2024
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1. |
Keskinen, Katri A.; Juntunen, Marja-Leena; Nerland, Monika. Expanding professionalism in popular music voice teaching: A framework synthesis. Research Studies in Music Education 2024 UiO
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2023
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2. |
Brandenberger, Isabel Alexandra; Hasu, Mervi; Nerland, Monika. Integrating technology with work practices in primary care: Challenges to sustainable organizing "from within". Learning Organization 2023 UiO
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3. |
Nerland, Monika. Exploring professional knowing and learning in local and extended contexts of practice. Seminar, Research group for Learning, education and digitalisation; 2023-06-21 UiO
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4. |
Nerland, Monika; Aanestad, Margunn; Hasu, Mervi; Grisot, Miria; Sundt-Ohlsen, Harald. Nye kompetansebehov i helsesektorens digitaliseringsprosesser.. EHiN 2023; 2023-11-07 - 2023-11-08 UiO
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5. |
Nerland, Monika; Brandenberger, Isabel Alexandra; Hasu, Mervi. Relational meta-work emerging during technology integration in primary care. EARLI 2023; 2023-08-22 - 2023-08-26 UiO
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6. |
Nerland, Monika; Hasu, Mervi; Grisot, Miria. Discourses of Digitalisation and the Positioning of Workers in Primary Care: A Norwegian Case. WORK 2023 conference 23-25.8.2023; 2023-08-23 - 2023-08-25 UiO
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7. |
Nerland, Monika; Hasu, Mervi; Grisot, Miria. Discourses of Digitalisation and the Positioning of Workers in Primary Care: A Norwegian Case Study. Social Inclusion 2023 ;Volume 11.(4) p. 172-183 UiO
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8. |
Sadorge, Christopher; Nerland, Monika. Professional Learning in Design Work: Developing Patient Information Systems through Object Construction. EARLI 2023; 2023-08-22 - 2023-08-26 UiO
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9. |
Sadorge, Christopher; Nerland, Monika; Grisot, Miria. The Generative Role of Objects in Infrastructure Design: A Case of Designing a System for Continuity of Care. Computer Supported Cooperative Work (CSCW) 2023 UiO
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10. |
Sadorge, Christopher; Nerland, Monika; Mäkitalo, Åsa. Conditioning the work of colleagues: health professionals’ explorative work in technology design. Vocations and Learning 2023 UiO
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2022
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11. |
Brandenberger, Isabel Alexandra; Hasu, Mervi; Nerland, Monika. Reorganising practices in digitalising primary health services: The concerns of welfare technology coordinators. OLKC conference 2022; 2022-09-07 - 2022-09-09 UiO
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12. |
Hasu, Mervi; Nerland, Monika; Brandenberger, Isabel Alexandra. Hvordan endrer velferdsteknologi arbeid og kompetanse i tjenestene? Presentasjon av foreløpige forskningsresultater og interaktiv seminar. Seminar i samarbeid mellom Oslo kommune bydel og CORPUS- prosjektet; 2022-05-31 UiO
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13. |
Jensen, Karen; Nerland, Monika Bærøe; Tronsmo, Eli. Changing Cultural Conditions for Knowledge Sharing in the Teaching Profession: A Theoretical Reinterpretation of Findings Across Three Research Projects. Professions and Professionalism 2022 ;Volume 11.(3) p. 1-20 UiO
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14. |
Langemeyer, Ines; Nerland, Monika. Undergraduate Research: Sociocultural Perspectives. I: The Cambridge Handbook of Undergraduate Research. Cambridge University Press 2022 ISBN 9781108835923. p. 59-71 UiO
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15. |
Nerland, Monika. Organisational learning in complex epistemic environments: reflections from studies of professional work in Norway. Learning Organization 2022 UiO
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16. |
Nerland, Monika. Researching professional learning in complex environments: Opportunities and challenges from a qualitative research perspective. I: Methods for researching professional learning and development: Challenges, applications, and empirical illustrations. Springer Nature 2022 ISBN 9783031085178. p. 603-618 UiO
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17. |
Sadorge, Christopher; Nerland, Monika; Mäkitalo, Åsa. New challenges for health professionals. JURE 2022; 2022-07-18 - 2022-07-22 UiO
