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1 Damsa, Crina I.; Ludvigsen, Sten Runar.
Learning through interaction and co-construction of knowledge objects in teacher education. Learning, Culture and Social Interaction 2016 ;Volum 11. s. 1-18
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2 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 s. 1-20
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3 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.
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4 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
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5 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 ;Volum 13. s. 38-49
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6 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. s. 46-60
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7 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 ;Volum 70.(5) s. 867-880
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8 Maassen, Peter; Nerland, Monika; Yates, Lyn.
Reconfiguring Knowledge in Higher Education. Springer Nature 2018 (ISBN 978-3-319-72831-5) 208 s. Higher Education Dynamics(50)
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9 Nerland, Monika.
Knowledge practices and relations in professional education. Studies in Continuing Education 2018 ;Volum 40.(3) s. 242-256
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10 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. s. 127-139
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11 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
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