Online or offline – Does it matter?: A study of in-service teachers' perceptions of learning outcomes in Norway

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Styring og styrking av en fragmentert sektor: En evaluering av Nasjonalt fagskoleråd

NIFU har på oppdrag av Kunnskapsdepartementet gjennomført en evaluering av Nasjonalt fagskoleråd. Evalueringen må ses i sammenheng med at fagskolesektoren har vært utredet i NOU 2014:14, og at det arbeides med en melding til Stortinget om fagskolene. Evalueringen har vurdert i hvilken grad og på hvilken måte rådet oppfyller sitt mandat, om sammensetningen er formålstjenlig, og hvorvidt rådet har legitimitet og oppleves representativt av fagskolene, arbeidslivet og arbeidslivets organiserte parter

Governance and digital transformation in schools with 1:1 tablet coverage

There is an increasing trend of 1:1 coverage of tablets in schools in Scandinavia. Several studies have reported on pedagogical possibilities and challenges, but less is reported about how this change is perceived and practised by other stakeholders. We interviewed public school owners and leaders in Norway and found school owners used various models to support their schools, and school leaders held varied views on their roles in promoting the implementing 1:1 coverage in schools. Considering these findings, we discuss whether establishing overall national guidelines might help school owners and school leaders to effect digital transformation in schools and whether such guidelines would support or counteract school leaders’ autonomy and ability to adapt the digital transformation to their local context.publishedVersio

Educating for Professional Digital Competence? Exploring Teacher Education in a New Learning Space

Undervisningsverkstedet, henceforth abbreviated as UV, constitutes a newer initiative within campus-based teacher education at a Norwegian university. It includes a location and resources for varied student-active teaching and aims to foster professional digital competence. The location has flexible furnishings and includes various digital and analogue resources. In an international context, this type of classroom is known as a ‘future classroom lab’ and originates from an initiative by the European Schoolnet. Over the years, these types of classrooms have spread across Europe, yet they mostly target schools and libraries. However, in 2022, several higher education institutions in the Nordics that offer teacher education have been establishing this type of learning environment. Taking a qualitative approach with interviews, we study teacher educators’ perceptions on how to promote professional digital competence for their students in this new type of learning space. Findings indicate that UV as a distinct learning space has the potential to transform and enhance the development of professional digital competence for teachers and students. Findings also demonstrate the value of campus-based learning and of new learning spaces. This is an important observation after the years of remote online teaching and learning caused by the pandemic. Moreover, our study demonstrates that the digital transformation of teacher education affects the role of the teacher, which again may also cause epistemic changes.publishedVersio

Bloggpraksis som lært selvrepresentasjon : en kvalitativ analyse av selvrepresentasjon i personlige blogger

Denne oppgaven tar for seg aktørers bruk av personlige blogger, og undersøker hvordan selvrepresentasjon håndteres i bloggen. For å belyse problemstillingen har jeg benyttet meg av kvalitative dybdeintervju på e-post med syv norske bloggere. Gjennom en analyse av informantenes holdninger til egen bloggpraksis, har jeg belyst hvordan aktører forholder seg til bloggen som selvrepresentasjon for et ukjent publikum på internett. De empiriske funnene viser at bloggpraksis er underlagt visse konvensjoner og rammevilkår, som legger føringer på det selvet som representeres i bloggen. Videre har jeg vist at motivasjonen for bloggpraksis varierer fra aktør til aktør, og at bloggen kan forstås både som et middel for å nå et høyere mål, og som et mål i seg selv. Bloggpraksis, som all interaksjon, kan potensielt føre med seg konsekvenser av både positiv og negativ art. Mine analyser avdekker imidlertid et fokus på de positive konsekvensene. Jeg har diskutert hvordan blogging for aktørene har ført til en form for lært selvrepresentasjon, der de i samspill med den sosiale konteksten har lært seg hvordan bloggerrollen bør fremføres for å være vellykket. Denne lærte selvrepresentasjonen oppstår i spenningsfeltet mellom autentisitet og antatt autentisitet, mellom selvpresentasjon og selvrepresentasjon

