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1 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.
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2 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
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3 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
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4 Nerland, Monika.
Vurdering av kvalitet i høyere utdanning: tanker om virkemidlene, prosessen og søknadene. Fagseminar om DIKUs kvalitetsprogrammer; 2020-02-27
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5 Nerland, Monika; Hasu, Mervi.
Challenging the belief in simple solutions: The need for epistemic practices in professional work. Medical Education 2020
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6 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
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7 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
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8 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
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9 Esterhazy, Rachelle; Nerland, Monika; Damsa, Crina I..
Course designs that cater for productive feedback. EARLI conference 2019; 2019-08-12 - 2019-08-16
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10 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
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11 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.
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12 Hopwood, Nick; Nerland, Monika.
Epistemic Practices in Professional-Client Partnership Work. Vocations and Learning 2019 ;Volume 12.(2) p. 319-339
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13 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.
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14 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
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15 Nerland, Monika.
Enhancing student learning in changing knowledge environments: Opportunities and challenges for higher education. dghd 2019; 2019-03-06 - 2019-03-08
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16 Nerland, Monika.
Kvalitetsarbeid i studieprogrammene. DIKUs oppstartseminar for Program for studentaktiv læring; 2019-10-31
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17 Nerland, Monika.
Kvalitetsarbeid i studieprogrammene: fagene som kontekst for studentaktivisering og kunnskapsintegrasjon. UNIPED 2019 ;Volume 42.(1) p. 111-117
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18 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
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19 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
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20 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
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21 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
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22 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
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23 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
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24 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)
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25 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
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26 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
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27 Nerland, Monika.
Contemporary Knowledge Dynamics and Shifting Demands to Professional Expertise. NERA's 46th Congress; 2018-03-08 - 2018-03-10
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28 Nerland, Monika.
Knowledge practices and relations in professional education. Studies in Continuing Education 2018 ;Volume 40.(3) p. 242-256
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29 Nerland, Monika.
Kvalitet i høyere utdanning: Muligheter og utfordringer med studentaktiviserende undervisning. Undervisningsfrokost ved Det juridiske fakultet, UiO; 2018-06-01 - 2018-06-01
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30 Nerland, Monika.
Professional education and learning as embedded in evolving knowledge fields. CRLI research seminar; 2018-04-10 - 2018-04-10
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31 Nerland, Monika; Prøitz, Tine Sophie.
Pathways to quality in higher education : Case studies of educational practices in eight courses. Oslo: Nordic Institute for Studies in Innovation, Research and Education (NIFU) 2018 (ISBN 978-82-327-0319-7) 225 p. NIFU-rapport(3)
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32 Tronsmo, Eli; Nerland, Monika.
Local curriculum development as object construction: A sociomaterial analysis. Teaching and Teacher Education : An International Journal of Research and Studies 2018 ;Volume 72. p. 33-43
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33 Gherardi, Silvia; Jensen, Karen; Nerland, Monika.
Shadow organizing: a metaphor to explore organizing as intra-relating. Qualitative research in organization and management 2017 ;Volume 12.(1) p. 1-17
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34 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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35 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
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36 Nerland, Monika.
Epistemic shifts and transformations in professional expertise. Forum for vitenskapsteori; 2017-11-01 - 2017-11-01
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37 Nerland, Monika.
Knowledge practices and relations in professional education: Moving beyond the education-work divide. 3rd International ProPEL Conference; 2017-06-14 - 2017-06-16
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38 Nerland, Monika; Damsa, Crina I..
Students’ and beginning professionals’ learning with web-based resources in software engineering. EARLI 17th biennial conference; 2017-08-29 - 2017-09-02
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39 Nerland, Monika; Hermansen, Hege Yvonne.
Sosiomaterielle perspektiver på profesjonskvalifisering: Kunnskapsressursenes betydning. I: Kvalifisering til profesjonell yrkesutøvelse. Universitetsforlaget 2017 ISBN 9788215026459. p. 167-179
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40 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
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41 Damsa, Crina I.; Nerland, Monika; Stensaker, Bjørn.
Enhancing student learning through ‘student-centered approaches’: What matters for educational quality?. Norsk studentorganisasjon (NSO); 2016-02-26 - 2016-02-26
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42 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
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43 Nerland, Monika.
Profesjonsfellesskap og læring: Er læreryrket i ferd med å bli likere andre profesjoner?. Skolelederdagen 2016: Ledelse av profesjonsfellesskap; 2016-10-14 - 2016-10-14
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44 Nerland, Monika.
Profesjonskunnskap og epistemiske praksiser i lærerutdanningene: Hvordan kan utdanningene styrke studentenes innvielse i en kunnskapskultur?. Nasjonalt råd for lærerutdanning; 2016-06-01 - 2016-06-01
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45 Damsa, Crina I.; de Lange, Thomas; Elken, Mari; Esterhazy, Rachelle; Fossland, Trine; Frølich, Nicoline; Hovdhaugen, Elisabeth; Maassen, Peter; Nerland, Monika; Nordkvelle, Yngve Troye; Stensaker, Bjørn; Tømte, Cathrine Edelhard; Vabø, Agnete; Wiers-Jenssen, Jannecke; Aamodt, Per O.
Quality in Norwegian Higher Education: A review of research on aspects affecting student learning. Oslo: Nordisk institutt for studier av innovasjon, forskning og utdanning 2015 (ISBN 978-82-327-0127-8) 90 p. NIFU-rapport(24)
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46 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
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47 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
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48 Nerland, Monika.
Presentasjon av kunnskapsstatus om kvalitet i norsk høyere utdanning. Kunnskapsdepartementet 9. oktober 2015. Nordisk workshop; 2015-10-09 - 2015-10-09
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49 Nerland, Monika.
Profesjonsutdanning som innvielse i en kunnskapskultur.. ProTED seminar; 2015-06-09 - 2015-06-10
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50 Nerland, Monika.
Professional education as initiation to expert cultures. Helga Eng dagen 2015; 2015-11-06 - 2015-11-06
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