Kristina Torine Litherland

• Skåland, Gro; Litherland, Kristina Torine & Mørch, Anders (2026). Kreativ praksis i teoretiske fag: En sammenliknende case-analyse av undervisning i to skaperverksteder. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 110(2), s. 149–149. doi: 10.18261/npt.110.2.4. Fulltekst i vitenarkiv Vis sammendrag

  In this article, we examine the methods used by educators in makerspaces. In makerspaces, students can explore and bring their ideas to life through the use of both technology and traditional craft methods. Makerspaces also provide an opportunity to teach creatively in theoretical subjects, such as the STEM fields. Therefore, the article is a research-based contribution to the debate on a more practical school approach. By employing multiple-case analysis, we examine two cases: a library course and a school project. The article highlights how teaching is presented in three forms: explicit, implicit, and object-oriented teaching. The article concludes that it is necessary to consider all three forms of teaching in context, as subjects, creativity, and sensory/tactile activity are integrated into language, either as technical terms or as underlying structures. Thus, dialogue is of great importance, even in this context.

• Mørch, Anders & Litherland, Kristina Torine (2025). Exploring Collaborative Learning in Makerspaces Through a Complex Systems Lens: Aligning Theory and Method for Deeper Insights. British Journal of Educational Technology (BJET). ISSN 0007-1013. s. 1–23. doi: 10.1111/bjet.70027. Fulltekst i vitenarkiv Vis sammendrag

  Makerspaces are complex systems comprising a range of elements and participants, including materials, learners, and educators. Examining collaborative learning through the lens of complex systems theory provides new ways to identify challenges and opportunities within educational makerspaces. This can be achieved through social science methods that allow researchers to investigate different levels of participation in learning activities, including individual behaviours, small-group interactions, and sociotechnical networks. To this end, we present a mixed-methods approach for analysing group interactions and network-level properties using video data from classroom observations. Our methodology combines interaction analysis with sociotechnical network analysis. The primary challenge identified is the rapid increase in complexity during making activities, which hinders full participation. This is evident in the nested structures revealed by the network analysis and in the lack of shared understanding shown by the interaction analysis. We developed a conceptual framework that enables researchers to analyse collaborative learning in makerspaces. Practical implications include science learning goals that consider making and scaffolding practices that leverage pseudo-concepts.

• Litherland, Kristina Torine & Mørch, Anders (2025). A Complex Systems Perspective on Educational Makerspaces: Leveraging Mixed Methods for Enhanced System Insights. I Oshima, Jun; Chen, Bodong; Vogel, Freydis & Järvelä, Sanna (Red.), 18th International Conference on Computer-Supported Collaborative Learning (CSCL) 2025: CSCL Proceedings. International Society of the Learning Sciences (ISLS). ISSN 9798990698048. s. 316–320. doi: 10.22318/cscl2025.552390. Fulltekst i vitenarkiv
• Litherland, Kristina Torine & Mørch, Anders (2024). Towards a method for understanding collaborative learning in makerspaces using dynamic sociotechnical networks. International Journal of Research & Method in Education. ISSN 1743-727X. doi: 10.1080/1743727X.2024.2420171. Fulltekst i vitenarkiv Vis sammendrag

  This study’s objective was to discuss approaches to understanding learning in an educational makerspace by considering complex and dynamic interactions that take place there. Our investigation focusses on technical resources within these interactions – particularly how to gain a structural perspective on these dynamic interactions. We address two primary challenges: (1) conceptualizing makerspace activity as networks of human and nonhuman actors, and (2) capturing the structural dynamics of interaction in sociotechnical makerspace networks, as well as discussing how solving these challenges can help understand technology-mediated collaborative learning practices in the makerspace. We present potential approaches to yield a more granular and nuanced view based on video data on the interplay between collaborators and technical tools and materials, such as how to transform video data into structural data, as well as capture and represent dynamic networks. We discuss how these approaches can inform researchers about collaborative learning in makerspaces by discussing students’ sociotechnical ego-networks, changing roles and the use of sociotechnical structural data as background information in qualitative analysis. Furthermore, the paper examines our study’s broader implications for understanding makerspace networks, suggesting node-grouping strategies and sociotechnograms to simplify and name the display of sociotechnical interdependencies.

