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Jon Atle Gulla is a Professor at NTNU and Director of the Norwegian Research Centre for AI Innovation (NorwAI). He holds academic leadership roles, including former Head of the Department of Computer Science and Informatics at NTNU. His expertise spans Semantics, Language Technology, Recommender Systems, and AI-driven innovation. He has nearly 150 international publications and advised over 100 students across MSc, PhD, and postdoctoral levels. Education: MSc in Computer Science (1988), PhD in Computer Science (1993) from Norwegian Institute of Technology (NTH) MSc in Linguistics (1995), University of Trondheim MSc in Management (Sloan fellowship, 2003), London Business School Research interests focus on Semantics and Language Technology applied to Recommender Systems, Information Retrieval, and Text Analysis. He explores AI-based innovations in digitalization and entrepreneurship, advising industry on AI adoption and commercialization. Notable projects include Big Data collaborations with DNB, RecTech for news recommendation, and Trondheim Analytica analyzing political texts/social media. Publications emphasize AI applications in news recommendation, political text analysis, and Scandinavian language models. His work addresses ethical AI, copyright implications, and cross-lingual NLP challenges. Awards: Member of the Royal Norwegian Society of Arts and Sciences. Advising/grants: Supervised 30 PhD students and 70 MSc students. Involved in startups like Fast Search & Transfer (acquired by Microsoft) and Mito.ai/Strise.ai. Active in reviewing for journals like Data & Knowledge Engineering and conferences like ACL. Labs/teams: Leads NorwAI, co-founder of INRA and NOBIDS workshops. Collaborates with industry and academia on AI-driven solutions.

• Semantics
• Language Technology
• Recommender Systems
• +5 more

Ola Andres Erstad is a tenured Professor and Dean of the Faculty of Educational Sciences at the University of Oslo , with over three decades of academic leadership and research excellence. Specializing in Digital Literacy , Educational Technology , and Learning Sciences , his work bridges formal/informal learning and explores the sociocultural impacts of digital platforms on education. Academic Tenure: Professor (2008–present), Visiting Professor (UC San Diego, 2010–2011) Leadership: Institute Director (2015–2020), National PhD School Leader (2012–2014) Research Themes include: Digital Competence: Analyzing consequences of digitalization on youth education Learning Lives: Tracking cross-contextual educational trajectories in Groruddalen Platformization: Investigating digital platforms' impact on pedagogical structures Recent Publications (2022–2025) focus on dialogic learning in polarized societies, digital family ecosystems , and multimodal literacy . His international collaborations span Portugal, Denmark, and the U.S., with projects funded by NFR , COST Actions , and Science Europe . Currently leading the PlatFams initiative, Erstad explores cross-generational digital integration.

• Digital Literacy
• Educational Technology
• Learning Sciences
• +2 more

Özlem Özgöbek is an Associate Professor at the Department of Computer Technology and Informatics, Norwegian University of Science and Technology (NTNU). Her research spans artificial intelligence, machine learning, and recommender systems with a focus on privacy, fake news detection, and educational technology. NTNU - Department of Computer Technology and Informatics Her work explores multimodal fake news detection, privacy implications in recommender systems, and technology-enhanced classroom interaction. Recent publications analyze digital education trends and classroom tools. Özgöbek collaborates with international researchers and contributes to news recommendation workshops. Her projects address ethical AI, environmental sustainability, and real-time information processing.

• Artificial Intelligence
• Machine Learning
• Recommender Systems
• +4 more

Svanhild Breive is an Associate Professor at the Department of Mathematical Sciences, University of Agder. Her research focuses on mathematics education in early childhood settings, particularly exploring how play and inquiry-based approaches enhance mathematical learning in kindergartens and early primary years. She has contributed significantly to understanding teacher-child interactions, classroom orchestration, and the role of physical environments in fostering mathematical thinking. Her work examines key themes such as the balance between structured and free play, embodied cognition in mathematics, and the application of semiotic theories to analyze learning processes. She has published extensively in journals like For the Learning of Mathematics and European Early Childhood Education Research Journal , and co-authored influential books including Lekende læring og lærende lek i begynneropplæringen (2022) and the Lekbasert læring series. Her research often intersects with broader educational psychology topics, such as curriculum design for preschool systems and the impact of pedagogical frameworks on child development. Collaborations with projects like the Agder Project highlight her commitment to evidence-based early education practices.