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2021
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18. |
Sadorge, Christopher; Nerland, Monika; Mäkitalo, Åsa. Categorisation work in the design of health information systems. EARLI 2021; 2021-08-23 - 2021-08-27 UiO
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19. |
Esterhazy, Rachelle; Damsa, Crina-Ioana; Nerland, Monika Bærøe. Co-creation of knowledge objects in undergraduate education – a qualitative analytical approach. Co-creation of knowledge objects in undergraduate education – a qualitative analytical approach, Biannual conference of European Association for Research on Learning and Instruction (EARLI2021), Gothenburg, Sweden/online; 2021-08-23 - 2021-08-23 UiO
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20. |
Sadorge, Christopher; Nerland, Monika; Mäkitalo, Åsa. Negotiating categories in design work. A study of a team developing a patient information system. WORK 2021; 2021-08-18 - 2021-08-19 UiO
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21. |
Sciuto, Katarina; Winsnes, Sigurd. Profesjonell agency i digitale arbeidskontekster. En kvalitativ intervjustudie blant ansatte i kommunehelsetjenesten.. : Universitetet i Oslo 2021 UiO
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2020
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22. |
Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn; Vabø, Agnete. Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer 2020 (ISBN 978-3-030-41756-7) 186 p. USN NIFU UiO
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23. |
Nerland, Monika. Exploring student participation challenges in student-centred learning environments. I: Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer 2020 ISBN 978-3-030-41756-7. p. 97-113 UiO
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24. |
Nerland, Monika. Reconfiguring relations between higher education and work: Knowledge practices and learning in the (post)digital era. CRADLE Conference 2020; 2020-10-19 - 2020-10-20 UiO
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25. |
Nerland, Monika. Vurdering av kvalitet i høyere utdanning: tanker om virkemidlene, prosessen og søknadene. Fagseminar om DIKUs kvalitetsprogrammer; 2020-02-27 UiO
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26. |
Nerland, Monika; Hasu, Mervi. Challenging the belief in simple solutions: The need for epistemic practices in professional work. Medical Education 2020 UiO
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27. |
Nordkvelle, Yngve Troye; Stalheim, Odd Rune; Fossland, Trine; de Lange, Thomas; Wittek, Anne Line; Nerland, Monika Bærøe. Praksisnær undervisning med simulering og rollespill. I: Praksisnær undervisning – i praksis og teori. Cappelen Damm Akademisk 2020 ISBN 9788202632588. p. 99-119 HINN UiO UiT
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2019
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28. |
Damsa, Crina I.; Esterhazy, Rachelle; Nerland, Monika. Analyzing learning through co-creation of knowledge objects in software engineering education. EARLI 2019; 2019-08-28 - 2019-09-02 UiO
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29. |
Damsa, Crina I.; Nerland, Monika; Andreadakis, Zacharias. An ecological perspective on learner‐constructed learning spaces. British Journal of Educational Technology (BJET) 2019 ;Volume 50.(5) p. 2075-2089 UiO
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30. |
Esterhazy, Rachelle; Nerland, Monika; Damsa, Crina I.. Course designs that cater for productive feedback. EARLI conference 2019; 2019-08-12 - 2019-08-16 UiO
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31. |
Esterhazy, Rachelle; Nerland, Monika; Damsa, Crina I.. Designing for productive feedback: an analysis of two undergraduate courses in biology and engineering. Teaching in Higher Education 2019 UiO
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32. |
Esterhazy, Rachelle. Productive feedback practices in higher education. Investigating social and epistemic relations in two undergraduate courses (PhD thesis). Universitetet i Oslo 2019 148 p. UiO
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33. |
Hopwood, Nick; Nerland, Monika. Epistemic Practices in Professional-Client Partnership Work. Vocations and Learning 2019 ;Volume 12.(2) p. 319-339 UiO
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34. |
Lina, Markauskaite; Muukkonen, Hanni; Damsa, Crina I.; Reimann, Peter; Shaffer, David; Thompson, Kate; Kali, Yael; Kidron, Adi; Nerland, Monika. Theories and Methods for Researching Interdisciplinary Learning. I: A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings. 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2.. International Society of the Learning Sciences 2019 ISBN 978-1-7324672-4-8. UiO