• Mørch, Anders; Flø, Ellen Egeland; Litherland, Kristina Torine & Andersen, Renate (2023). Makerspace activities in a school setting: Top-down and bottom-up approaches for teachers to leverage pupils' making in science education. Learning, Culture and Social Interaction. ISSN 2210-6561. 39, s. 1–16. doi: 10.1016/j.lcsi.2023.100697. Fulltekst i vitenarkiv Vis sammendrag

  This article addresses the opportunities and challenges of turning a science, technology, engineering, and mathematics (STEM) classroom into a makerspace for hands-on experimentation with digital tools and materials in science education. In this qualitative case study, over a period of 16 weeks, video data were collected during making activities in an advanced placement science course with 19 pupils aged 12–16 years, and interviews were conducted. We combined thematic and interaction analyses of empirical data and identified three themes: 1) engagement and spontaneous concepts, 2) programming and making physical objects, and 3) subject integration. Our conceptual framework for the analyses integrated two features of the Vygotskian sociocultural theory of learning: concept development as a dialectical process of scientific and everyday concepts and the “tool and symbol” duality. Our findings show that both top-down and bottom-up approaches to integrating school subjects into a makerspace were effective but underused. We illustrate this by mapping pupils' shared understanding in a sociotechnical space, visualized as a process of “rising to the concrete”, which may require teacher's scaffolding at different levels of abstraction and use of instructional materials in different modalities.

• Litherland, Kristina Torine & Kluge, Anders (2023). Learning to program as empirical inquiry: using a conversation perspective to explore student programming processes. Computer Science Education. ISSN 0899-3408. doi: 10.1080/08993408.2023.2290410. Fulltekst i vitenarkiv Vis sammendrag

  Background and Context We explore the potential for understanding the processes involved in students’ programming based on studying their behaviour and dialogue with each other and “conversations” with their programs. Objective Our aim is to explore how a perspective of inquiry can be used as a point of departure for insights into how students learn to program. Method We completed a qualitative study situated in elective computer science classes in an upper secondary school in Norway. We collected data by video recording classroom interactions and used screen-recording software. Findings Our findings include how we consider programs as both means and ends and reconsider the “error” in trial-and-error strategies, the role of error messages, and how programs are bound to context and particular moments in time. Implications Our findings have implications for the ways we understand programs as mediating tools in research and apply them in the field of practice.

• Andersen, Renate; Mørch, Anders & Litherland, Kristina Torine (2022). Collaborative learning with block-based programming: investigating human-centered artificial intelligence in education. Behaviour and Information Technology. ISSN 0144-929X. 41(9), s. 1830–1847. doi: 10.1080/0144929X.2022.2083981. Fulltekst i vitenarkiv Vis sammendrag

  In this article, we investigate human-centered artificial intelligence (HCAI) in an educational context where pupils used block-based programming in small groups to solve tasks given by the teacher. We used a design-based research approach in which we, together with the teachers, created a maker space for explorative science learning and organised teaching interventions wherein the pupils met online three hours a week for 16 weeks for an entire school year. Due to COVID-19, data were collected through Zoom, with collaborative learning situations captured through screen sharing and online communication using webcams. We employed three data analysis techniques: interaction analysis, visual artifact analysis, and thematic analysis. We developed an analytical framework for integration using thematic coding that combined concepts from computer-supported collaborative learning (CSCL) and domain-oriented design environments. We report the following findings: 1) Three types of rules between design units were identified with visual artifact analysis: latent, generic, and domain-specific rules; 2) two types of CSCL artifacts (technology and discussions) were intertwined and developed in parallel, along with a computer-based scaffolding scenario that offloads domain-specific scaffolding from humans to computers.