PENGGUNAAN VIDEO KEBANGSAAN UNTUK MENINGKATKAN BERPIKIR KRITIS PESERTA DIDIK PADA MATERI POKOK KONSTITUSI YANG BERLAKU DI INDONESIA: Penelitian Tindakan Kelas Pada Pembelajaran PPKn di Kelas 8-A SMPN 16 Bandung Tahun 2015

Pembelajaran yang menuntut daya kritis peserta didik harus didukung dengan berbagai aspek pendorongnya. Materi, metode, media, dan evaluasi yang guru terapkan dalam menyampaikan materi akan menjadi kunci untuk meningkatkan berpikir kritis peserta didik pada proses pembelajaran. Oleh karenanya, penelitian ini bertujuan untuk mengetahui upaya meningkatkan kemampuan berpikir kritis peserta didik melalui penggunaan video kebangsaan. Penelitian ini dilakukan agar dalam pembelajaran PPKn peserta didik mampu memahami materi pelajaran secara mendalam. Penelitian ini menggunakan pendekatan kualitatif dan metode penelitian tindakan kelas dengan subjek penelitian utama yakni kelas 8-A SMPN 16 Bandung. Teknik pengumpulan data yang dipilih adalah observasi, wawancara, studi dokumentasi, dan perekaman. Hasil penelitian menunjukkan bahwa dalam tahap perencanaan pembelajaran PPKn pada materi pokok konstitusi yang berlaku di Indonesia dengan menggunakan video meliputi Rencana Pelaksanaan Pembelajaran (RPP) yang juga memuat karakter yang diharapkan, model yang disesuaikan untuk memudahkan peserta didik dalam mengemukakan pendapat, video kebangsaan yang disesuaikan dengan materi yang disampaikan, sumber dan alat pembelajaran, lembar observasi, dan lembar kerja siswa. Pada tahap pelaksanaan pembelajaran PPKn pada materi pokok konstitusi yang berlaku di Indonesia dengan menggunakan video kebangsaan pada siklus I sampai dengan siklus III mampu meningkatkan kemampuan berpikir kritis peserta didik. Disamping itu, penggunaan video sebagai media pembelajaran tidak akan terlepas dari berbagai kendala yang dihadapi guru. Kendala yang terjadi dalam penelitian tindakan kelas ini meliputi keterbatasan alat atau sarana prasarana, adanya rasa kantuk yang dialami peserta didik, guru harus menjelaskan kembali isi dari video dan menggalinya melalui diskusi dan pertanyaan, kurangnya catatan dari peserta didik mengenai materi yang disampaikan, dan harus adanya penyesuaian materi dengan video yang akan ditayangkan. Namun kendala tersebut dapat diminimalisir melalui upaya-upaya yang dilakukan untuk mengatasi kendala yang dihadapi guru dalam penggunaan video kebangsaan pada pembelajaran PPKn pada materi pokok konstitusi yang berlaku di Indonesia yang dilaksanakan di kelas 8-A. Upaya-upaya tersebut meliputi kemampuan guru dalam mengelola kelas, menjalankan segala halnya sesuai peran guru dengan baik, pemberian arahan yang jelas, menumbuhkan rasa percaya diri dan semangat peserta didik, serta kreatifitas guru dalam menghadapi segala permasalahan atau kendala yang terjadi dalam proses pembelajaran. Melalui upaya-upaya yang telah dilakukan menjadikan peserta didik lebih mampu dalam meningkatkan kemampuan berpikir kritis pada setiap siklusnya. Peningkatan berpikir kritis peserta didik tersebut dibuktikan melalui data hasil pengamatan pada siklus I kemampuan berpikir kritis peserta didik dapat diklasifikasikan cukup, selanjutnya pada siklus II menunjukkan klasifikasi baik, dan siklus III juga menunjukkan klasifikasi baik namun lebih meningkat lagi dibandingkan siklus II. Dalam kemampuan berpikir kritis terdapat aspek yang dirasakan sangat menonjol diantaranya kemampuan dalam memahami materi dan permasalahan yang dipelajari serta kemampuan untuk lebih berani dalam mengemukakan pendapat. ---------- Learning that demands critical power student must be supported with various aspects of the pusher. Materials, methods, media, and evaluation of teachers applied in presenting the material will be key to improving the critical thinking of student in the learning process. Therefore, this study aims to determine efforts to improve student critical thinking skills through the use of video nationality. This research was conducted in order to PPKn learning student are able to understand the subject matter in depth. This study used a qualitative approach and methods of classroom action research with the main research subject grade of 8-A SMPN 16 Bandung. The selected data collection techniques are observation, interviews, documentary studies, and recording. The results showed that in learning planning PPKn the subject matter of the constitution in force in Indonesia by using video includes lesson plan which also contains the expected character, a model that adjusted by facilitate student in expressing opinions, video nationality adjusted submitted materials, resources and learning tools, observation sheets, and student worksheet. During the implementation phase of learning PPKn the subject matter of the constitution in force in Indonesia by using video nationality in the first cycle to the third cycle can improve student critical thinking skills. Besides that, the use of video as a media of learning will not be separated from the various problem faced by teacher. Obstacles that occur in the classroom action research include limitations of equipment or infrastructure, the sleepiness experienced by student, teacher should explain again the contents of the video and delve through discussion and questions, the lack of a record of the student regarding the material presented, and should any material adjustments to the video to be aired. However, this problem can be minimized through the efforts made to overcome the obstacles faced by teacher in the use of video nationality on learning PPKn the subject matter of the constitution in force in Indonesia are carried out in class 8-A. These efforts include the ability of teacher to manage the classroom, running all the appropriate role of teacher as well, giving clear direction, foster self-confidence and enthusiasm of student, as well as teacher creativity in the face of all the problems or obstacles that occur in the learning process. Through the efforts which have been made to make student better able to improve critical thinking skills in each cycle. Improved critical thinking of student proven through observation data in the first cycle of critical thinking skills of student can be classified sufficiently, then in the second cycle showed good classification, and the third cycle also shows the classification good but further increased compared to the second cycle. In the critical thinking skills to be an aspect that very prominent among them the ability to understand the material and the problems are studied as well as the ability to be more daring in expressing opinion

