Kenneth Silseth

Professor - Institutt for pedagogikk

Emneord: IKT og læring, Klasseromsforskning, Digitale læringsomgivelser, Pedagogikk, Dialog i klasserommet, Ungdom, sosiokulturell teori, interaksjonsanalyse, Identitetprosesser og læring, Formell og uformell læring, Moderne oppvekst

Publikasjoner

Artikler

Arnseth, H. C., Silseth, K., Steier, R. & Domanchin, M. (2026). Learning across virtual and real bodies: Analysing students meaning making of 3D anatomy models. Journal of Computer Assisted Learning, 42(6), e70346. https://doi.org/10.1002/jcal.70346

Silseth, K., Fundingsrud, M. & Furberg, A. (2026). Infusing students’ everyday experiences in classrooms: A case study of classroom conversations in life skills education Instructional Science. 54, article number 67. https://doi.org/10.1007/s11251-026-09820-4

Strøm, A. K. & Silseth, K. (2026). Co-located video annotation and joint noticing in teacher education: A sociocultural and interactional approach. Learning, Culture and Social Interaction, 28, 100993. https://doi.org/10.1016/j.lcsi.2026.100993

Domanchin, M., Silseth, K., Arnseth, H.C. & Steier, R. (2026). Collaborative learning with tablets: Analysing students’ meaning making of body-related concepts in upper secondary school, 57(2), 482-507. British Journal of Educational Technologies. https://doi.org/10.1111/bjet.70019

Leander, K., Arnseth, H. C., Silseth, K. & Erstad, O., (2026) “It becomes like a source, just like reading the textbook”: Toward an expanded GenAI-informed multiliteracies model. Pedagogies: An International Journal. 21(2), 234-252. https://doi.org/10.1080/1554480X.2025.2545203

Ludvigsen, S., Arnseth, H. C., Silseth, K. & Steier, R. (2025). Collaborative Science? Formalism and a unified language – future directions for CSCL. International Journal of Computer-Supported Collaborative Learning, 20(3), 403–414. https://doi.org/10.1007/s11412-025-09448-5

Furberg, A., Silseth, K. & Rødnes, K. A. (2025). Elevers møte med tverrfaglige tema i klasserommet. Bedre Skole, 37(2), 22-29.

Pettersen, K., Arnseth, H. C. & Silseth, K. (2025). Playing minecraft: Young children’s postdigital play. Journal of Early Childhood Literacy, 25(1), 133-157. https://doi.org/10.1177/14687984221118977

Silseth, K., Steier, R. & Arnseth, H. C. (2024). Exploring students’ immersive VR experiences as resources for collaborative meaning making and learning. International Journal of Computer-Supported Collaborative Learning, 19(1), 11–36. https://doi.org/10.1007/s11412-023-09413-0

Silseth, K. & Furberg, A. (2024). Bridging group work and whole-class activities through responsive teaching in science education. European Journal of Psychology of Education, 39, 2155–2176. https://doi.org/10.1007/s10212-023-00770-w

Erstad. O. & Silseth, K. (2023). Guest editorial: Rethinking the boundaries of learning in a digital age. Learning, Media & Technology, 48(4), 557-565. https://doi.org/10.1080/17439884.2023.2260977

Hontvedt, M., Prøitz, T. & Silseth, K. (2023). Collaborative display of competence: A case study of process-oriented and video-based assessment in school. Teaching and Teacher Education, 121, 103948. https://doi.org/10.1016/j.tate.2022.103948

Silseth, K., Hontvedt, M & Mäkitalo, Å. (2023). Teachers’ enactment of policy in classrooms: Making students accountable through inscriptions from the curriculum in classroom interactions. European Journal of Psychology of Education, 38(2), 881-902. https://doi.org/10.1007/s10212-022-00610-3

Furberg, A., Silseth, K. & Rødnes, K. A. (2023). Læreres undervisning om tverrfaglige   tema – erfaringer fra en klasseromsstudie. Bedre Skole, 35(4), 52-58.

