot forholdet mellom reformer og omstillinger og hvordan endringer skjer i praksis. Artikkelen diskuterer ulike teoretiske forståelser av hvordan endring skjer med utgangspunkt i Program for LærerUtdanning, Teknologi og Omstilling (PLUTO). På bakgrunn av Utdannings- og forskningsdepartementets (UFD) initiativ til omstilling innen lærerutdanningen initierte ITU, Forsknings- og kompetansesenter for IT i Utdanning, PLUTO-programmet i 1999. Er sentralt funn i analysen av PLUTO programmet er at endringer i vurderingspraksiser virker på tvers av fag og grenser i institusjoner og skaper muligheter for grunnleggende systemendring. Endringer i vurderingspraksiser kan starte som et mindre trinnvis endringsforsøk, men vurdering og eksamen er et område de fleste aktørene i utdanningsinstitusjonen forholder seg til, og dermed må disse også forhandle om betydningen av en slik endring. I sin tur kan denne reforhandlingen gi ny mening for aktørene. Med andre ord: ønsker man systeminnovasjon, må man identifisere objekter som virker på tvers av institusjonelle grenser på det kollektive nivå.

• Rasmussen, Ingvill; Krange, Ingeborg & Ludvigsen, Sten Runar (2005). Understanding the task: How is agency distributed between tools, students and teachers in technology rich learning environments? International Journal of Educational Research. ISSN 0883-0355. 39, s. 839–849.

Se alle arbeider i Cristin

• Rasmussen, Ingvill (2016). Microblogging as Partner(s)in Teacher-Student Dialogues. A case Study in the Subject of History. Brill|Sense. ISBN 978-94-6300-643-9. 20 s.
• Ludvigsen, Sten Runar; Lund, Andreas; Rasmussen, Ingvill & Säljö, Roger (2011). Learning across sites : new tools, infrastructures and practices. Cambridge University Press. ISBN 978-0-415-58176-9. 388 s.

Se alle arbeider i Cristin

• 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.
• Rasmussen, Ingvill; Warwick, Paul & Smørdal, Ole (2023). Combining in-class microblogging and jointly created talk rules to enhance student participation in classroom dialogue.
• Rasmussen, Ingvill (2022). “Professional learning as interactional accomplishments between participants and simulation-technologies. Sociocultural perspectives”.
• Rasmussen, Ingvill & Smørdal, Ole (2022). Ny versjon av Samtavla.
• Rasmussen, Ingvill & Smørdal, Ole (2022). Ny versjon av Samtavla.
• 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; Rasmussen, Ingvill & Smørdal, Ole (2021). Exploring how co-located microblogging can support young students’ collaborative reasoning.
• Frøytlog, Jo Inge Johansen; Rasmussen, Ingvill & Ludvigsen, Sten Runar (2021). How microblogging affords conditions for the realisation of student voices about sensitive topics.
• Dolonen, Jan Arild; Ludvigsen, Sten Runar & Rasmussen, Ingvill (2019). Microblogging for joint construction of meaning in the classroom.
• Smørdal, Ole; Rasmussen, Ingvill; Nesnass, Richard & Ngo, Hoang Bao (2019). samtavla.no - redesign and Feide integration.
• Smørdal, Ole & Rasmussen, Ingvill (2019). samtavla.no - delingsplattform for undervisningsmaler.
• 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.
• Major, Louis; Warwick, Paul; Rasmussen, Ingvill; Ludvigsen, Sten Runar & Cook, V (2019). Correction to: Classroom dialogue and digital technologies: a scoping review (Education and Information Technologies, (2018), 23, 5, (1995-2028), 10.1007/s10639-018-9701-y). Education and Information Technologies : Official Journal of the IFIP technical committee on Education. ISSN 1360-2357. s. 1–2. doi: 10.1007/s10639-019-09902-6.
• Rasmussen, Ingvill (2018). Podcast – Kritisk og kreativ tenkning i en høyteknologisk skole. [Internett]. https://silvijaseres.com/podcast-kritisk-og-kreativ-tenkning.
• Krange, Ingeborg; Rasmussen, Ingvill; Ferguson, Leila Eve & Bakkene, Hildur (2018). Critical Literacy Skills: Exploring the Effect of Different Teaching Styles in High Schools History Education.
• Rasmussen, Ingvill & Smørdal, Ole (2018). Samtavla.no – trening i kritisk tenkning. Vis sammendrag