• Andersen, Renate; Mørch, Anders Irving & Litherland, Kristina Torine (2021). Learning Domain Knowledge Using Block-Based Programming: Design-Based Collaborative Learning. I Fogli, Daniela; Tetteroo, Daniel; Barricelli, Barbara Rita; Markopoulos, Panos & Papadopoulos, George A. (Red.), End-User Development. 8th International Symposium, IS-EUD 2021.. Springer. ISSN 9783030798390. s. 119–135. doi: 10.1007/978-3-030-79840-6_8. Fulltekst i vitenarkiv Vis sammendrag

  Block-based programming languages have lowered the threshold to computer science (CS), providing a powerful (low threshold-high ceiling) arena for early CS education and engagement in STEM subjects. This paper presents results of an empirical study in three schools, involving 43 pupils aged 12‒16 using MakeCode with Microbit (a microcontroller), basic physical objects, and Zoom video communication as a shared learning environment. Using designbased research (DBR) together with teachers, we created technology-rich learning materials and tasks in math, biology, and physics and organized a series of project-based learning activities wherein pupils met three hours per week for 16 weeks during two semesters. Recorded Zoom meetings serve as our data. We thematized and transcribed the video material of selected groups’ online activities and used verbal interaction analysis and visual artefact analysis as our methods. Our results include a new analytical framework, design-based collaborative learning (DBCL), achieved by adopting concepts from computer-supported collaborative learning (CSCL) and end-user development (EUD), specifically domain-oriented design environments (DODE). Our empirical findings are: 1) block-based programming in a collaborative context, 2) block-based programming as part of a DODE, 3) block-based programming integrated with school subjects, and 4) block-based programming as an explorative design method.

• Litherland, Kristina Torine; Kluge, Anders & Mørch, Anders (2021). Interactive Screencasts as Learning Tools in Introductory Programming. I Laet, Tinne De; Klemke, Roland; Alario-Hoyos, Carlos; Hillinger, Isabel & Ortega-Arranz, Alejandro (Red.), EC-TEL 2021: Technology-Enhanced Learning for a Free, Safe, and Sustainable World, Proceedings of the 16th European Conference on Technology Enhanced Learning. Springer Nature. ISSN 9783030864354. doi: 10.1007/978-3-030-86436-1_32. Fulltekst i vitenarkiv
• Litherland, Kristina & Mørch, Anders Irving (2021). Instruction vs. emergence on r/place: Understanding the growth and control of evolving artifacts in mass collaboration. Computers in Human Behavior. ISSN 0747-5632. 122. doi: 10.1016/j.chb.2021.106845. Fulltekst i vitenarkiv Vis sammendrag

  In April 2017, Reddit hosted an online social experiment in mass collaboration that consisted of placing graphical (1-pixel) tiles on a 1000 by 1000-pixel canvas. A simple design rule instructed each person to place one tile at any location but then had to wait 5 min to act again. One of the authors participated in the experiment as a participant observer. We wanted to understand the process of going from nothing to complex visual artifacts, and to compare instruction (rules) and emergence as two mechanisms for controlling complexity (top down vs. bottom up). We used a mixed methods approach for data collection and analysis. After 72 h, most of the visual artifacts were recognizable, but at a more detailed level, many of them had extraneous objects within that diverged from the overall design. We examined in detail one visual artifact (Mona Lisa painting with the Swiss flag) and its related discussion board and suggest a conceptual framework for the analysis of the evolution. The framework takes inspiration from two metaphors of human intervention in natural evolution (plant growth and a disturbed anthill). At the end, we apply the framework to other objects on the canvas and discuss the tradeoff between instruction and emergence.

