جستجوی استاد راهنمای دانشگاهی

Taina Bucher is a Professor at the Department of Media and Communication, University of Oslo, specializing in algorithmic studies, digital infrastructure, and human-machine communication. She leads the Screen Cultures research group and serves as Principal Investigator for HumAIn , a five-year humanities hub reimagining AI (2024-2029). Research Focus: Her work examines Algorithmic power and politics Cultural imaginaries of digital technology Temporalities of algorithmic media Feminist epistemologies in digital contexts Monitorial citizenship in platform societies Publications: Bucher has authored two monographs: Facebook (Polity Press, 2021) and IF…THEN: Algorithmic Power and Politics (Oxford University Press, 2018). Her recent articles explore facial recognition systems, algorithmic temporality, and digital divides. Academic Background: PhD in Media Studies (University of Oslo, 2012), MSc in Culture & Society (London School of Economics, 2007), with visiting scholar appointments at The New School, Ryerson University, and New York University. Teaching: She supervises and teaches topics including Digital infrastructure Algorithm studies Screen cultures Media theory Critical data studies Digitalization of public sectors Editorial Roles: Active on editorial boards for Journal of Communication , New Media & Society , and Information, Communication & Society .

• Algorithmic Studies
• Social Media
• Digital Infrastructure
• +۸ مورد دیگر

Ronny Scherer is Center Director and Professor at CEMO (Center for Educational Measurement) and Deputy Director at CREATE (Center for Research on Equality in Education) at the University of Oslo's Faculty of Educational Sciences. His work bridges educational measurement, assessment, and evaluation with a focus on research syntheses and complex sampling surveys. Dr. Scherer's research spans two interconnected domains: substantive areas including digital divides, equity and equality in education, and measurement of complex cognitive skills (such as complex problem solving, adaptability, computational thinking, and executive functioning); and methodological areas focusing on advanced meta-analytic techniques, multilevel structural equation modeling, and spatial analysis of complex survey data. His work frequently utilizes international large-scale assessment data from PISA, ICILS, TIMSS, PIRLS, PIAAC, and TALIS. His publication record demonstrates a clear trajectory toward increasingly sophisticated meta-analytic approaches, with recent work focusing on second-order meta-analyses, AI-assisted screening methods, and advanced techniques for handling complex survey data. His research consistently addresses critical educational challenges related to equity, digital literacy, and measurement of 21st century skills. Dr. Scherer has secured significant research funding for projects including ARISE (Academic resilience in mathematics and science among vulnerable students), DiDiRes (Digital inequalities in education), and ADAPT21 (Educational assessments of the 21st century: Measuring and understanding students' adaptability in complex problem solving situations). Co-director of CREATE (Centre for Research on Equality in Education) since 2023 Professor of Educational Assessment and Measurement at CEMO since 2019 Extensive experience with international large-scale assessments including ICILS, TALIS, and PIAAC As an educator, Dr. Scherer teaches advanced courses in measurement models, multilevel models, meta-analysis, and equity in education. He actively supervises graduate students interested in his research areas and has developed numerous workshops on structural equation modeling and meta-analytic methods for international audiences.

• Meta-analysis
• Educational Measurement
• Digital Divides
• +۶ مورد دیگر

Silje C. Wangberg is a Professor of Public Health and serves as Vice Dean for Research Education and Practice for Nursing BSc and further education programs at UiT The Arctic University of Norway, Campus Narvik. She is a psychologist with a holistic perspective on health and disease, focusing on supporting individuals in taking the best possible care of themselves to live a good life with optimal physical, mental, emotional, social, and spiritual well-being. Her primary research interests include: eHealth and mHealth applications Health behavior and behavior change Health promotion and prevention Physical activity and smoking cessation Diabetes and heart disease management Social inequality in health Mindfulness, yoga, and meditation Dr. Wangberg's extensive publication record demonstrates consistent focus on digital health interventions, particularly examining how internet and mobile technologies can support health behavior change across various populations. Her recent work shows increasing emphasis on specialized populations including individuals with intellectual disabilities and exploration of emerging technologies like augmented reality in healthcare education. She maintains a strong interest in addressing health inequalities through technological solutions while recognizing the continued importance of human factors in health management. She is an active member of the HEL research group focused on Public Health and Rehabilitation, and participates in the One Health project at Campus Narvik.