Silseth, K & Arnseth, H. C. (2022). Weaving together the past, present and future in whole class conversations: Analyzing the emergence of a hybrid educational chronotope connecting everyday experiences and school science. Mind, Culture, and Activity, 29(1), 60-74. https://doi.org/10.1080/10749039.2021.1964534

Silseth, K. & Erstad, O. (2022). Exploring opportunities, complexities, and tensions when invoking students’ everyday experiences as resources in educational activities. Teaching and Teacher Education, 112, 103633. https://doi.org/10.1016/j.tate.2022.103633

Furberg, A. & Silseth, K. (2022). Invoking student resources in whole-class conversations in science education: A sociocultural perspective. Journal of the Learning Sciences, 31(2), 278–316. https://doi.org/10.1080/10508406.2021.1954521

Sandberg, M. & Silseth, K. (2021). Being Peer Gynt: How students collaboratively make meaning of a digital game about a literature classic. E- Learning and Digital Media, 18(6), 581–598. https://doi.org/10.1177/20427530211022928

Hontvedt, M., Silseth, K., & Wittek, L. (2021). Professional collaboration in teacher support teams: A study of teacher and nurse educators’ creative problem-  solving in a shared space for professional development. Scandinavian Journal of Educational Research, 65(2), 240-257. https://doi.org/10.1080/00313831.2019.1665098

Krange, I., Silseth, & Pierroux, P. (2020). Peers, teachers and guides: A study of three   conditions for scaffolding conceptual learning in science centers. Cultural Studies of Science Education, 15(1), 241-263. https://doi.org/10.1007/s11422-018-9905-x

Erstad, O. & Silseth, K. (2019). From everyday interest to educational prospects: Personal narratives on creating learning trajectories beyond school. Mind, Culture & Activity, 26(4), 309-322. https://doi.org/10.1080/10749039.2019.1646290

Lofthus, L. & Silseth, K. (2019). Students choosing digital sources: Studying students’ information literacy in group work with tablets. E- Learning and Digital Media, 16(4), 284- 300. https://doi.org/10.1177/2042753019835882

Gilje, Ø. & Silseth, K. (2019). Unpacking FIFA play as text and action in literacy practices in and out of school. Learning, Media & Technology, 44(2), 180-192. https://doi.org/10.1080/17439884.2018.1563105

Steier, R. Kersting, M. & Silseth, K. (2019). Imagining with improvised representations in CSCL environments. International Journal of Computer-Supported Collaborative Learning, 14 (1), 109-136. https://doi.org/10.1007/s11412-019-09295-1

Silseth, K. & Gilje, Ø. (2019). Multimodal composition and assessment: A sociocultural perspective. Assessment in Education: Principles, Policy & Practice, 26(1), 26-42. https://doi.org/10.1080/0969594X.2017.1297292

Silseth, K & Erstad, O. (2018). Connecting to the outside: Cultural resources teachers use when contextualizing instruction. Learning, Culture and Social Interaction, 17(2), 56-68. https://doi.org/10.1016/j.lcsi.2017.12.002

Silseth, K. (2018). Students’ everyday knowledge and experiences as resources in educational dialogues. Instructional Science, 46(2), 291–313. https://doi.org/10.1007/s11251-017-9429-x

Wiig, C., Silseth, K. & Erstad, O. (2018). Creating intercontextuality in students learning trajectories: Opportunities and difficulties. Language and Education,  32(1), 43-59. https://doi.org/10.1080/09500782.2017.1367799

Aagaard, T. & Silseth, K. (2017). Teachers’ assessment of digital stories: Challenges and dilemmas. Nordic Studies in Education, 37(3-4), 231-242.

Silseth, K & Arnseth, H. C. (2016). Frames for learning science: Analyzing learner positioning in a technology-enhanced learning environment. Learning, Media & Technology, 41(2), 396-415. https://doi.org/10.1080/17439884.2015.1100636

Vasbø, K., Silseth, K. & Erstad, O. (2014). Being a learner with social media in school: The case of Space2cre8. Scandinavian Journal of Educational Research, 58(1), 110-126. https://doi.org/10.1080/00313831.2013.773555

Silseth, K. (2013). Surviving the impossible: A study of students’ constructions of digital stories on World War II. Learning, Culture and Social Interaction, 2(3), 155-170. https://doi.org/10.1016/j.lcsi.2013.04.004

Silseth, K. (2012). The multivoicedness of game play: Exploring the unfolding of a student’s learning trajectory in a gaming context at school. International Journal of Computer-Supported Collaborative Learning, 7(1), 63–84. https://doi.org/10.1007/s11412-011-9132-x

Silseth, K. & Arnseth, H.C. (2011). Learning and identity construction across sites: A dialogical approach to analysing the construction of learning selves. Culture & Psychology, 17(1), 65-80. https://doi.org/10.1177/1354067X10388842

 

Bokkapitler

Ludvigsen, S., Hernández-Leo, D., Reimann, P., Wise, A., Li, F., Arnseth, H. C., Silseth, K., Steier, R., Froytlog, J. I., Baker, M. (2026). Towards a robust theory toolbox for CSCL: Mechanisms, models, and AI. Computer-Supported Collaborative Learning Series (CSCL). Proceedings of the 19th International Conference on Computer-Supported Collaborative Learning (CSCL) 2026, pp. 589-600.