• Mørch, Anders Irving; Litherland, Kristina & Andersen, Renate (2019). End-User Development Goes to School: Collaborative Learning with Makerspaces in Subject Areas. I Malizia, Alessio; Valtolina, Stefano; Mørch, Anders Irving; Serrano, Alan & Stratton, Andrew (Red.), End-User Development : 7th International Symposium, IS-EUD 2019, Hatfield, UK, July 10–12, 2019 : Proceedings. Springer. ISSN 9783030247805. s. 200–208. doi: 10.1007/978-3-030-24781-2_16. Fulltekst i vitenarkiv Vis sammendrag

  Norwegian K-12 curriculum reform for 2020 aims to integrate programming in different subject areas, especially math, natural sciences, arts and crafts, and music. There are challenges and opportunities associated with this scenario. A challenge is that students need to learn two topics simultaneously, and an opportunity is that teachers can adopt computer science skills gradually by building on their domain expertise and the notion of different levels of modification since most teachers are not yet fluent in computer science. We present an exploratory case study to show that end-user development (EUD) is a possible solution for the Norwegian situation. The case study demonstrates evidence of collaborative learning with EUD in a makerspace in an advanced placement science classroom for a mixture of gifted underachievers and high-achievers.

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• Litherland, Kristina Torine (2025). A critical examination of the educational nature and value of programming in formal schooling. Fulltekst i vitenarkiv
• Litherland, Kristina Torine (2025). Engaging with materials and methods: workshop on sociotechnical network analysis. Fulltekst i vitenarkiv
• Litherland, Kristina Torine (2025). Sociotechnical Network Analysis: A method for exploring collaboration in makerspaces. Fulltekst i vitenarkiv
• Litherland, Kristina Torine & Pileberg, Silje (2025). KI endrar programmeringsfaget: – Skulane bør henge med - Institutt for pedagogikk. [Internet]. IPED nettside. doi: https:/www.uv.uio.no/iped/forskning/aktuelt/aktuelle-saker/2025/ki-endrar-programmeringsfaget.html. Fulltekst i vitenarkiv Vis sammendrag

  Lærarar i ungdoms- og vidaregåande skule bør endre måten dei måler programmeringsferdigheiter på, ifølgje forskar Kristina Torine Litherland.

• Litherland, Kristina Torine (2024). Skaperverksted og sosio-tekniske nettverk. doi: https:/www.uv.uio.no/iped/forskning/prosjekter/morch-prokraft/Avslutningskonferanse/#%3A%7E%3Atext=skaperverksted%20i%20skolen-%2CAvslutningskonferanse%20for%20prosjektet%20Programmering%20og%20skaperverksted%20i%20skolen%20%28ProSkap-SL%2Csamt%20elever%20med%20stort%20l%C3%A6ringspotensial.. Fulltekst i vitenarkiv
• Litherland, Kristina Torine (2023). Snekkerverksted: læringsopplegg for programmering i Minecraft. Fulltekst i vitenarkiv
• Litherland, Kristina Torine (2022). Tverrfaglige læringsopplegg med Minecraft. Fulltekst i vitenarkiv
• Litherland, Kristina Torine (2022). Panel discussion on Creative Computing. Fulltekst i vitenarkiv
• Litherland, Kristina Torine (2022). Algoritmisk tenking som dialog. Fulltekst i vitenarkiv
• Litherland, Kristina Torine (2021). Innføring i programmering via dataspill: Case Minecraft. Fulltekst i vitenarkiv
• Litherland, Kristina Torine (2021). Learning to program - programming to learn: technology supporting digital, physical and social learning in schools. Fulltekst i vitenarkiv
• Litherland, Kristina Torine & Solheim, Anne Fekjan (2021). Episode 15: Programmering i skolen. Fulltekst i vitenarkiv
• Mørch, Anders Irving; Andersen, Renate; Kaliisa, Rogers & Litherland, Kristina (2020). Mixed methods with social network analysis for networked learning: Lessons learned from three case studies. Fulltekst i vitenarkiv
• Fadum, Aleksandra Hara; Tellefsen, Helga Kufaas & Litherland, Kristina Torine (2020). Metematikk og programmering. Fulltekst i vitenarkiv
• Kluge, Anders; Litherland, Kristina Torine; Borgen, Per Harald & Langslet, Gløer Olav (2019). Combining programming with audio explanations. Fulltekst i vitenarkiv
• Mifsud, Louise; Eie, Siv; Andersen, Renate; Mørch, Anders Irving; Rustad, Mikkel Bertram & Litherland, Kristina Torine (2019). Minecraft gir aktiv læring i samfunnsfag Den industrielle revolusjonen er tema når lærerstudentene bruker dataverktøyet Minecraft. [Internet]. https://www.oslomet.no/om/nyheter/minecraft-aktiv-lering-sam. Fulltekst i vitenarkiv
• Litherland, Kristina Torine (2025). Learning to program, programming to learn. Conceptual and methodological investigations of Programming as a sociotechnical learning process. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  Programming education which has had a main footing within higher education, is now more broadly integrated in education at lower levels. This study redefines how we view programming as a learning process by exploring two distinct educational approaches: traditional elective courses and an integrative model within a makerspace. This research unpacks dynamics of programming, and develops a methodology to capture these dynamics, called sociotechnical network analysis (STNA). Building on the insights of Vygotsky, Papert, and Dewey, the study presents a conceptual framework that captures the social aspects of programming interactions. The findings culminate in three articles: the first highlights the dialogic nature of programming, the second introduces the method of STNA, and the third employs STNA to understand collaborative learning. Ultimately, this study challenges traditional perceptions of computers as mere tools, positioning them as participants in the learning process.