• Public Health
• eHealth
• mHealth
• +۱۲ مورد دیگر

Haley De Korne is a Professor at the University of Oslo's Institute for Literature, Area Studies and European Languages within the Faculty of Humanities. Her academic work spans the intersections of linguistics, education, and anthropology, focusing on multilingual education contexts with particular attention to minoritized and indigenous languages. Dr. De Korne holds a PhD in Educational Linguistics from the University of Pennsylvania, an MA in Applied Linguistics from the University of Victoria, and a BA (Hons) in Combined Social Sciences from Durham University. Her academic journey reflects a strong foundation across multiple disciplines that inform her interdisciplinary approach to language research. PhD Educational Linguistics, University of Pennsylvania, USA MA Applied Linguistics, University of Victoria, Canada BA Hons Combined Social Sciences, Durham University, UK Her research interests focus on critical language awareness among teachers, social change imaginaries in multilingual regions, and pedagogies for language reclamation. She specializes in minoritized languages in education, multilingual education policy and pedagogy, language politics, indigenous language reclamation & revitalization, and language ideologies, with specific expertise in Isthmus Zapotec (Mexico) and Anishinaabemowin (US & Canada). Her methodological approach combines ethnography and interactional sociolinguistics within linguistic anthropology. Analysis of Dr. De Korne's recent publications reveals a consistent focus on language revitalization, particularly examining how educational contexts can support or hinder minoritized language maintenance. Her work increasingly addresses global North-South perspectives on language education, with attention to place-based pedagogy and critical language awareness. A significant thread throughout her research examines translanguaging practices and how they challenge traditional monolingual approaches to language education. Her scholarship demonstrates strong community engagement, particularly with Zapotec-speaking communities in Mexico. Dr. De Korne serves on the editorial board of Multilingua - Journal of Cross-cultural and Interlanguage Communication (2023-2025) and is an active member of the Norwegian Academy for Young Researchers (2021-2025). She also chairs the American Association of Applied Linguistics Committee for Online Education and Outreach Webinar subcommittee. Member, Norwegian Academy for Young Researchers (2021-2025) Editorial board member, Multilingua Journal (2023-2025) Chair, AAAL Committee for Online Education and Outreach (2023) Partner, Multilingualism in Transitions Research Project (2021-2025) Affiliated researcher, MultiNor Research Group At the University of Oslo, Dr. De Korne teaches courses including MULTI 4150 Project-based research in multilingualism, NOAS 4102 Additional language learning in socio-cognitive and sociocultural perspectives, and several linguistics courses on language acquisition, multilingualism, and research methods. She also leads PhD courses on communication in multilingual workplaces and revitalization of indigenous and minority languages. Her current research projects include FOSTERLANG (Indigenous language resilience), Language and culture maintenance in Wilamowice, and Linguistics and Sustainability.

• Applied Linguistics
• Multilingual Education
• Language Revitalization
• +۷ مورد دیگر

Heidi Aarum Hansen is an Associate Professor at the Department of Welfare, Management and Organisation, Oslo Metropolitan University. She holds a PhD in Social Work with extensive practical experience in child welfare. Her research focuses on child welfare practices, digitalization challenges, children’s rights, and social media’s impact on social work. Education: PhD in Social Work. Research interests include competence development in child welfare, digital transformation of welfare services, and methods for teaching practical social work. Current projects explore how children's social media usage challenges traditional social work practices. Key research areas span child welfare policy analysis, family contact preservation strategies, and judicial decision-making processes involving children. Her work emphasizes ethical considerations in digital age practices and improving communication in high-conflict cases. Affiliated with the Social Work Research Group and Psychosocial Work Research Group. Active in publishing Nordic Social Work Research and Children and Youth Services Review. No awards explicitly listed, though her work demonstrates significant contributions to child welfare scholarship. Teaches courses related to child welfare practice and digitalization impacts. Advising activities not detailed here. Research focuses on developing practical frameworks for integrating digital tools while maintaining ethical standards in social work.

