Maren Omland
Dados Biográficos
| ID | 6510465 |
|---|---|
| NOME | Maren Omland |
| PRENOMES | Maren |
| SOBRENOME | Omland |
| ASSINATURA | OMLAND M |
| AFILIAÇÕES | University of Oslo |
| ORCID | 0000-0002-9235-867X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAÇÕES | 3 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2020 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Design thinking as an approach to teaching sustainability in higher education
Purpose This study aims to explore how design thinking (DT) can foster interdisciplinary dialogue and co-creation within Education for Sustainable Development (ESD). This study examined the incorporation of DT into a sustainability-focused course at a Norwegian university, where students collaborated across disciplines and with external stakeholders regarding real-world challenges. Design/methodology/approach The authors drew on a case study of 2…
Co-creation in higher education
Co-creation constitutes a novel pedagogical approach for enhancing teaching and learning in higher education. When students and staff collaborate to improve curriculum, pedagogical resources, and the development of students’ roles as peer-mentors or teaching assistants, it has led to increased learning outcomes, more inclusive practices, empowered students, and improved relationships between students and staff. In this conceptual systematic revie…
The role of querying
This study investigates how students in a 10th-grade class used querying in subject-oriented meaning-making. We combine thematic analysis of a video-recorded learning trajectory comprising eight lessons in social science, with interaction analyses of selected episodes. We investigate how querying may prove productive and we aim to identify teaching strategies that are conducive to such querying. The findings suggest that querying can lead to cogn…
Technology-aided meaning-making across participation structures
This article explores how specific discursive strategies in dialogic communication contribute to students’ meaning-making. These strategies create meaning potential that teachers can exploit by combining different participation structures. As part of a design-based study introducing a dialogic approach to teaching and learning with the aid of technology, the article draws on empirical data comprising classroom video observations analysed using in…
Building agency through technology-aided dialogic teaching
Rooted in the sociocultural tradition, this article examines how one teacher helps her eighth-grade students build agency through dialogic teaching supported by technology. Students' agency is essential for their participation in dialogues and thereby their learning processes, making it vitally important to understand how teachers can support and enhance their students' development of agency. This study is a part of a design-based study introduci…
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…
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…
Building agency through technology-aided dialogic teaching
Rooted in the sociocultural tradition, this article examines how one teacher helps her eighth-grade students build agency through dialogic teaching supported by technology. Students' agency is essential for their participation in dialogues and thereby their learning processes, making it vitally important to understand how teachers can support and enhance their students' development of agency. This study is a part of a design-based study introduci…
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…
Technology-aided meaning-making across participation structures
This article explores how specific discursive strategies in dialogic communication contribute to students’ meaning-making. These strategies create meaning potential that teachers can exploit by combining different participation structures. As part of a design-based study introducing a dialogic approach to teaching and learning with the aid of technology, the article draws on empirical data comprising classroom video observations analysed using in…
The role of querying
This study investigates how students in a 10th-grade class used querying in subject-oriented meaning-making. We combine thematic analysis of a video-recorded learning trajectory comprising eight lessons in social science, with interaction analyses of selected episodes. We investigate how querying may prove productive and we aim to identify teaching strategies that are conducive to such querying. The findings suggest that querying can lead to cogn…
Co-creation in higher education
Co-creation constitutes a novel pedagogical approach for enhancing teaching and learning in higher education. When students and staff collaborate to improve curriculum, pedagogical resources, and the development of students’ roles as peer-mentors or teaching assistants, it has led to increased learning outcomes, more inclusive practices, empowered students, and improved relationships between students and staff. In this conceptual systematic revie…
Design thinking as an approach to teaching sustainability in higher education
Purpose This study aims to explore how design thinking (DT) can foster interdisciplinary dialogue and co-creation within Education for Sustainable Development (ESD). This study examined the incorporation of DT into a sustainability-focused course at a Norwegian university, where students collaborated across disciplines and with external stakeholders regarding real-world challenges. Design/methodology/approach The authors drew on a case study of 2…
Mathematics education (5 obras) · Psychology (5 obras) · Sociology (5 obras) · Education and Technology Integration (4 obras) · Pedagogy (4 obras) · Computer Science (3 obras) · Dialogic (3 obras) · EFL/ESL Teaching and Learning (3 obras) · Artificial Intelligence (2 obras) · Higher Education Practises and Engagement (2 obras)