Strøm, A., Hontvedt, M. & Silseth (2025) Using collaborative video annotation to foster epistemic coherence in teacher education. Proceedings of the 18th International Conference on Computer-Supported Collaborative Learning (CSCL) 2025, pp. 261-265.

Silseth, K., Erstad, O & Arnseth, H. C. (2024). Engaging in dialogic activities in an online community: Expanding the notion of double dialogicality. In O. Erstad, B. E. Hagtvet, J. V. Wertsch (Eds.) Education and dialogue in polarized societies: Dialogic perspectives in times of change (pp. 167–177). Oxford.

Pettersen, K., Silseth, K & Arnseth, H. (2022): Rethinking boundaries: Sociomaterial perspectives on digital technologies and early childhood education. In K. Kumpulainen, A. Kajamaa, O. Erstad, Å. Mäkitalo, K. Drotner and S. Jakobsdóttir (eds.) Nordic Childhoods in the digital age: Insights into contemporary research on communication, learning and education (181-192). Routledge.

Erstad, O. & Silseth, K. (2022): Transformations and unresolved tensions: Children, school and technology. In K. Kumpulainen, A. Kajamaa, O. Erstad, Å. Mäkitalo, K. Drotner and S. Jakobsdóttir (eds.) Nordic Childhoods in the Digital Age: Insights into contemporary research on communication, learning and education (pp. 30-40). Routledge.

Damsa, C., Erstad, O., Sefton-Green, J., Hillman, Araos, A., Richter, C. , de Haan, M. Kerssens, N. Silseth, K., Rasmussen, I., Esterhazy, R. & Mäkitalo, Å. (2022). Platformization in and of education ̶Exploring a new research agenda. Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning (CSCL) 2022.

Arnseth, H. C., Silseth, K. & Steier, R. (2022) Co-Developing Immersive Learning Experiences in Interdisciplinary Projects in Upper Secondary Education. Proceedings of the 16th International Conference of the Learning Sciences-ICLS 2022, pp. 1950-1951.  

Silseth, K. (2021): Dialogisme som tilnærming til læring. In A. L. Wittek og J. H. Stray (eds.) Pedagogikk: En grunnbok, 2. utgave (pp. 64-76). Cappelen  Damm Akademisk.

Hanghøj, T., Silseth, K. & Arnseth, H. C. (2021): Games, dialogue and learning: Exploring research perspectives. In Fotaris, P. (Ed.) Proceedings of the 15th   International Conference on Game Based Learning (ECGBL) 2021 (pp. 315-321). Academic Conferences International Limited.   

Rusk, F., Ståhl, M. & Silseth, K. (2021): Player agency, team responsibility and self-initiated change: An apprentice’s learning trajectories and peer mentoring in esports. In M. Harvey (eds.) Esports research and its integration in education (pp. 103-126). IGI Global.

Rusk, F., Ståhl, M. & Silseth, K. (2020): Peer mentoring and learning among experts and novices in online in-game interactions. In Fotaris, P. (Ed.) Proceedings of  the 13th International Conference on Game Based Learning (ECGBL) 2020 (pp. 461-468). Academic Conferences International Limited.

Arnseth, H. C., Hanghøj, T. & Silseth, K. (2018): Games as tools for dialogic teaching and learning. In H. C. Arnseth, T. Hanghøj, T. D. Henriksen, M. Misfeldt, R. Ramberg & S. Selander (Eds.) Games and Education: Designs in and for Learning (pp. 123-139). Brill.

Furberg, A. & Silseth, K. (2018): Students’ everyday experiences as resources in whole-class conversations. In Kay, J. and Luckin, R. (Eds.). Rethinking   Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2 (pp. 989-992). International Society of the Learning Sciences.