• Child Welfare
• Social Work
• Digitalization in Social Services
• +۳ مورد دیگر

Tom Roar Eikebrokk is a Professor at the Department of Information Systems , University of Agder , Norway. He contributes to the Center for Digital Transformation (CeDiT) research group and has over two decades of academic and practical experience in digitalization, business process management, and collaborative innovation. Research Focus : Digital transformation, co-creation frameworks, e-health innovation, IT service management (ITIL), and remote work dynamics. Methodologies : Empirical studies, mixed-method research, case analysis, and Delphi studies. Recent Publications (2024–2025) explore reciprocal relationships between BPM and digitalization, generative AI for sustainable co-creation, and open innovation workspaces in specialized industries. His 2018–2021 work on co-creation in SME networks, worklife ergonomics in digital environments, and robotic process automation impacts remains influential. Collaborative Networks : Frequently co-authors with Dag Håkon Olsen , Niels Frederik Garmann-Johnsen , and Jon Iden , focusing on cross-municipal healthcare systems, digital governance, and IT competence frameworks.

• Digital Transformation
• Business Process Management
• Co-creation
• +۵ مورد دیگر

Ingvill Rasmussen is a Professor at the Department of Education, Faculty of Educational Sciences, University of Oslo (UiO), where she has been employed since 2010. Her academic profile demonstrates expertise in the intersection of digital technology and educational practices, with particular emphasis on classroom dialogue, collaborative learning, and microblogging applications in educational settings. She teaches courses including PED2103 (Development and learning), PED1001 (Learning and teaching), and specialized courses on digital interactions and learning sciences research in the digital age. Dr. Rasmussen's research examines how new technologies transform communication and learning processes. Her work investigates conversations, collaboration, and knowledge production between students and teachers, with special attention to internet and web-based environments. She explores how teachers can effectively guide students in digital learning environments and how students develop necessary self-regulation skills to manage attention across analog and digital activities. Her academic interests explicitly address how ubiquitous technology demands new skills in regulating attention – learning to disconnect, put away devices, and switch between analog and digital activities. Her publication record from 2018-2025 reveals a consistent research trajectory focused on microblogging as a tool for enhancing classroom dialogue. These works examine how digital tools create spaces for student voice, support collaborative meaning-making, and facilitate productive educational interactions across diverse subject areas. Her research shows increasing sophistication in analyzing the nuanced ways technology mediates educational dialogue. Reviewer for prominent international journals including International Journal of Learning, Culture and Social Interaction; International Journal for Educational Research; and British Journal of Educational Technology Library Board, UiO (2014-2022) Employee representative, Department Board (2016-2020) Co-chair and organizer of the Nordic ISCAR conference (2007) Dr. Rasmussen completed her PhD at UiO (2000-2005) on 'Project work and ICT - studying learning as participation trajectories,' followed by postdoctoral work on the TWEAK project (2006-2010). She is currently involved in multiple research projects including AI-supported science conversations, EU Kids Online V (EUKO), and the Samtavla innovation project as a key member of the Living and Learning in the Digital Age (LiDA) research group.

