This text will present empirical experience from the implementation process of a virtual learning environment and suggest some analytical tools for further research. The implementation is analysed within the domestication ...

This article describes the use of flipped classroom and student-active teaching methods in a technology-rich classroom, called ProLab, at Oslo and Akershus University College, for a course in Dynamic Systems during fall ...

Studier ved Høgskolen i Oslo (HiO) 2010/2011 viser at studenter i liten grad har utbytte av den ordinære skriveveiledningen de mottar. Veiledningen bidrar verken til økt skrivekompetanse eller økt faglig forståelse. ...

The project entitled Good Pedagogical Practices at Oslo University College was a pedagogical development project conducted by the Centre for Centre for Educational Research and Development and the Department of Nursing. ...

Evalueringen av Kvalitetsreformen viser at dagens studenter skriver mer og får flere tilbakemeldinger på sine arbeider enn tidligere (Aamodt mfl. 2006). Likevel etterspør -studentene mer veiledning (Greek & Jonsmoen 2010). ...

For many years libraries have adapted to digital change as this has been expressed on the immediate and tangible levels - books, journals, search & retrieval etc. But they have done so within established institutional and ...

A resilient industrial ‘grammar of schooling’ is challenged by technological disruption. On a backdrop of commodification and globalization this thrust is marked by the rapid uptake of multi-touch access devices within ...

This paper presents studies conducted on Norwegian students’ and lecturers’ academic literacy. The studies reveal that students are struggling to meet the requirements for academic writing and that they benefit to a small ...

Introduction This article presents findings from a development project designed to improve Information Literacy (IL) education by linking it to nursing students’ application of evidence-based practice during work ...

Med utgangspunkt i en konkret undervisningssituasjon, reflekterer jeg i dette essayet rundt erfaring som kunnskapsform og utfordringer i tilrettelegging for erfaringsbasert læring for voksne. Erfaring og erfaringskunns ...