Silseth, K. & Smette, I. (2017): Utviklingssamtalen: Eleven som bro mellom skole og hjem. I O. Erstad & I. Smette (reds.) Ungdomsskole og ungdomsliv. Cappelen Damm.  

Silseth, K., Wiig, C. & Erstad, O. (2017): Elevers hverdagserfaringer og kunnskaper som ressurser for læring. I O. Erstad & I. Smette (reds.) Ungdomsskole og ungdomsliv. Cappelen Damm.  

Gilje, Ø. & Silseth, K. (2017): Mobilskjermens lange vei fra elevens fritid til skolen. I O. Erstad & I. Smette (reds.) Ungdomsskole og ungdomsliv. Cappelen Damm.  

Smette, I., Stefansen, K. & Silseth, K. (2017): Å koble seg på elevers livsverden. Betraktninger fra lærere. I O. Erstad & I. Smette (reds.) Ungdomsskole og    ungdomsliv. Cappelen Damm.  

Erstad, O., Silseth, K. & Gilje, Ø. (2014): Mediekompetanse i spenningsfeltet mellom skole, hjem og fritid. In U. Carlsson (ed.) Medie- och informationskunnighet i Norden: En nyckel til demokrati och yttrandefrihet (pp. 123-129). Nordicom.

Silseth, K. (2014): Dialogisme som tilnærming til læring. In A. L. Wittek og J. H. Stray (eds.) Pedagogikk: En grunnbok (pp. 149-161). Cappelen Damm Akademisk.

Swensen, K. V., Silseth, K. & Krange, I. (2014): Tweeting as a tool for learning science: The credibility of student-produced knowledge content in educational contexts. In I. A. Sánchez & P. Isaías (eds.) Proceedings of the 10th International Conference on Mobile Learning 2014 (pp. 247-251).

Hontvedt, M., Sandberg, M. & Silseth, K. (2013): På spill for læring: Om dataspill som læringsressurs i skolen. In S. Knudsen (ed.) Pedagogiske tekster og ressurser i praksis (pp. 199-121). Cappelen Damm Akademisk.  

Arnseth, K. & Silseth, H.C. (2013). Tracing learning and identity across sites: Tensions, connections and transformations in and between everyday and institutional practices. In O. Erstad & J. Sefton-Green (eds.) Identity, Community, and Learning Lives in the Digital Age (pp. 23-38). Cambridge University Press.

Silseth, K. & Erstad, O. (2012): Mirroring the surfaces of the self: Exploring the literacy practices of digital storytelling. In B. Gentikow, E. G. Skogseth and S.  Østerud (eds.) Literacy practices in late modernity: Mastering technological and cultural convergences (pp. 225-244). Hampton Press.

Silseth, K., Vasbø, K & Erstad, O. (2012): Sosiale medier i undervisningen: Space2cre8 i et multietnisk klasserom. In T. E. Hauge & A. Lund (eds.) Små skritt eller store sprang? Om digitale tilstander i skolen (pp. 156-178). Cappelen Damm Akademisk.

Erstad, O. & Silseth K. (2008): Agency in digital storytelling: Challenging the education context. In K. Lundby (eds.) Digital storytelling, mediatized stories: Self-representation  in new media (pp. 213-232). Peter Lang Publishing.

 

Rapporter

Furberg, A., Karseth, B., Gunnulfsen, A. E., Brandmo, C., Olsen, R. V., Silseth, K., Kvamme, O. A., Ottesen, E. & Lund, A. (2026) EVA2020: Evaluering av fagfornyelsen— Intensjoner, prosesser og praksiser. Sluttrapport fra prosjektet EVA2020. Rapport nr. 12 EVA2020, Det utdanningsvitenskapelige fakultet, Universitetet i Oslo.

Furberg, A., Silseth, K., Rødnes, K. A., Arnseth, H. C., Kvamme, O. A., Rasmussen, I., Sæther, E., Vasbø, K. B. og Lund, A. (2025). Undervisning og læring om tverrfaglige temaer: Skolen som fellesskapsarena for elevers møte med   samtidens store utfordringer. Sluttrapport fra delprosjektet EVA2020: Fagfornyelsen i møte med klasseromspraksiser. Rapport nr. 11 EVA2020, Det utdanningsvitenskapelige fakultet, Universitetet i Oslo.