• Digital Learning
• Classroom Dialogue
• Collaborative Learning
• +۵ مورد دیگر

Kristin Braa is a Professor at the Department of Informatics, University of Oslo, and serves as Director of the HISP Center. Her career includes an 8-year tenure as Research Director at Telenor, where she established a Research and Innovation Center in Malaysia. Academic Roles: Vice Head of Department of Informatics, head of Information Systems (IS) research group Research Focus: Mobile extensions of open-source DHIS2 software for low-resource settings, action research methods, sustainable health information systems Research Themes: She investigates innovative approaches to support rural healthcare workers and underserved populations, emphasizing long-term engagement in national health systems. Her projects include MobiHealth (2010–2014) and NORAD-funded initiatives (2010–2014) for health information systems in developing countries. Scientific Awards: 2023 AIS Impact Award (with Jørn Braa) 2020 Roux Prize (with Jørn Braa) 2013 University of Oslo Innovation Prize 2013 Researcher of the Year (Faculty of Mathematics and Natural Sciences, UiO) 2011 ICT and Energy Researcher of the Year 2011 Rosing Prize Finalist for rural Bangladesh health initiative Collaborations: Active in the IS research group and Climate Health Network. She advocates for sustainable, community-empowering information systems through participatory design and sociotechnical approaches.

• Mobile Health (mHealth)
• Health Information Systems
• Action Research Methods
• +۳ مورد دیگر

Seffetullah Kuldas is currently a Postdoctoral Fellow at the University of Oslo's Department of Media and Communication, funded by a Marie Skłodowska-Curie Actions – Individual Fellowship (MSCA–IF). His research focuses on ethnicity-based parenting for children’s online safety, educational resilience against bullying and socioeconomic challenges, and unconscious cognitive processes. He previously held a postdoctoral position at Dublin City University’s Anti-Bullying Centre, studying Roma children’s experiences with ethnicity-based bullying. His work integrates empirical research with policy recommendations, often using EU Kids Online datasets and peer-reviewed publications. Key research interests include parental mediation strategies, transactional resiliency frameworks, and the intersection of unconscious mind theories with educational practices. He has contributed to developing validated scales for anti-bullying self-efficacy and has explored digital divides in online safety awareness. Teaching roles: Guest Lecturer at Dublin City University and the University of Science Malaysia, covering topics like ethnicity-based bullying, metacognition, and research methodologies. Awards: MSCA–IF Fellowship, Best Research Award, and multiple Best Publication accolades. Publications span 20+ peer-reviewed articles in journals like International Journal of Communication and Youth & Society , focusing on bullying prevention, digital parenting, and cognitive resilience. His projects emphasize marginalized communities, including Roma children and ethnic minorities in Europe, addressing both academic and societal impacts through collaborative research and policy engagement.

• Parental Mediation
• Educational Resilience
• Self-Construal
• +۳ مورد دیگر

Elisabeth Staksrud is a Professor at the Department of Media and Communication, University of Oslo, specializing in children's digital experiences, online safety, and media regulation with over two decades of research output. Her expertise spans critical areas including: Children and youth's new media engagement Online risk assessment and regulatory frameworks Moral panic phenomena in digital contexts Censorship debates and freedom of expression Ethical research methodologies with minors She consistently bridges academic rigor with practical policy implications for digital childhood. Recent publications (2022-2025) reveal evolving trends toward platform governance, socio-ecological impacts of internet use, and nuanced parental mediation strategies. Her work integrates communication theory, developmental psychology, and public policy to address vulnerabilities in social media ecosystems while emphasizing children's rights and agency. Staksrud leads major international initiatives including EU Kids Online (2006-2014), EU Kids Online V (EUKO), and Platforming Families (PlatFams), alongside the completed research group Living the Nordic Model.

• Children and Youth Media Use
• Online Safety and Risk
• Media Regulation and Censorship
• +۵ مورد دیگر