  I en medieverden der elever møter et mangfold av kilder, alternative fakta, samt sammenblanding av fakta, meninger og begrunnelser, er trening i kritisk tenkning og trening i utforskende læringssamtaler stadig viktigere. http://samtavla.no er en digital tjeneste laget for å hjelpe lærere med å engasjere sine elever i felles læringssamtaler og trene elever i kritisk tenkning. Samtavla.no er en kombinasjon av mikro-blogging og visuell organisering av meldinger på elevenes skjermer. Deltagere kan bruke alle moderne nettlesere, på mobil, nettbrett og PC. Samtavla finnes også i engelsk versjon (talkwall.net) Tjenesten er utviklet som en pilot i forskningsprosjektet DiDiAC (Digitalised Dialogues Across the Curriculum), og prøves nå systematisk ut i 6 skoler i Norge og England, først i en intensiv periode på 6 måneder våren 2017, deretter som en optin studie med flere skoler i 2017-2018. Samtavla er verifisert i forbindelse med et innovasjonsprosjekt ved UiO.

• Rødnes, Kari Anne & Rasmussen, Ingvill (2017). DiDiAC-prosjektet: Mikroblogging som støtte for klasseromssamtaler. Bedre Skole. ISSN 0802-183X. s. 26–29.
• Rødnes, Kari Anne & Rasmussen, Ingvill (2016). Digitalised Dialogues across the Curriculum. Enhancing classroom dialogue by using Talkwall to "think together".
• Rasmussen, Ingvill & Smørdal, Ole (2016). Samtavla http://www.samtavla.no. Vis sammendrag

  Samtavla er et verktøy utviklet ved Universitetet i Oslo. Det er basert på mikroblogging og visualisering av samtaler, og kan hjelpe elever til å ha bedre dialoger i klasserommet. Ved hjelp Samtavla kan en lærer formulere et spørsmål eller en utfordring og elevene kan, enkeltvis eller i grupper, sende meldinger til en felles "vegg" (f.eks. på stor skjerm eller projektor). Disse meldingene kan arrangeres interaktivt og ideer kan bli visualisert. Hashtags (#) og et kort meldingsformat (maks 140 tegn) bidrar til å fremme viktige læringsstrategier, som for eksemple å sammenfatte informasjon og identifisere sentrale begreper.

• Major, Louis; Rasmussen, Ingvill & Warwick, Paul (2016). Digitalised Dialogues Across the Curriculum (DiDiAC): introducing TalkWall.
• Rødnes, Kari Anne; Rasmussen, Ingvill; Ludvigsen, Sten Runar; Smørdal, Ole & Frøytlog, Jo Inge Johansen (2016). Digitalised Dialogues Across the Curriculum (DiDiAC): Design-based interventions for developing 21st-century skills.
• Rasmussen, Ingvill & Ferguson, Leila Eve (2016). Exploring the roles of teachers’ instructional activities and peer interactions in the development of critical literacy skills in history.
• Rasmussen, Ingvill & Hagen, Åste Marie Mjelve (2015). Facilitationg students' individual and collective knowledge construction through microblogs.
• Lund, Andreas; Vestøl, Jon Magne & Rasmussen, Ingvill (2015). Double stimulation as a design principle: Transforming exams in teacher education.
• de Sousa, Filipa; Rasmussen, Ingvill & Pierroux, Palmyre (2015). Teaching Ethics and Moral Reasoning Using Commercial Video Games in School.
• Rasmussen, Ingvill (2014). The Appropriation of Computer Support and Role-Playing in Class Discussions to Facilitate Historical Reasoning.
• Rasmussen, Ingvill & Smørdal, Ole (2013). Demonstrasjon: Computer-supported note-sharing to enhance joint sense-making.
• Furberg, Anniken Larsen & Rasmussen, Ingvill (2013). Symposium organizers of the symposium "Facilitation of students' Learning processes in computer-supported Learning activities". The 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI).
• Rasmussen, Ingvill & Hagen, Åste Marie Mjelve (2013). Facilitating students’ sense-making in modern history through a computer-supported note-sharing tool. Fulltekst i vitenarkiv
• Lund, Andreas & Rasmussen, Ingvill (2011). Emerging language practices in wiki mediated collaboration.
• Ludvigsen, Sten Runar; Lund, Andreas; Rasmussen, Ingvill & Säljö, Roger (2011). Introduction-Learing in different contexts in the knowledge society. I Ludvigsen, Sten Runar; Lund, Andreas; Rasmussen, Ingvill & Säljö, Roger (Red.), Learning across sites : new tools, infrastructures and practices. Cambridge University Press. ISSN 978-0-415-58176-9.
• Lund, Andreas; Rasmussen, Ingvill & Smørdal, Ole (2009). TWEAK - et prosjekt for kollektiv kunnskapsbygging gjennom bruk av wiki.
• Smørdal, Ole; Rasmussen, Ingvill; Lund, Andreas; Sem, Idunn; Roaldset, Live K & Drevon, Thomas [Vis alle 7 forfattere av denne artikkelen] (2008). TWEAK - Tweaking Wikis for Education and Advancement of Knowledge. Vis sammendrag