• Dolonen, Jan Arild; Kluge, Anders; Litherland, Kristina & Mørch, Anders Irving (2019). Litteraturgjennomgang av programmering i skolen. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  Som en del av fagfornyelsen skal programmering innføres i flere obligatoriske fag fra høsten 2020. Formålet med denne rapporten er en litteraturgjennomgang av hva forskning på programmering og læring viser, og å undersøke det utdanningspolitiske grunnlaget for å innføre programmering i norsk skole. Rapporten er en del av forprosjektet "Programmering i (ungdoms-)skolen", og er et samarbeid mellom KompAks AS og Institutt for Pedagogikk ved Universitetet i Oslo, finansiert gjennom FORREGION Oslo Akershus/Oslo Edtech Cluster og Norges Forskningsråd (prosjekt# 304162). Argumentene for å innføre programmering i skolen er primært at programmering kan bidra med nødvendige digitale ferdigheter i befolkningen, er en naturlig del av problemløsning i ingeniørfagene, og overlapper med kritisk tenkning i fagfornyelsen. Forskningsgrunnlaget virker imidlertid tynt. Tidligere forskning tyder på at ferdigheter i programmering i liten grad lar seg overføre til andre disipliner og problemstillinger, men samtidig erkjenner man at digitaliseringen av samfunnet krever utvidet kompetanse. Det finnes også lite robust forskning på adekvate undervisningsopplegg. To lovende opplegg er imidlertid FACT-metoden som fokuserer på balansen mellom strukturerte og ustrukturerte læringsaktiviteter, og PRIMM-modellen som fokuserer på samarbeid og muntlighet i kombinasjon med prediksjon, utprøvning, og refleksjon. Sistnevnte type modell har vist seg å skape dyp og varig forståelse i andre fag. Tilrettelegging for programmering i skolen skjer gjennom ulike tiltak i regi av Utdanningsdirektoratet (Udir). De stiller midler til rådighet gjennom “den teknologiske skolesekken”, og har i tillegg lansert en modell for lokal kompetanseutvikling i skolen i samarbeid med UH-sektoren. Hvilken rolle det private næringsliv har i denne satsingen er uklar, men det virker som de må̊ operere som tidligere gjennom støtteordninger i regi av Udir eller forskningsrådet. Programmering innføres relativt raskt i skolen, og gir betydelige institusjonelle utfordringer med hensyn til lærernes kompetanse. Få lærere har kompetanse i å undervise i programmering, noe som gjør at det er et behov innen feltet for å finne frem til gode læringsressurser og undervisningsopplegg.

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