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Damsa, Crina I.; Ludvigsen, Sten Runar. Learning through interaction and co-construction of knowledge objects in teacher education. Learning, Culture and Social Interaction 2016 ;Volume 11. p. 1-18 UiO
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Damsa, Crina I.; Nerland, Monika. Student Learning Through Participation in Inquiry Activities: Two Case Studies in Teacher and Computer Engineering Education. Vocations and Learning 2016 p. 1-20 UiO
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Damsa, Crina I.; Nerland, Monika; Jensen, Karen. Enrolment of first-year students in knowledge domains: Unpacking transformative practices in three introductory courses. I: Higher Education Transitions: Theory and Research. Routledge 2017 ISBN 978-1138670884. UiO
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de Lange, Thomas; Nerland, Monika. Mirroring the Practice of Teaching - Exploring Microteaching as a site for Professional Enactments. Professional Practice, Education and Learning; 2014-06-25 - 2014-06-27 UiO
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Enqvist-Jensen, Cecilie; Nerland, Monika; Rasmussen, Ingvill. Maintaining doubt to keep problems open for exploration: An analysis of law students' collaborative work with case assignments. Learning, Culture and Social Interaction 2017 ;Volume 13. p. 38-49 UiO
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Jensen, Karen; Nerland, Monika. Knowledge dynamics in higher education: Examples from law schools in Norway and their shadow arrangements.. I: Epistemic and learning cultures – wohin sich Universitäten entwickeln. Verlagsgruppe Beltz 2015 ISBN 978-3-7799-3277-2. p. 46-60 UiO
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Jensen, Karen; Nerland, Monika; Enqvist-Jensen, Cecilie. Enrolment of newcomers in expert cultures: an analysis of epistemic practices in a legal education introductory course. Higher Education 2015 ;Volume 70.(5) p. 867-880 UiO
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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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Nerland, Monika. Knowledge practices and relations in professional education. Studies in Continuing Education 2018 ;Volume 40.(3) p. 242-256 UiO
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Nerland, Monika. Learning to Master Profession-Specific Knowledge Practices: A Prerequisite for the Deliberate Practitioner?. I: Educating the Deliberate Professional. Springer Science+Business Media B.V. 2016 ISBN 978-3-319-32956-7. p. 127-139 UiO
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Rasmussen, Ingvill; Damsa, Crina I.. Heterochrony through moment-to-moment interaction: A micro-analytical exploration of learning as sense making with multiple resources. International Journal of Educational Research 2016 UiO
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