Læringsressurser og lærerrollen – et partnerskap i endring?

Autor: Ingvill Rasmussen, Andreas Lund

Publikováno v: Acta Didactica Norge, Vol 9, Iss 1 (2015)

I artikkelen blir relasjonen mellom læringsressurser og lærerrollen undersøkt. Dataene som analyseres består av intervjuer av lærere og elever i fagene historie og engelsk på ungdomstrinnet og i videregående. Analysene viser sentrale temaer i

Externí odkaz: https://doaj.org/article/e542459696b6447cb18ad0703e79a6c0

Investigating digital technology’s role in supporting classroom dialogue: integrating enacted affordance into analysis across a complex dataset

Autor: Louis Major, Ole Smørdal, Paul Warwick, Ingvill Rasmussen, Victoria Cook, Maria Vrikki

Publikováno v: International Journal of Research & Method in Education. 46:37-55

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::a32870c540e2aa74c57e70a4ba85f9a1
https://doi.org/10.1080/1743727x.2022.2032632

#Fact or #opinion: the educational design of a microblogging activity intended to engage students in productive interactions

Autor: Ole Smørdal, Anja Amundrud, Ingvill Rasmussen

Publikováno v: Technology, Pedagogy and Education. 31:199-215

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

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::000887937eb776191e95e6d851ba9a3e
https://doi.org/10.1080/1475939x.2021.1991997

Supporting classroom dialogue through developing the Talkwall microblogging tool: Considering emerging concepts that bridge theory, practice, and design

Autor: Ole Smørdal, Louis Major, Ingvill Rasmussen

Publikováno v: Smørdal, O, Rasmussen, I & Major, L 2021, ' Supporting classroom dialogue through developing the Talkwall microblogging tool: Considering emerging concepts that bridge theory, practice, and design ', Nordic Journal of Digital Literacy, vol. 16, no. 2, pp. 50-64 . < https://www.idunn.no/dk/2021/02/supporting_classroom_dialogue_through_developing_the_talkwa >

Through reflecting on a 10-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' conce

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2a71573d78f3dbf6dbfaf6a7c79ad797
https://www.research.manchester.ac.uk/portal/en/publications/supporting-classroom-dialogue-through-developing-the-talkwall-microblogging-tool-considering-emerging-concepts-that-bridge-theory-practice-and-design(00eb107f-1fb5-4dae-b49f-6c5b8048a9d1).html

Zombies and ethical theories: Exploring transformational play as a framework for teaching with videogames

Autor: Filipa de Sousa, Palmyre Pierroux, Ingvill Rasmussen

Publikováno v: Learning, Culture and Social Interaction. 19:40-50

Videogames are included among the wide array of digital resources available to teachers to foster student engagement and teach domain-specific content. In this study, we analyze how two teachers in two countries used the commercial videogame The Walk

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::19bb4ed0f33597c2727dabbb67b496b0
https://doi.org/10.1016/j.lcsi.2018.04.011