A5087815053- Reflective Practices in Education
- Team Dynamics and Performance
- Innovative Teaching and Learning Methods
- Online and Blended Learning
- Educational Games and Gamification
- Innovative Education and Learning Practices
- Literacy, Media, and Education
- Education and Technology Integration
- Social and Educational Sciences
- Human-Automation Interaction and Safety
- Software Engineering Techniques and Practices
- Business Process Modeling and Analysis
- Educational Environments and Student Outcomes
- Digital Storytelling and Education
- E-Government and Public Services
- Educator Training and Historical Pedagogy
- Student Assessment and Feedback
- Clinical Reasoning and Diagnostic Skills
- Innovations in Educational Methods
- Teacher Education and Leadership Studies
- Educational Strategies and Epistemologies
- Gender, Feminism, and Media
- Empathy and Medical Education
- Higher Education Learning Practices
- Creativity in Education and Neuroscience
University of South-Eastern Norway
2019-2023
Buskerud University College
2015
University of Oslo
2015
Vestfold University College
2013
In this design-based study first-year pre-service teachers co-constructed video-based mind maps as part of a pedagogy course. The students produced self-made group videos and uploaded them to joint platform before working with peers' in map structure. course topic was learning sciences research, the goal create shared understanding about content an upcoming exam. has been grounded sociocultural perspective on human activity learning, employing interaction analysis investigate how digital...
This article aimed to investigate how student podcasts, under specific circumstances, can constitute a novel and potentially powerful format for agency. We examined teacher education programme in which initiated podcast was created as space dialogue reflection on vital educational issues. Taking sociocultural approach, we study the enactment of agency teachers critically interact with different members profession practices. Interaction analysis employed shed light shaped dialogic that...
This paper reports on a study of Teacher Support Teams (TSTs) established to generate peer support and collaboration among teacher nurse educators at Norwegian university. In TST groups, share experiences from their own teaching practices one another in solving work-related problems. By the use interaction analysis, three types were identified: (1) sharing solutions teaching-related problems, (2) providing personal emotional (3) creative problem-solving. The findings show that participants'...
This paper presents a case study of process-oriented assessment in Norwegian secondary school. We investigate the teachers' design and video-based assessment, shedding light on how student collaboration competence was displayed made assessable video-recorded group assessments. The results reveal that, although this is highly complex format, videos can be integrated within ways that allow for assessing students' collaborative work.
Abstract The purpose of this paper is to examine the complex relationships between educational policy and classroom practice. By employing a sociocultural perspective, we formulations inscribed in socio-material artifacts about what students should learn how they engage with knowledge. We explore these are mobilized instructional work implications activity has for student participation. To address issue, analyzed video data teachers invoke competence aims from national curriculum their six...
Denne artikkelen rapporterer fra et pågående designeksperiment der konsept kalt «videolekser» ble introdusert for å få innsikt i lærerstudenters lese- og læringsprosess. Konseptet laget samarbeid mellom underviserne på universitetet en lærer kombinasjonsstilling.Videoleksene innebar at studentene spilte inn korte filmer de reflekterte over egen lesing før møtte til undervisning. Prosjektet gjennomført masteremne (år 4 av 5) ved norsk universitet. Studien følger sammen 47 lærerstudenter som...