Sølvi Lillejord
Biographic Data
| ID | 6508718 |
|---|---|
| NAME | Sølvi Lillejord |
| GIVEN NAMES | Sølvi |
| FAMILY NAME | Lillejord |
| SIGNATURE | LILLEJORD S |
| AFFILIATIONS | University of Bergen |
| ORCID | 0000-0002-4262-0393 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Whose knowledge? Knowledge production and democracy in schools
After centuries-long influences of clerical practices and, more recently, neoliberal educational policies, the time has come to question traditional and existing hierarchical and undemocratic school practices. During the neoliberal period, economists compared schools to businesses and measured their ‘added value’ to student learning, thereby ignoring schools’ inherent complexity and education’s dual purpose. Given that most people do not understa…
Learning to teach
This article asks how pedagogy and technology should be aligned when developing a digital learning design tool. We find that to support student teachers' active learning, the tool must foreground pedagogy. We analysed how researchers, practitioners and software developers jointly developed a tool (ILUKS) that supports student teachers' lesson planning. The tool allows student teachers to collaboratively inquire into planning and improving lessons…
Barriers to student active learning in higher education
This article reviews research that consistently, across borders and over time, reveals inertia in Higher Education institutions related to innovation in academic teaching. Despite frequent calls for more student-active learning, studies find that teaching remains predominantly traditional and teacher-centred. While research is recognised as continuously developing, border-crossing, investigative and innovative collaborative activities that needs …
From "unintelligent" to intelligent accountability
A moral being is an accountable being.
Peer relations in peer learning
Over the last decades, much research on peer learning practices has been conducted. Quantitative, experimental designs focusing on problems of cause and effect dominate. Consequently, effects on achievement are well documented, as is the influence of different conditions on the effect rate. This paper complements the discussion on effect focusing on the processes of interaction between peers, and relates these to theoretical perspectives on learn…
Peer relations in peer learning
Over the last decades, much research on peer learning practices has been conducted. Quantitative, experimental designs focusing on problems of cause and effect dominate. Consequently, effects on achievement are well documented, as is the influence of different conditions on the effect rate. This paper complements the discussion on effect focusing on the processes of interaction between peers, and relates these to theoretical perspectives on learn…
Peer relations in peer learning
Over the last decades, much research on peer learning practices has been conducted. Quantitative, experimental designs focusing on problems of cause and effect dominate. Consequently, effects on achievement are well documented, as is the influence of different conditions on the effect rate. This paper complements the discussion on effect focusing on the processes of interaction between peers, and relates these to theoretical perspectives on learn…
From "unintelligent" to intelligent accountability
A moral being is an accountable being.
Barriers to student active learning in higher education
This article reviews research that consistently, across borders and over time, reveals inertia in Higher Education institutions related to innovation in academic teaching. Despite frequent calls for more student-active learning, studies find that teaching remains predominantly traditional and teacher-centred. While research is recognised as continuously developing, border-crossing, investigative and innovative collaborative activities that needs …
Learning to teach
This article asks how pedagogy and technology should be aligned when developing a digital learning design tool. We find that to support student teachers' active learning, the tool must foreground pedagogy. We analysed how researchers, practitioners and software developers jointly developed a tool (ILUKS) that supports student teachers' lesson planning. The tool allows student teachers to collaboratively inquire into planning and improving lessons…
Whose knowledge? Knowledge production and democracy in schools
After centuries-long influences of clerical practices and, more recently, neoliberal educational policies, the time has come to question traditional and existing hierarchical and undemocratic school practices. During the neoliberal period, economists compared schools to businesses and measured their ‘added value’ to student learning, thereby ignoring schools’ inherent complexity and education’s dual purpose. Given that most people do not understa…
Mathematics education (3 works) · Psychology (3 works) · Sociology (3 works) · Accountability (2 works) · Computer Science (2 works) · Global Educational Policies and Reforms (2 works) · Higher education (2 works) · Innovative Education and Learning Practices (2 works) · Innovative Teaching and Learning Methods (2 works) · Pedagogy (2 works)