Furberg, A., Silseth, K., Rødnes, K. A., Arnseth, H. C., Kvamme, O. A., Rasmussen, I., Sæther, E., Vasbø, K. B., Pettersen, K., Øistad, J. H. og Lund, A. (2024) Fagfornyelsen i møte med klasseromspraksiser: Elevers læring i møte med de tverrfaglige temaene. Rapport nr. 7 EVA2020, Det utdanningsvitenskapelige fakultet, Universitetet i Oslo

Furberg, A., Silseth, K., Rødnes, K. A., Arnseth, H. C., Kvamme, O. A., Rasmussen, I., Sæther, E., Vasbø, K. B., Pettersen, K., Øistad, J. H. og Lund, A. (2024). Dette sier EVA2020: Fagfornyelsen i møte med klasseromspraksiser: Elevers læring i møte med de tverrfaglige temaene. Temanotat: Oppsummering av sentrale funn i EVA2020 Rapport 7. Universitetet i Oslo.

Furberg, A., Rødnes, K. A., Silseth, K., Arnseth, H. A., Kvamme, O. A., Lund, A., Sæther, E., Vasbø, K., Ernstsen, S., Fundingsrud, M. W., Øistad, J. H., Slungård, K. (2023). Dette sier EVA2020: Fagfornyelsen i møte med klasseromspraksiser: Læreres planlegging og gjennomføring av undervisning om tverrfaglige tema. Temanotat: Oppsummering av sentrale funn I EVA2020 Rapport 6. Universitetet i Oslo.

Furberg, A., Rødnes, K. A., Silseth, K., Arnseth, H. C., Kvamme, O. A., Lund, A., Sæther, E., Vasbø, K., Ernstsen, S., Fundingsrud, M. W., Øistad, J. H. og    Slungård, K. (2023). Fagfornyelsen i møte med klasseromspraksiser: Læreres planlegging og gjennomføring av undervisning om tverrfaglige tema. Oslo: Utdanningsdirektoratet.

Furberg, A., Rødnes, K. A., Silseth, K., Arnseth, H. A., Kvamme, O. A., Lund, A., Sæther, E., Vasbø, K., Ernstsen, S., Fundingsrud, M. W., Øistad, J. H., Slungård, K. (2023). Dette sier EVA2020: Fagfornyelsen i møte med klasseromspraksiser: Læreres planlegging og gjennomføring av undervisning om tverrfaglige tema. Temanotat: Oppsummering av sentrale funn I EVA2020 Rapport 6. Universitetet i Oslo.

Arnseth, H. C., Silseth, K. og Henriksen, L. T. (2020): Fremtidens læring gjennom 3D-modellering og AR. Rapport til Ludenso. Oslo.

Erstad, O., Amdam, S., Arnseth, H.C. & Silseth, K. (2014): Om fremtidens kompetansebehov: En systematisk gjennomgang av internasjonale og nasjonale   initiativ. Rapport til Ludvigsen-utvalget. Oslo.

Gilje, Ø., Silseth, K. & Ingulfsen, L. (2013): Tømmerfløtingens tradisjoner som digital historie En casestudie i prosjektet ARK&APP, samfunnsfag, 8. klasse. Oslo: Utdanningsdirektoratet.

Erstad O., Silseth, K. & Vasbø, K. (2011): Sosiale medier, flerkulturell ungdom og læring: Brukerstyrt medieproduksjon og navigering med ’Space2cre8’. Oslo: Råd for Anvendt Medieforskning.

Erstad, O., Silseth, K. & Dalaaker, D. (2008): Background report NORWAY: Digital learning resources as systemic innovation. Oslo: Utdanningsdirektoratet.

Erstad, O., Silseth, K. & Dalaaker, D. (2007) Evaluation of the youth community action programme 2000-2006 - Norway. Report. Oslo: Ministry of Children and equality.

Silseth, K. (2007): Om prosjektet Lærende nettverk: En sammenfatning av nettverkenes rapporter 2006/2007. Oslo: Utdanningsdirektoratet.

Silseth, K. & Erstad, O. (2007): Et digitalt kompetanseløft for alle? En midtveisrapport for Program for digital kompetanse 2004-2008. Oslo: Utdanningsdirektoratet.

Silseth, K. (2006): Om prosjektet lærende nettverk: En sammenfatning av nettverkenes rapporter. Oslo: Utdanningsdirektoratet.