• Mathematics Education
• Early Childhood Education
• Inquiry-Based Learning
• +3 more

Rolf Steier serves as Professor at Oslo Metropolitan University within the Faculty of Education and International Studies, Department of Primary and Secondary Teacher Education, holding the position of Head of Studies for Area of Responsibility 5. His office is located at Pilestredet 52, 0167 Oslo (B534), with contact details including mobile +47 906 92 626, office +47 672 36 014, and email rolf.steier@oslomet.no. He actively contributes to the Digital Learning Arenas research group, focusing on technology-enhanced educational environments. Steier's research centers on computer-supported collaborative learning (CSCL) and virtual reality applications in education, with specific expertise in embodied cognition, science education, museum learning, and narrative structures in STEM. His work examines how learners co-construct knowledge through digital interactions, particularly investigating the role of physical embodiment in virtual environments and the integration of narrative techniques to facilitate engagement in informal learning contexts. Recent projects explore immersive VR experiences for collaborative meaning-making and the adaptation of interaction analysis methodologies for technology-mediated educational research. Analysis of Steier's 2021-2025 publications reveals a clear trajectory toward increasingly sophisticated integration of virtual reality in educational research, with growing emphasis on interdisciplinary applications in science education. Key thematic developments include the refinement of interaction analysis frameworks for digital contexts, the exploration of perspective-taking across blended realities, and the strategic use of narrative to enhance STEM engagement in informal settings. His work consistently bridges theoretical learning science with practical educational technology implementation. The Digital Learning Arenas research group serves as the primary platform for Steier's collaborative work, functioning as an interdisciplinary hub for developing and studying innovative digital learning solutions. This group facilitates partnerships across educational sectors to transform teaching practices through emerging technologies, with recent focus on VR-based collaborative learning environments and cross-contextual knowledge transfer.

• Computer-Supported Collaborative Learning
• Virtual Reality in Education
• Science Education
• +5 more

Anne Birgitta Nilsen is a full Professor at Oslo Metropolitan University's Faculty of Teacher Education and International Studies, Department of International Studies and Interpreting Education. Her work bridges discourse analysis , interpreting studies , and extremism research , focusing on hate speech , multimodal communication , and public sector translation . She leads interdisciplinary research projects including "Touching and being touched: Communication and interaction in physiotherapy practice" and has participated in major initiatives like the DARE (Dialogue on Radicalization and Equality) project. Her research interests span: Discourse Analysis (power, hate rhetoric, intercultural communication) Translation Studies (public sector interpreting, children's communication, text-to-speech interpretation) Extremism Research (right-wing extremism, Islamist extremism, social media radicalization) Language Technology (big data analysis, multimodal discourse) Recent publications examine: Combating hate speech through critical linguistic awareness Comparative analysis of far-right and Islamist extremism on Twitter Communication dynamics in physiotherapy practices Challenges in interpreter-mediated healthcare for children Visual rhetoric in Islamic State supporters' social media She contributes to both academic and public discourse, addressing topics from gestalt therapy communication to classroom language use . Her work emphasizes practical applications of linguistics in social justice and professional contexts.

• Applied Linguistics
• Discourse Analysis
• Rhetoric
• +12 more

Ljiljana Saric is a Professor of South Slavic linguistics at the Department of Literature, Area Studies, and European Languages (ILOS) at the University of Oslo. Her academic work bridges linguistic theory with practical applications in understanding cultural and political discourse in the Balkan region, with particular expertise in cognitive linguistics, semantics, and pragmatics. She maintains an active research profile with numerous publications and leads significant research initiatives focused on South Slavic languages and discourse. Professor Saric's research interests span cognitive linguistics, semantics, pragmatics, discourse analysis, and multimodality, with a specific focus on South Slavic languages. Her work examines verbal prefixes, metaphors, metonymies, and symbols in political discourse, multimodal presentation of migration in South Slavic media, and impoliteness in online communication. She investigates how language shapes and reflects cultural identity, particularly in the context of Central Europe and the Balkans. Her research demonstrates how linguistic structures reveal deeper cognitive patterns and social dynamics, especially regarding emotion representation, national identity construction, and discursive othering processes. Analysis of her recent publications reveals a consistent focus on metaphorical conceptualization of emotions (particularly hope and despair in Croatian), impoliteness strategies in online communication, and visual representation of migration in Balkan media. Her work demonstrates sophisticated integration of cognitive linguistic theory with discourse analysis, often employing corpus-based methodologies. A strong theme across her research is the examination of how language constructs national and cultural identities, particularly in post-conflict societies of the former Yugoslavia. Her publications frequently employ multimodal analysis, recognizing the interplay between verbal and visual communication in contemporary media environments. Professor Saric is actively involved in several significant research initiatives, including leading the project 'Spatial Constructions in South Slavic: Semantics of Prefixes and Cognate Prepositions,' which brings together international scholars studying conceptualization of space in Slavic languages. She participates in multiple research groups including Area Studies, Figurative Communication, Migration and borders identity in discourses, Multilingualism and Multiculturalism in Central Europe and the Balkans, and Pragmatics: Theory & Experiments. Her editorial work extends across numerous international journals including Languages in Contrast, Linguistics Applied, Oslo Studies in Language, and Croatian Studies Review. Her academic contributions include co-editing the volume 'Metaphor, Nation and Discourse' (John Benjamins, 2019) and authoring 'Slike jezika: Temeljne kognitivnolingvisticke teme / Key Topics in Cognitive Linguistics' (Naklada Jesenski i Turk, 2019). Her publications consistently demonstrate rigorous methodology and theoretical sophistication, making significant contributions to understanding how language functions in political discourse, identity formation, and emotional representation within South Slavic contexts.