Eli Gjølstad is an Assistant Professor at Oslo Metropolitan University, Faculty of Education and International Studies, Department of Primary and Secondary Teacher Education. Gjølstad serves as Head of Studies for Area of Responsibility 5 and focuses on the integration of digital technologies in educational contexts. The academic is based at Pilestredet 52, 0167 Oslo, with office number B515, and can be contacted via mobile (+47 924 28 894) or office phone (+47 672 37 116). Gjølstad's research interests center on educational technology, particularly focusing on digital learning environments, teacher education, and the implementation of digital tools in primary and secondary education. Special attention is given to human-centered artificial intelligence applications that reduce teacher workload, digital ethics in classroom settings, and evaluating digital tools for foundational literacy and numeracy skills development. The research spans both theoretical frameworks and practical classroom applications across various educational levels. The publication record demonstrates a strong focus on how digital technologies transform teaching and learning practices, with particular emphasis on post-pandemic educational adaptations, ethical considerations in digital education, and practical implementations of educational technology in Norwegian schools. Recent work increasingly addresses artificial intelligence applications in educational contexts, showing a progression toward more sophisticated technological integrations in teacher workflows. Gjølstad has been actively involved in developing open online courses for teacher education and has contributed significantly to understanding students' and teachers' experiences with digital learning environments. The research often employs mixed-methods approaches, combining qualitative insights with quantitative data to provide comprehensive analyses of educational technology implementations. As Head of Studies, Gjølstad plays a key role in shaping teacher education programs with a strong digital component, ensuring that future educators are equipped with necessary technological competencies. The work bridges theoretical research with practical educational applications, creating meaningful connections between academic findings and classroom practice.

• Educational Technology
• Digital Learning
• Teacher Education
• +۵ مورد دیگر

Cecilie Pedersen Dalland is a Professor at the Faculty of Teacher Education and International Studies , Oslo Metropolitan University (OsloMet), with affiliation to the Department of Primary and Vocational Teacher Education . She holds a doctorate from the University of Oslo's Institute of Educational Research and has taught at OsloMet, the University of Oslo, and other institutions. Doctorate: University of Oslo (Institute of Educational Research) Master of Education: University of Oslo (Pedagogical Research Institute) General Teacher Education: Oslo University College (Department of Teacher Education) Her research focuses on classroom practices , self-regulation , gender dynamics , and school-home collaboration . She has been pivotal in evaluating the six-year reform (Reform 97 to Fagfornyelsen) and contributes to the FRAME project on reading across mediums. Her publications span topics like inclusive mathematics teaching , qualitative data reuse , and trauma-informed pedagogy . Recent trends in her publications include equity in Nordic education models , methodological pluralism , and crisis-driven pedagogical shifts . She currently teaches master's courses in pedagogy (M5GPE4100/5100), leads the ProFPED master's course (MGMO5900), and oversees doctoral training in classroom research (PHUV9370). She is involved in the Welfare Access Through Technology (WATT) research group and has contributed to projects like Inclusive Mathematics Teaching (IMaT) and Classroom practices 20 years later .

• Classroom Research
• Gender Studies
• Academic Writing
• +۵ مورد دیگر

Mari-Ann Letnes serves as Associate Professor of Pedagogy at the Department of Teacher Education within the Faculty of Social and Educational Sciences at the Norwegian University of Science and Technology (NTNU). She leads the New Technologies and Educational Design Research Group (NTED) and coordinates Norway's participation in the international KiDiCoTi project examining children's digital experiences during the pandemic. Her work spans three interconnected thematic areas: children's encounters with digital technology, digital technology in teacher education, and art-pedagogical approaches to play and learning. Her research focuses on creative applications of digital technology in educational contexts rather than consumption patterns, with particular emphasis on how children and youth engage with digital tools in school and kindergarten settings. She investigates socio-digital divides, professional digital competence development among teachers, and multimodal media production as meaning-making processes. Her recent work analyzes how variations in parental mediation and pedagogical approaches affected remote schooling experiences during the Covid-19 pandemic. Letnes participates in multiple European research projects including NOTELEB (No Teacher Educator Left Behind), which aims to improve teacher education quality through digital competence development. Her publication trends reveal consistent focus on digital pedagogy in early childhood education, art education, and teacher professional development, with increasing attention to pandemic-related educational challenges since 2020. She teaches courses including 'Professional Digital Competence for School' and 'Pedagogy and Pupil-related Skills 3 (5-10)', drawing on extensive teaching experience from primary school, art school, upper secondary school, and teacher education. Her grant portfolio includes leadership roles in DigSkoleForsk (examining co-created change through school-university partnerships) and the KiDiCoTi international study on children's digital lives during coronavirus times. Letnes directs the NTED research group exploring how digital technologies can enhance learning and teaching in schools. Her team collaborates with schools, school owners, and other stakeholders to increase teachers' professional digital competence through the DigSkoleForsk development project. She also contributes to the NOTELEB Erasmus+ project focused on quality development in teacher education.