Is there a Scandinavian model for MOOCs? Understanding the MOOC phenomenon in Denmark, Norway, and Sweden

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Implementing Digital Transformations in Higher Education Following COVID-19: A Norwegian Case Study

Drawing on the theory and conceptualizations of organizational readiness for change and taking a more critical approach to organizational readiness that takes seriously actors’ different and sometimes conflicting understandings of change and digital transformation processes, this chapter explores the implementation of digital tools and systems in Norwegian higher education (HE) prior to and following the outbreak of the COVID-19 global health pandemic. The analysis focuses on the challenges and bottlenecks associated with digital implementation in a complex environment by focusing on contextual and situational factors. The chapter investigates ongoing developments in Norwegian HE in the context of dynamics across the Nordic region, illuminating the micro-level practices, experiences, and responses to digital transformation of university actors at multiple levels in a Norwegian university selected as the main case study.publishedVersio

Professional digital competence in initial teacher education: An examination of differences in two cohorts of pre-service teachers

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Research trends on digital school leadership over time: Science mapping and content analysis

The purpose of this study is to map trends in literature about digital school leadership over the last decades. Combining bibliometric and automatic content analyses, we map and analyze a sample of 350 documents, retrieved in Web of Science (WoS), Scopus and Education Resources Information Center (ERIC) including titles and abstracts. The software VosViewer and Leximancer are used for analyses. Our sample is divided reflecting an early phase of digitalization in school (1992–2009), a phase of an increasing digitalization in school (2010–2020) and a phase of digitalization related to the Covid-19 pandemic (2021–2023). In general, the research literature on digital school leadership can be characterized as an emerging, fragmented, and inter-disciplinary field. Most literature is published after 2010 with an increase in publications after 2019, resulting in a peak in 2021. The literature is characterized by some influential highly connected authors revealing some changing thematic patterns over time. Further, findings highlight that when research on digital school leadership draws from various disciplines, this also indicates a need for a holistic and multifaceted approach. Scholars from different disciplines contribute to an updated understanding of digital school leadership. This interdisciplinary collaboration thus enriches the discourse, as it demonstrates how various perspectives may add new insights into the conceptualization of digital school leadership.publishedVersio