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35. |
Nerland, Monika. Beyond policy: Conceptualising student-centred learning environments in higher (music) education. I: Becoming musicians: Student involvement and teacher collaboration in higher music education. Norges musikkhøgskole 2019 ISBN 978-82-7853-273-7. p. 53-66 UiO
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36. |
Nerland, Monika. Enhancing student learning in changing knowledge environments: Opportunities and challenges for higher education. dghd 2019; 2019-03-06 - 2019-03-08 UiO
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37. |
Nerland, Monika. Kvalitetsarbeid i studieprogrammene. DIKUs oppstartseminar for Program for studentaktiv læring; 2019-10-31 UiO
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38. |
Nerland, Monika. Kvalitetsarbeid i studieprogrammene: fagene som kontekst for studentaktivisering og kunnskapsintegrasjon. UNIPED 2019 ;Volume 42.(1) p. 111-117 UiO
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39. |
Nerland, Monika Bærøe; Damsa, Crina-Ioana. VET as Lifelong Learning: Engagement With Distributed Knowledge in Software Engineering.. I: The Wiley Handbook of Vocational Education and Training. Wiley-Blackwell 2019 ISBN 9781119098591. p. 395-414 UiO
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40. |
Nerland, Monika; Damsa, Crina I.. VET as Lifelong Learning: Engagement With Distributed Knowledge in Software Engineering. I: The Wiley Handbook of Vocational Education and Training. Wiley-Blackwell 2019 ISBN 9781119098591. p. 395-414 UiO
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41. |
Nordkvelle, Yngve Troye; Stalheim, Odd Rune; Fossland, Trine; de Lange, Thomas; Wittek, Anne Line; Nerland, Monika. Simulating: Bridging the Gap Between Practice and Theory in Higher Professional Education. I: Ensuring Quality in Professional Education Volume I. Palgrave Macmillan 2019 ISBN 978-3-030-01095-9. p. 53-72 HINN UiO UiT
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2018
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42. |
de Lange, Thomas; Nerland, Monika. Learning to Teach and Teaching to Learn: Exploring Microteaching as a Site for Knowledge Integration in Teacher Education. I: Reconfiguring Knowledge in Higher Education. Springer Nature 2018 ISBN 978-3-319-72831-5. p. 169-185 UiO
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43. |
Elken, Mari; Maassen, Peter; Nerland, Monika; Stensaker, Bjørn; Vabø, Agnete. Sentrale funn og anbefalinger fra QNHE prosjektet. Seminar Kunnskapsdepartementet; 2018-06-22 - 2018-06-22 NIFU UiO
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44. |
Jensen, Karen; Tronsmo, Eli; Nerland, Monika. Changing forms of professionalism: A Qualitative meta-synthesis of teachers' knowledge- sharing practices across three research projects.. Forskningsseminar; 2018-01-16 - 2018-01-16 UiO
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45. |
Ludvigsen, Sten Runar; Nerland, Monika. Learning at work: Social practices and units of analysis. I: International Handbook of the Learning Sciences. Routledge 2018 ISBN 9781138670594. p. 147-156 UiO
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46. |
Maassen, Peter; Nerland, Monika; Yates, Lyn. Reconfiguring knowledge: Emerging themes and research avenues. I: Reconfiguring Knowledge in Higher Education. Springer Nature 2018 ISBN 978-3-319-72831-5. p. 187-202 UiO
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47. |
Maassen, Peter; Nerland, Monika; Yates, Lyn. Reconfiguring Knowledge in Higher Education. Springer Nature 2018 (ISBN 978-3-319-72831-5) 208 p. Higher Education Dynamics(50) UiO
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48. |
Nerland, Monika. "Aktiv læring" / Studentaktiviserende undervisning:Noen implikasjoner for utdanningsfaglig kompetanse og for samspillet mellom emner. Norgesuniversitetets høstkonferanse 2018; 2018-09-20 - 2018-09-20 UiO
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49. |
Nerland, Monika. Beyond policy: Conceptualising student-centred learning environments in higher (music) education. Becoming musicians - student involvement and teacher collaboration in higher music education; 2018-10-24 UiO
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50. |
Nerland, Monika. Contemporary Knowledge Dynamics and Shifting Demands to Professional Expertise. NERA's 46th Congress; 2018-03-08 - 2018-03-10 UiO
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