• Cognitive Linguistics
• Semantics
• Pragmatics
• +12 more

Susanne Mohr is a Professor of English Sociolinguistics at NTNU's Department of Language and Literature since 2020. She holds a German Habilitation (postdoctoral degree) from the University of Bonn and a PhD from the University of Cologne. Her research focuses on sociolinguistic aspects of tourism, multilingualism, and multimodal communication in Africa and the Nordic region, with funding from institutions like the Humboldt Foundation and NTNU Oceans. Her research interests include sociolinguistics of tourism discourse, semiotic landscapes, sign languages (e.g., Irish Sign Language), and African English varieties. She leads the 'Open Landscapes' forum and participates in interdisciplinary projects on topics like sustainability in cruise tourism and space-making in East Africa. She is affiliated with networks such as the 'Africa in the Indian Ocean' research group and the Irish Deaf Research Network. Key awards include a 2024 senior fellowship from the Erich Auerbach Institute and multiple Humboldt Foundation grants. She teaches sociolinguistics at BA/MA levels and supervises PhD/MA students in topics like code-switching and accent attitudes. Recent publications include monographs on African English pluralization and edited volumes on informal language learning and communicative action in Africa.

• Sociolinguistics
• Applied Linguistics
• Multilingualism
• +7 more

Tatjana Juliana Shannon Schnellinger is a PhD candidate in the Language and Linguistics program at NTNU’s Department of Language and Literature. Her research focuses on contact languages, pragmatic variation, multilingualism, and gesture studies. She is supervised by Prof. Susanne Mohr (NTNU) and Prof. Susanne Mühleisen (University of Bayreuth). Education: She holds a BA and MA in English Studies, African Studies, and Egyptology from the University of Cologne. She has worked as a research assistant in the CRC 1252 project on Tima’s split ergativity and as a live speaker at the Rautenstrauch-Joest-Museum. PhD Project: Her dissertation examines how language and culture interact in Afro-Surinamese communities, focusing on gesture-speech synchronizations in impolite discourse. Key topics include the Cut-Eye gesture and the Kiss-teeth pragmatic marker. Methodologies include ethnography, elicitation tasks, and video analysis. Outreach: She co-presented at conferences such as ‘Sustainable linguistics: theories and methods’ (2023) and ‘Poetics and Linguistics Association conference’ (2024). She is an associated member of the SOCIAL and SCRUTINY projects. Labs/Teams: Collaborations include the Collaborative Research Centre CRC 1252 and participation in the ‘Sustainable cruise tourism in Norway (SCRUTINY)’ project.