  This project develops new designs and models that balance learner exploration and negotiation with more goal directed efforts to bring knowledge advancement more up front in school subjects.

• Qvale, Knut & Rasmussen, Ingvill (2008). TWEAK.
• Rasmussen, Ingvill (2008). Wikis in Norwegian secondary schools- reflections and results from a longitudinal project.
• Rasmussen, Ingvill (2008). Computer Mediated Learning in Schools from a Sociocultural Perspective.
• Rasmussen, Ingvill (2008). TWEAK-Tweaking Wikis for Education and Advancement of Knowledge.
• Lund, Andreas; Rasmussen, Ingvill & Smørdal, Ole (2008). Joint designs for working in wikis: a case of practicing across settings and modes of work.
• Lund, Andreas; Rasmussen, Ingvill & Smørdal, Ole (2008). Joint designs for working in wikis:a case of practicing across settings and modes of work.
• Lund, Andreas; Rasmussen, Ingvill & Smørdal, Ole (2008). TWEAK as pedagogical and technological co-design for collectively-oriented practices.
• Pierroux, Palmyre; Rasmussen, Ingvill; Lund, Andreas & Smørdal, Ole (2008). Supporting and Tracking Collective Cognition in Wikis (Symposium).
• Rasmussen, Ingvill & Lund, Andreas (2008). Hva er spørsmålet når svaret er wiki?
• Rasmussen, Ingvill (2007). Utfordringer for læring i åpne teknologirike læringsmiljø.
• Lund, Andreas; Rasmussen, Ingvill & Smørdal, Ole (2007). Technological Support for Collective Tasks and Activities in a Wiki: Design Ideas and Classroom Realities.
• Rasmussen, Ingvill; Ludvigsen, Sten Runar; Moen, Anne & Krange, Ingeborg (2007). Part of the symposium: Learning across sites; new tools, infrastructures and practices. Title of paper: Multiplicity and intersecting trajectories of participation; temporality and learning.
• Rasmussen, Ingvill (2007). Learning with ICT and the issue of 'copy/paste'.
• Rasmussen, Ingvill (2007). The practice of planning in project work with ICT.
• Rasmussen, Ingvill; Lund, Andreas & Smørdal, Ole (2007). Wiki design for teacher interventions in collaborative production.
• Lund, Andreas; Rasmussen, Ingvill & Smørdal, Ole (2007). Designing a space for teacher interventions in a wiki learning environment.
• Rasmussen, Ingvill (2005). Peer group work, ICT and the practice of copying.
• Rasmussen, Ingvill & Ludvigsen, Sten Runar (2005). Interdependency in teaching and learning – a study of project work and ICT.
• Letnes, Mari-Ann; Veelo, Nicole Christine; Stänicke, Line Indrevoll; Ní Bhroin, Niamh & Rasmussen, Ingvill (2021). Kids' Digital Lives During COVID-19 Times Digital practices, safety and well-being of 6- to 12-year-olds – a qualitative study . NTNU. ISSN 978-82-7923-091-5. Fulltekst i vitenarkiv
• Gilje, Øystein; Ingulfsen, Line; Dolonen, Jan A.; Furberg, Anniken Larsen; Rasmussen, Ingvill & Kluge, Anders [Vis alle 10 forfattere av denne artikkelen] (2016). Med ARK&APP. Bruk av læremidler og ressurser for læring på tvers av arbeidsformer. Universitetet i Oslo.
• Rasmussen, Ingvill; Gilje, Øystein; Ferguson, Leila Eve; Ingulfsen, Line & Bakkene, Hildur (2014). Kildearbeid, ideologier og oppgaveforståelse i historie: En casestudie i prosjektet ARK&APP, samfunnsfag, videregående. Universitetet i Oslo. ISSN 978-82-569-7010-0.
• Rasmussen, Ingvill; Rindal, Ulrikke Elisabeth & Lund, Andreas (2014). Læringsressurser og arbeidsformer i engelsk: Ungdomsskoleelevers arbeid med sjangeren fantasy. En casestudie i prosjektet ARK&APP, engelsk, 8. klasse. Universitetet i Oslo. ISSN 978-82-569-7001-8. Fulltekst i vitenarkiv Vis sammendrag

