Ingvill Rasmussen
Biographic Data
| ID | 4798599 |
|---|---|
| NAME | Ingvill Rasmussen |
| GIVEN NAMES | Ingvill |
| FAMILY NAME | Rasmussen |
| SIGNATURE | RASMUSSEN I |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0001-9688-5912 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Thinking together with Talkwall: Conceptualizing interactional processes
This article presents an empirical analysis from an international project that combined in-class microblogging and jointly created ground rules for talk. The analysis resulted in a conceptual framework that highlighted three key interactional processes: (1) the intermingling of oral and written communication, (2) the traveling of ideas within classrooms, and (3) the occurrence of concurrent interactions. In this article, we argue that these proce…
Teaching talk for learning during co-located microblogging activities
This study investigates the situated practices associated with the establishment of a dialogic classroom ethos, viewed as an interactional achievement. Our analysis focuses on the details of how one teacher attempted to engage students with the purposes and practices of talk for learning during co-located microblogging activities. Our analysis reveals the range of digital and traditional resources used to weave talk rules, created together with t…
The distribution and productivity of whole-class dialogues: Exploring the potential of microblogging
Productive whole-class dialogues typically involve few students, meaning that many are not given opportunities to learn and think together through talk in this kind of classroom activity. We applied mixed-methods within a design-based framework to explore the potential of a microblogging tool, Talkwall, for supporting teachers (N = 13) and promoting distributed, productive whole-class dialogues in lower secondary classrooms in Norway. We found th…
Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms
Who has power? An investigation of how one teacher led her class towards understanding an academic concept through talking and microblogging
This study examines work with an academic concept in a multicultural classroom where a microblogging tool was used to facilitate dialogues. The analysis of extracts from classroom talk shows how one teacher prompted students to explain, elaborate and compare their written blog posts. The verbal richness and multiple perspectives evoked through the combination of dialogue and technology allowed the students to engage in active exploration of the c…
Zombies and ethical theories: Exploring transformational play as a framework for teaching with videogames
Maintaining doubt to keep problems open for exploration: An analysis of law students' collaborative work with case assignments
The Hedgehog and the Fox: A Discussion of the Approaches to the Analysis of ICT Reforms in Teacher Education of Larry Cuban and Yrjö Engeström
This article discusses how to analyze educational reforms in which information and communications technology (ICT) is used as a central catalyst to change practises. We explore the relationship between theoretical conceptualizations and empirical findings drawing on the work of Larry Cuban and Yrjö Engeström. We claim that reform research has traditionally been too preoccupied with looking for the intended changes. One problem with this "top-down…
The Hedgehog and the Fox: A Discussion of the Approaches to the Analysis of ICT Reforms in Teacher Education of Larry Cuban and Yrjö Engeström
This article discusses how to analyze educational reforms in which information and communications technology (ICT) is used as a central catalyst to change practises. We explore the relationship between theoretical conceptualizations and empirical findings drawing on the work of Larry Cuban and Yrjö Engeström. We claim that reform research has traditionally been too preoccupied with looking for the intended changes. One problem with this "top-down…
Who has power? An investigation of how one teacher led her class towards understanding an academic concept through talking and microblogging
This study examines work with an academic concept in a multicultural classroom where a microblogging tool was used to facilitate dialogues. The analysis of extracts from classroom talk shows how one teacher prompted students to explain, elaborate and compare their written blog posts. The verbal richness and multiple perspectives evoked through the combination of dialogue and technology allowed the students to engage in active exploration of the c…
The Hedgehog and the Fox: A Discussion of the Approaches to the Analysis of ICT Reforms in Teacher Education of Larry Cuban and Yrjö Engeström
This article discusses how to analyze educational reforms in which information and communications technology (ICT) is used as a central catalyst to change practises. We explore the relationship between theoretical conceptualizations and empirical findings drawing on the work of Larry Cuban and Yrjö Engeström. We claim that reform research has traditionally been too preoccupied with looking for the intended changes. One problem with this "top-down…
Maintaining doubt to keep problems open for exploration: An analysis of law students' collaborative work with case assignments
Zombies and ethical theories: Exploring transformational play as a framework for teaching with videogames
The distribution and productivity of whole-class dialogues: Exploring the potential of microblogging
Productive whole-class dialogues typically involve few students, meaning that many are not given opportunities to learn and think together through talk in this kind of classroom activity. We applied mixed-methods within a design-based framework to explore the potential of a microblogging tool, Talkwall, for supporting teachers (N = 13) and promoting distributed, productive whole-class dialogues in lower secondary classrooms in Norway. We found th…
Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms
Who has power? An investigation of how one teacher led her class towards understanding an academic concept through talking and microblogging
This study examines work with an academic concept in a multicultural classroom where a microblogging tool was used to facilitate dialogues. The analysis of extracts from classroom talk shows how one teacher prompted students to explain, elaborate and compare their written blog posts. The verbal richness and multiple perspectives evoked through the combination of dialogue and technology allowed the students to engage in active exploration of the c…
Teaching talk for learning during co-located microblogging activities
This study investigates the situated practices associated with the establishment of a dialogic classroom ethos, viewed as an interactional achievement. Our analysis focuses on the details of how one teacher attempted to engage students with the purposes and practices of talk for learning during co-located microblogging activities. Our analysis reveals the range of digital and traditional resources used to weave talk rules, created together with t…
Thinking together with Talkwall: Conceptualizing interactional processes
This article presents an empirical analysis from an international project that combined in-class microblogging and jointly created ground rules for talk. The analysis resulted in a conceptual framework that highlighted three key interactional processes: (1) the intermingling of oral and written communication, (2) the traveling of ideas within classrooms, and (3) the occurrence of concurrent interactions. In this article, we argue that these proce…
Computer Science (7 works) · Sociology (7 works) · Pedagogy (6 works) · Psychology (6 works) · Dialogic (4 works) · Education and Technology Integration (4 works) · Innovative Teaching and Learning Methods (4 works) · Mathematics education (4 works) · Microblogging (4 works) · Political science (4 works)