• Digital Pedagogy
• Art Education
• Early Childhood Education
• +۴ مورد دیگر

Rune Johan Krumsvik is a Professor of Education at the University of Bergen (UiB) and Professor II at Volda University College. He founded the Digital Learning Communities (DLC) research group (2007) and the Western Norway Graduate School of Educational Research II (WNGER II). His affiliations include editorial roles at the Nordic Journal of Digital Literacy (Editor-in-Chief) and Frontiers in Pediatrics (Associate Editor). Professor, Department of Education, UiB (2010–) Professor II, Volda University College (2003–) Honorary Research Fellow, University of Bristol His research spans artificial intelligence , doctoral education , ICT in schools , formative assessment , and classroom management in technology-dense environments. He explores connections between AI, social media, mental health, and digital competence, with recent work focusing on large language models (LLMs) in education and healthcare. Scientific publications show a focus on AI applications ( 76 peer-reviewed articles , h-index 31). Key trends include: EdTech implementation in Norwegian primary/secondary schools AI in formative/summative assessment Digital competence frameworks Classroom technology management Teacher education digital skills Mental health impacts of screen time Scientific awards: Teaching Award , UiB Faculty of Psychology (2012) Excellent Teaching Practitioner accreditation (2020) Supervision includes: Main supervisor for 12 PhD candidates (11 completed) Co-supervisor for 6 PhD candidates Supervisor for 14 master’s and 12 bachelor’s students He leads the Digital Learning Communities Artificial Intelligence Centre (DLCAIC), focusing on AI research in education/healthcare, societal impacts of AI, and digital competence development.

• Artificial Intelligence
• Digital Learning
• ICT in Education
• +۸ مورد دیگر

Adriana Gerarda Bus is a Professor at the University of Stavanger, Faculty of Arts and Education, and a leading researcher at the National Centre for Reading Education and Research. Her work bridges early literacy, digital media, and educational intervention, with a strong focus on how digital picture books can support children's language and reading development. Her research interests include early literacy, digital literacy, multimedia learning, bilingual and multilingual reading, home literacy environments, and educational technology. She investigates how digital enhancements in e-books influence story comprehension and vocabulary acquisition, particularly among young and language-minority children. Her work often employs meta-analytic methods to synthesize evidence across studies. The most recent articles highlight a consistent trend: exploring the efficacy, design, and accessibility of digital picture books across diverse contexts. Themes include screen vs. paper reading, multilingual access, nudging strategies to promote reading, and interventions like Bookstart. Her publications appear in high-impact journals such as AERA Open , Learning and Instruction , and Review of Educational Research . Building a Stronger Case for Independent Reading at School (2024) Nudging to Stimulate Reading in Primary and Secondary Education (2023) Efficacy of digital picture book enhancements... (2023) Free access to multilingual digital books... (2023) A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis (2021) She has received no explicitly mentioned scientific awards in the provided text. Her advising activities are not detailed, but she frequently collaborates with PhD students and early-career researchers. She has been involved in grant-funded projects related to digital literacy, Bookstart evaluations, and cross-cultural studies of reading interventions. She is affiliated with the National Centre for Reading Education and Research, a key hub for literacy research in Norway. Her team engages in both experimental and meta-analytic studies, often in collaboration with international partners from the Netherlands, the U.S., Poland, and Zambia. Future work appears to focus on expanding digital access for multilingual families and refining digital book designs for optimal learning outcomes.

• Early Literacy
• Digital Literacy
• Multimedia Learning
• +۷ مورد دیگر