Olga Dysthe
Biographic Data
| ID | 1500165 |
|---|---|
| NAME | Olga Dysthe |
| GIVEN NAMES | Olga |
| FAMILY NAME | Dysthe |
| SIGNATURE | DYSTHE O |
| AFFILIATIONS | University of Bergen |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 16 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 2 |
Polyphonic Imagination
The primary objective of this paper is to offer a new way of understanding the creative processes of multidisciplinary groups, whose work is to generate innovative ideas. The paper reports from a project focused on organizational creativity at the group level, investigating what characterized such creative processes in that context. This project used ethnography as a qualitative method including participant observation, focus group interviews, an…
Formative assessment and feedback
Portfolio practices in higher education in Norway in an international perspective
The point of departure for this article is the ‘chameleon’ aspect of portfolios and the diversity of portfolio models and practices in higher education on the international arena today. Our aim is to investigate the contextual character of this diversity by using Norwegian higher education as an example and to show how macro‐level influences, particularly the Bologna related Quality Reform, have shaped the overall development of portfolio practic…
Pedagogical Issues from Humboldt to Bologna
How a reform affects writing in higher education
This article deals with how a major top‐down reform in Norwegian higher education has affected student writing, and teachers’ and students’ roles. The Quality Reform was strongly influenced by the Bologna Declaration and was implemented from 2002. One of the outcomes was that, while Norwegian universities previously demanded very little undergraduate writing before the traditional sit‐down examination, most courses now include student essay writi…
Multivoiced supervision of Master's students
This article describes and analyzes an alternative supervision model at the Master of Education Programme at the University of Bergen aimed at improving research supervision. A three‐pronged approach was introduced, combining supervision groups, student colloquia and individual supervision. The supervision groups consisted of two supervisors and their Master’s students, while the student colloquia consisted of the same students without teachers. …
Portfolios and assessment in teacher education in Norway
Two teacher institutions in Norway involved in a new ICT‐supported portfolio project provide data for our study. In this paper we present a model of analysis for portfolio processes based on sociocultural perspectives of learning and assessment and describe and discuss differences and similarities of the portfolio models in these institutions in relation to our model of analysis. We also highlight areas for improvement; among them the importance …
The Learning Potential of a Web-mediated Discussion in a University Course
This article reports an analysis of an asynchronous web-mediated discussion in a university philosophy class. The aim was to find out what kinds of interaction took place and what created potential for learning, using dialogue theory based on Bakhtin, Rommetveit and Lotman. It is argued that the high degree of interactivity and dialogicality, where the students not only presented their own ideas but engaged with one another through extended writt…
Multivoiced supervision of Master's students
This article describes and analyzes an alternative supervision model at the Master of Education Programme at the University of Bergen aimed at improving research supervision. A three‐pronged approach was introduced, combining supervision groups, student colloquia and individual supervision. The supervision groups consisted of two supervisors and their Master’s students, while the student colloquia consisted of the same students without teachers. …
How a reform affects writing in higher education
This article deals with how a major top‐down reform in Norwegian higher education has affected student writing, and teachers’ and students’ roles. The Quality Reform was strongly influenced by the Bologna Declaration and was implemented from 2002. One of the outcomes was that, while Norwegian universities previously demanded very little undergraduate writing before the traditional sit‐down examination, most courses now include student essay writi…
Pedagogical Issues from Humboldt to Bologna
The Learning Potential of a Web-mediated Discussion in a University Course
This article reports an analysis of an asynchronous web-mediated discussion in a university philosophy class. The aim was to find out what kinds of interaction took place and what created potential for learning, using dialogue theory based on Bakhtin, Rommetveit and Lotman. It is argued that the high degree of interactivity and dialogicality, where the students not only presented their own ideas but engaged with one another through extended writt…
Portfolios and assessment in teacher education in Norway
Two teacher institutions in Norway involved in a new ICT‐supported portfolio project provide data for our study. In this paper we present a model of analysis for portfolio processes based on sociocultural perspectives of learning and assessment and describe and discuss differences and similarities of the portfolio models in these institutions in relation to our model of analysis. We also highlight areas for improvement; among them the importance …
Multivoiced supervision of Master's students
This article describes and analyzes an alternative supervision model at the Master of Education Programme at the University of Bergen aimed at improving research supervision. A three‐pronged approach was introduced, combining supervision groups, student colloquia and individual supervision. The supervision groups consisted of two supervisors and their Master’s students, while the student colloquia consisted of the same students without teachers. …
How a reform affects writing in higher education
This article deals with how a major top‐down reform in Norwegian higher education has affected student writing, and teachers’ and students’ roles. The Quality Reform was strongly influenced by the Bologna Declaration and was implemented from 2002. One of the outcomes was that, while Norwegian universities previously demanded very little undergraduate writing before the traditional sit‐down examination, most courses now include student essay writi…
Pedagogical Issues from Humboldt to Bologna
Portfolio practices in higher education in Norway in an international perspective
The point of departure for this article is the ‘chameleon’ aspect of portfolios and the diversity of portfolio models and practices in higher education on the international arena today. Our aim is to investigate the contextual character of this diversity by using Norwegian higher education as an example and to show how macro‐level influences, particularly the Bologna related Quality Reform, have shaped the overall development of portfolio practic…
Formative assessment and feedback
Polyphonic Imagination
The primary objective of this paper is to offer a new way of understanding the creative processes of multidisciplinary groups, whose work is to generate innovative ideas. The paper reports from a project focused on organizational creativity at the group level, investigating what characterized such creative processes in that context. This project used ethnography as a qualitative method including participant observation, focus group interviews, an…
Pedagogy (8 works) · Sociology (7 works) · Higher education (6 works) · Psychology (6 works) · Mathematics education (5 works) · Political science (5 works) · Reflective Practices in Education (4 works) · Norwegian (3 works) · Portfolio (3 works) · Sociocultural evolution (3 works)