• Contact linguistics
• Sociolinguistics
• Linguistic anthropology
• +3 more

Pia Marit Johanne Lane is Professor of Multilingualism at the Department of Linguistics and Nordic Studies, Faculty of Humanities, University of Oslo, and serves as Academic Chair for the Circle U. Multilingualism, Interculturality and Language Lab. She gained national prominence as a member of the Norwegian Truth and Reconciliation Commission, which investigated historical Norwegianization policies against Sami, Kven/Norwegian Finns, and Forest Finns, submitting its report to the Storting in June 2023. Professor Lane's research focuses on language revitalization, language policy, and the standardization of minority languages, with particular expertise in Kven and Sami communities in Northern Norway. Her scholarly approach integrates nexus analysis with indigenous, decolonial, and southern theoretical perspectives, examining language as part of a larger semiotic system. She has extensively documented how material objects function as identity markers during language shift, as evidenced in her influential works including 'Identities in action: A nexus analysis of identity construction and language shift' (2009) and 'We did what we thought was best for our children' (2010). Analysis of Lane's recent publications reveals a strong trajectory toward decolonial frameworks and the application of southern theory to northern contexts. Her work increasingly examines the psychological dimensions of linguistic colonization and the pathways to mental decolonization. The recurring themes across her scholarship include the tension between language standardization and community participation, the role of new speakers in language revitalization movements, and the complex relationship between historical trauma and contemporary language identity. Project leader for 'Standardising Minority Languages,' funded by Norges Forskningsråd Co-editor of 'Standardizing Minority Languages. Competing Ideologies of Authority and Authenticity in the Global Periphery' (Routledge, 2017) Member of the EU-funded COST Action IS1306 'New Speakers in a Multilingual Europe' Co-leader of the work group 'Indigenous minority languages' and current leader of 'New speakers: Subjectivities, trajectories, spaces' Member of AILA-network 'Home Language Maintenance and Development' Lane's fieldwork extends beyond traditional academic boundaries, including collaboration with Lightsource Productions on the documentary film 'Det hemmelige språket' (The Secret Language), which explores contemporary Kven language users. Her personal connection to the subject matter is profound—growing up in Bugøynes, Finnmark, she was the first generation in her family to be spoken to exclusively in Norwegian, only reclaiming her heritage Kven language as an adult researcher returning to her community.

• Multilingualism
• Minority Language Policy
• Sociolinguistics
• +7 more

Signe Rix Berthelin is an Associate Professor in Norwegian Didactics at the Department of Teacher Education, Norwegian University of Science and Technology (NTNU). She holds a position focused on language education, multilingualism, and linguistic research with particular emphasis on indigenous languages and pedagogical approaches. Her research interests span a wide range of linguistic and educational fields including metaphors and creative figurative language, multilingualism and translingualism in educational settings, Sami language integration in Norwegian teacher education, pragmatic particles in Norwegian (such as 'da' and 'jo'), and semantics and pragmatics. She has specialized expertise in Inuit languages, particularly Inuvialuktun and Alaska Iñupiaq, with research focusing on modality, evidentiality, and relevance theory. Her work also addresses language revitalization, educational grammar explanations, and research ethics in linguistic fieldwork. Berthelin's scholarly output demonstrates consistent productivity across multiple linguistic domains. Her recent publications show a strong focus on multilingual education practices, particularly translingual approaches in writing instruction and the integration of multiple language resources in classroom settings. She has made significant contributions to understanding metaphorical creativity in multilingual contexts and the didactics of neighboring languages. Her earlier work established expertise in Inuit language documentation, especially concerning modal expressions and evidential markers in Uummarmiutun and related dialects. Aurora Research Institute Research Fellowship Grant (2015) Aurora Research Institute Research Assistant Grant (2015) Travel and research grant from the Nordic Association of Linguists (2011) Berthelin actively supervises master's students through the PRANO project (Praksisforankrede norskfaglige masteroppgaver), which creates collaborative frameworks between schools and teacher education institutions. She has received funding from multiple sources including the Aurora Research Institute, NTNU's humanities faculty, and LingPhil. Her fieldwork in Utqiagvik (2011) and Inuvik (2014, 2015) demonstrates her commitment to linguistic documentation of endangered languages. She participates in several research networks including Indigenous Topics in Education, Linguistic Diversity in School and Society, Aesthetics Across Disciplines, and Neighboring Language Didactics. She co-leads the Lydrik(k) project, an annual collaboration where teacher students, pupils, professional artists, and teacher educators explore connections between music and poetry through songwriting and lyrical work.

• Metaphors
• Creative figurative language
• Multilingualism
• +13 more

Bjørn Aslak Juliussen is a University Lecturer at the Faculty of Law , UiT The Arctic University of Norway. His work focuses on Data Protection Law , Cyber Security Regulation , and AI Regulation , with a particular emphasis on privacy implications in digital surveillance and compliance frameworks. Current Affiliation : Faculty of Law, UiT The Arctic University of Norway Research Groups : Member of Menneskerettigheter og folkerett , Crime Control and Security Law , and Cyber Security Group (CSG) Projects : Privacy and Proportionality in Artificial Intelligence (AI) and Compliance and Technology His publications span topics like: GDPR and AI Regulation (2025) Legal Person Rights under ECHR Article 8 (2025) Compliance Engineering (2024) Third Country Data Transfer Challenges (2023) Machine Unlearning and Right to Erasure (2023) Marine Surveillance and AI Applications (2022) He actively participates in legal discourse through contributions to platforms like Rett24.no and nrkbeta.no , addressing issues such as: Governmental surveillance Corporate privacy rights AI governance Data protection in healthcare

