Ingvill Rasmussen

Bilde av Ingvill Rasmussen
English version of this page
Telefon +47 22840749
Rom 4327
Treffetider Tirsdager 11-12 (eller etter avtale)
Brukernavn
Besøksadresse Gaustadalléen 21 Forskningsparken 0349 Oslo
Postadresse Postboks 1092 Blindern 0317 Oslo

Faglige interesser

Hvordan har ny teknologi endret måten vi snakker sammen og lærer?

Kunnskapssamfunnet krever at vi er gode til å bruke kunnskapene våre til å løse problemer. Jeg studerer samtaler, samarbeid og kunnskapsproduksjon mellom elever og lærere. Mine forskningsbidrag er spesielt fokusert på forståelse, bruk og læring av og med Internett og ulike web-baserte omgivelser, og hvordan lærere bør veilede elever.

Den allestedsnærværende teknologien medfører også at vi i dag behov for å utvikle  ny kompetanse i å regulere vår oppmerksomhet – vi må lære oss og koble fra, legge vekk, og å veksle mellom analoge og digitale aktiviteter – dette er en type selvregulering som det var langt mindre behov for å utvikle inntil få år siden.

 

Har utviklet: http://www.samtavla.no/

Undervisning

Bakgrunn

  • 2010: Institutt for pedagogikk, UiO
  • 2006-2010: Post doc, UiO. TWEAK (Teknologi for lærerinvolvering og kunnskapsdeling)
  • 2005-2006: Forsker i TRANSFORM prosjektet, Universitetet i Bergen
  • 2000-2005: PhD, UiO. Tittel på avhandling: Project work and ICT - studying learning as participation trajectories
  • 1999-2000: Skolenettet, Udir
  • 1997-1999: Pedagogisk psykologisk rådgiver, Oslo kommune
  • 1997: Cand Paed, UiO.

Verv

  • Biblioteksstyret, UiO
  • Reviewer for internasjonale tidsskrifter:
    • International Journal of Learning, Culture and Social Interaction
    • International Journal for Educational Research
    • International Journal for Computer Support for Collaborative Learning
    • British Journal of Educational Technology
    • Mind, Culture and Activity
    • Nordic Journal of Digital Literacy
    • Acta Didaktika
  • Ansattrepresentant, instituttstyret. Institutt for pedagogikk (2016-2020)
  • Redaksjonsmedlem i Outlines (2005-2007)
  • Co-chair og organisator for den Nordiske ISCAR konferansen (2007)
  • Chair for ‘student volunteers’ CSCL konferansen i Bergen (2003)
Emneord: Pedagogikk, IKT og læring, Samarbeidslæring, Kvalitativ metodologi, Sosiale medier, Samtaler, Klasseromsforskning, Literacy, Rådgivning, Design-based research, Dialog i klasserommet, 21st century skill

Publikasjoner

 

 

Rasmussen, I., & Lund, A. (2015). Læringsressurser og lærerrollen – et partnerskap i endring?. ActaDidactica. Vol 19. Nr 1. Art 18. https://www.journals.uio.no/index.php/adno/article/view/2352

  • Amundrud, Anja; Smørdal, Ole & Rasmussen, Ingvill (2022). #Fact or #opinion: the educational design of a microblogging activity intended to engage students in productive interactions. Technology, Pedagogy and Education. ISSN 1475-939X. 31.
  • 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.
  • 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
  • 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 Conference. 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. 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. ISSN 978-1-7324672-3-1. s. 648–652.
  • 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. ISSN 978-1-7324672-3-1. s. 993–996.
  • 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.
  • 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, Inc.. 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.
  • 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.
  • Ludvigsen, Sten; Rasmussen, Ingvill & Solheim, Ivar (2002). Lärande i multimediala miljöer - samtal mellan elever och lärare. I Säljö, Roger & Linderoth, Jonas (Red.), Utmaningar och e-frestelser. It och skolans lärkultur. Prisma, Stockholm. ISSN 91-518-4028-6. s. 212–229.
  • Ludvigsen, Sten; Rasmussen, Ingvill; Solheim, Ivar; Ludvigsen, Sten & Solheim, Ivar (2001). Multimedier og prosjektarbeid. I Stenersen, S. (Red.), Perspektiver på reform 97. Gyldendal Akademisk. ISSN 82-05-29857-2. s. 99–115.

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  • 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.
  • Ludvigsen, Sten; Rasmussen, Ingvill & Solheim, Ivar (2002). Lärande i multimediala miljöer. i Säljo R (red) Utmaningar och e-frestelser - It och skolans lärkultur. Prisma förlag. ISBN 91-518-4028-6.
  • Ludvigsen, Sten; Rasmussen, Ingvill & Solheim, Ivar (2001). Multimedier og prosjektarbeid. I Hovdenak, S.(red.)Perspektiver på reform 97. Gyldendal Akademisk Forlag. ISBN 82-05-29857-2.

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  • 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.
  • 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.
  • 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.
  • 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.
  • Rasmussen, Ingvill (2004). Shouldn't we start to work? Planning as a trajectory of negotation.
  • Rasmussen, Ingvill (2003). How can the use of copy and paste be a joint productive literacy practice?
  • Rasmussen, Ingvill; Krange, Ingeborg & Ludvigsen, Sten (2003). Understanding the task: How is agency and knowledge construction distributed between artefacts, students and teachers?
  • Rasmussen, Ingvill (2003). The Use of Cut and Paste as a Joint Productive Literacy Practice in Knowledge Building.
  • Rasmussen, Ingvill; Krange, Ingeborg & Ludvigsen, Sten (2002). Understanding the task. How is agency distributed between tools, students and teachers in technology-rich learning environments?
  • 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. Reprosentralen, 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
  • 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.
  • Ludvigsen, Sten; Kluge, Anders; Rasmussen, Ingvill; Solheim, Ivar & Foyn, Bent (2001). Multimedia og læring - erfaringer fra LAVA Læring første feltforsøk våren 2000. ISSN 82-539-0483-5.

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Publisert 3. sep. 2010 09:18 - Sist endret 19. mars 2021 10:59

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