  Læringsressurser og arbeid med sjangeren fantasy Læreboka sto sentralt i engelskundervisningen i en klasse på 8. trinn. Men den har ikke lenger har den samme styrende funksjon som er beskrevet i tidligere studier. Læreboka ble brukt som utgangspunkt for videre utvikling av oppgaver og aktiviteter. Ark & App er et forskningsprosjekt om valg og bruk av læremidler ved Institutt for pedagogikk ved Universitetet i Oslo, på oppdrag for Utdanningsdirektoratet. Foreliggende rapport tar for seg 1 av de 12 casene i prosjektet. Tre overordnede spørsmål ligger til grunn for analysene i caserapporten: • Hvordan benyttes læremidlene i undervisningsopplegget? • Hvilken funksjon har bruken av læremidlene i interaksjonen mellom lærer og elever? • Hvordan bidrar bruk av læremidlene til engasjement og læring hos elever? Undervisningopplegget i engelskcasen på 8. trinn Denne caserapporten undersøker et undervisningsopplegg der hovedtema var sjangeren fantasy. Elevene skulle i perioden skrive en egen fantasy-historie. Elevene skulle også holde en muntlig presentasjon av hver sin skjønnlitterære bok. Læreboka og lærernes egenutviklede læringsressurser (kopierte ark) var de viktigste læremidlene i dette undervisningsforløpet. Læreboka sentral i engelskundervisningen, men den styrer ikke Læreboka sto sentralt i undervisningen, men den har ikke lenger har den samme styrende funksjon som beskrevet i tidligere studier. Læreboka har status som et utgangspunkt for videre utvikling av oppgaver og aktiviteter. Digitale læringsressurser blir brukt i liten grad. PC benyttes kun av elevene når de fører inn fantasy-historien som de tidligere har skrevet for hånd. Lærerne benytter PowerPoint-presentasjoner til faglige introduksjoner for hele klassen. Elevene og lærerne er ikke eksponert for mer åpne og interaktive læringsmiljø i denne undervisningsperioden. Naturlig bruk av engelsk språk i timen er det lite av Erfaringene fra engelskcasen ser ut til å bekrefte at interaksjonene i klasserommet er endret i den forstand at læreren ikke lenger snakker så lenge og så mye av gangen. Undervisningen som er observert, ledes av lærere som sikrer arbeidsro og sørger for at elevene arbeider med oppgavene de er satt til å løse. Individuelt arbeid er den mest brukte arbeidsformen og det skiftes ofte mellom aktiviteter. Elevene er godt forberedt, deltar aktivt i timene og det faglige nivået kan karakteriseres som høyt. Samtidig viser analysen at naturlig bruk av språk, slik som i elevsamarbeid, er lite vektlagt. Dette medfører at elevene ikke snakker så mye engelsk i timene. Ark & App har egen hjemmeside hos Institutt for pedagogikk ved UiO: http://www.uv.uio.no/iped/forskning/prosjekter/ark-app/

• Barnes, Sally; Timmis, Sue; Eagle, Sarah & Rasmussen, Ingvill (2009). Deep learning with technology in 14- to 19-year-old learners - Final report. Becta- British government agency.
• Ludvigsen, Sten Runar & Rasmussen, Ingvill (2005). Modeller på reise: en analyse av endringer i lærerutdanningen. ITU.
• Rasmussen, Ingvill (2005). Project Work and ICT: Studying Learning as Participation Trajectories. Unipub forlag.

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