• Data Protection Law
• Cyber Security Regulation
• AI Regulation
• +3 more

Marte Blikstad-Balas is a Professor at the Department of Teacher Education and School Research (ILS) within the Faculty of Educational Sciences at the University of Oslo. Her research focuses on literacy, reading, writing, digital media, and classroom practices, with particular attention to Norwegian didactics and video-based methodologies. PhD in Educational Sciences (University of Oslo): Redefining School Literacy. Prominent literacy practices across subjects in upper secondary school Master's in Language and Cultural Studies Didactics (Hedmark University College) General Teacher Education (Hedmark University College) Her work explores the intersection of technology and education, examining digital competencies, screen vs. paper reading, and critical literacy in classrooms. She leads major projects like QUINT Theme 3 (video-supported teacher learning) and the Nordic Center of Excellence - Quality in Nordic Teaching as Deputy Head. She serves as Editor-in-Chief for the Nordic Journal of Literacy Research and leads the European Educational Research Association Network 27 Didactics . Recent publications highlight her expertise in video-based teacher development (2024), digital literacy challenges (2025), and Norwegian classroom practices (2024). As a member of the Academy for Young Researchers (2017-2021), she contributes to advancing educational research in Scandinavia. Key research areas: Literacy, Digital Media in Education, Classroom Research, Teaching Methodology, Norwegian Didactics Projects: QUINT, VIST, LISA, SISCO

• Literacy
• Reading
• Writing
• +5 more

Helena Bichao is an Associate Professor at the Department of Teacher Education within the Faculty of Social and Educational Science at the Norwegian University of Science and Technology (NTNU). Her institutional affiliation demonstrates deep integration with NTNU's educational research ecosystem, particularly through her involvement with the ScienceHumanities research group and INUBU (Innovative Science Education for Sustainable Development) initiative. Her work bridges traditional science education with creative methodologies, establishing her as a distinctive voice in Scandinavian science pedagogy. Dr. Bichao's research interests focus on the transformative potential of visual methods in science education, particularly drawing as a cognitive and communicative tool. Her work explores how artistic integration enhances conceptual understanding in biology and environmental science, with particular attention to embodied learning approaches involving insects and ocean ecosystems. She investigates how visual literacy develops scientific reasoning skills while addressing sustainability challenges through interdisciplinary frameworks that connect science with humanities perspectives. Analysis of her publication trajectory reveals a significant shift from early work in chemical ecology and entomology toward science education research. Her recent scholarship demonstrates a consistent focus on drawing-based methodologies across multiple educational contexts, examining how visual representation supports conceptual development in biodiversity, evolution, and sustainability education. The interdisciplinary nature of her work connects biology, pedagogy, and arts integration through innovative methodological approaches that prioritize student experience and engagement. As an academic advisor, Bichao has supervised numerous master's students working on creative approaches to science education, including comic production, photography-drawing synthesis, and debate methods for developing critical thinking. Her teaching portfolio includes courses on biodiversity, science as a school subject, and master's thesis supervision in science education. Her professional activities extend to international conferences across Europe where she presents on visual methods in science education and sustainable pedagogies. Her research collective INUBU represents a significant interdisciplinary effort connecting science education with sustainability goals through arts integration. Bichao's collaborative work with the ScienceHumanities research group demonstrates her commitment to bridging disciplinary divides, particularly in projects addressing ocean literacy, water education, and performative learning with insects. Her recent presentations at Nordic and international conferences highlight the growing recognition of her innovative approach to science education that combines artistic expression with scientific inquiry.

• Science Education
• Biology Didactics
• Arts Integration in Science
• +4 more

Junyi Yang is a Research Fellow at the Department of Education, University of Oslo, specializing in child language development and bilingualism. Their doctoral project investigates how Chinese-Norwegian children develop languages in home environments through family interactions. Current projects: SpedAims Kohort longitudinal study Research groups: DEAL (Development, Equity and Literacy in Learning Contexts) Research focuses on: Home literacy environments Parental linguistic strategies (idioms, questions) Statistical modeling of language growth Publications address multimodal literacy practices and family communication patterns influencing vocabulary development in bilingual children.

• Child Language Development
• Bilingual Development
• Home Literacy Environment
• +3 more