Mari-Ana Myfanwy Jones is an Associate Professor in Organisation and Leadership in the Education Sector at NTNU, leading the Educational Leadership team and overseeing Norway’s national headteacher training program. She coordinates NATPRONET , a national PhD candidate network in education, and focuses on research areas including educational leadership structures, co-creative practices, and student participation mechanisms. Her work emphasizes collaboration with educational practitioners, producing both academic and practice-oriented publications in English and Norwegian. Current projects include co-creating assessment practices with students in higher education and exploring Sami perspectives in school leadership. Teaching responsibilities include courses like SKOLE6132 School in Society and SKOLE6131 Organization and School Leadership . She actively engages in outreach through lectures at conferences (e.g., European Educational Research Association) and media contributions such as Aftenposten opinion pieces. Key Projects: National headteacher training, Dekom partnership optimization, museum-school co-creation initiatives Grants: Leads NTNU-funded research on student assessment co-creation Labs/Teams: Educational Leadership team at NTNU, NATPRONET network
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نمایش ۱۶-۳۰ از ۴۸ استاد راهنما
اطلاعات پروفایلها از صفحات عمومی دانشگاهها گرفته شده و ممکن است بهروز نباشد.
- Professional Learning and Development
- Technology-Enhanced Learning
- Simulations in Professional Training
- +۲ مورد دیگر
Magnus Hontvedt is an Associate Professor at the Department of Education, University of Oslo, with a focus on professional learning, technology-enhanced education, and simulations in training contexts. He is affiliated with the Network for Interaction Analysis (NIA) at the University of Southeastern Norway and the TEPEE research group at OsloMet/USN. Education: Ph.D. in Education (2014), University of Oslo Master of Education (2006), University of Oslo His research explores the socio-technical organization of learning, particularly through simulations, computer-supported collaborative learning (CSCL), and digital environments. Current projects include "Tracing learning outcomes across policy and practice" (LoAPP) and "Læring og undervisning i digitale omgivelser" (LUDO). Hontvedt's recent publications emphasize co-creation in higher education, video-based assessments, and epistemic agency in teacher education. His work integrates pedagogical theory, digital tools, and interdisciplinary methodologies. He teaches and supervises on pedagogy in teacher education, learning in higher education, simulator training, and interaction analysis. He is part of the LINK research group at UiO and has contributed to the "Teaching and Learning in Higher Education" course. The research group TEPEE and collaborations between OsloMet, University of Oslo, and University of Southeastern Norway highlight his cross-institutional engagement. His projects often involve video-observation, simulation fidelity frameworks, and policy enactment in classrooms.
Kenneth Silseth is a Professor at the Department of Education, Faculty of Educational Sciences, University of Oslo. He leads the research group Living and Learning in the Digital Age (LiDA) together with Ingvill Rasmussen. His current research activities include the Digital technology and life skills in the school of the future (DigiLiv) project (2020-2025) funded by NFR, and the Evaluation of subject renewal: Intentions, processes and practices (EVA2020) (2019-2025) for the Norwegian Directorate of Education. Professor Silseth's research focuses on how digital tools—including computer games, virtual reality (VR/AR), simulations, and AI tools—can support student learning and participation. He investigates the relationship between identity and learning, and explores effective teacher strategies for enhancing student participation in classroom conversations. A significant aspect of his work examines how students' everyday experiences can be leveraged as resources for academic learning in school settings. His methodological approach draws from sociocultural theory, interaction analysis, and dialogic perspectives on learning. His recent publications demonstrate a strong focus on digital learning environments, with particular attention to virtual reality experiences, students' everyday knowledge as learning resources, interdisciplinary teaching approaches, and the integration of AI tools in education. The publications span multiple high-impact journals across educational technology, science education, and learning sciences, showing his interdisciplinary reach and influence in the field. Professor Silseth teaches courses including Qualitative Methods (PED1010), School, Education and Didactics (PED2201), Children and Youth - Upbringing and Education (PED2202), Bachelor's Specialization in Pedagogy (PED3090), Perspectives on Children and Young People in Education (PED4302), Learning, Creativity and Innovation (PED4501), and Technology-Enhanced Learning - Principles and Tools (PED4540). He also supervises master's and PhD students in the Department of Education. His ongoing research projects demonstrate significant funding support and institutional commitment to his work. The DigiLiv project (NFR funded) explores digital technology and life skills in future schools, while the EVA2020 evaluation project examines subject renewal in Norwegian education. Previous projects include Living the Nordic Model (2020-2023), DigiChild (2019-2021), LOaPP (2016-2019), KnowMo (2012-2016), Ark&App (2013-2015), MIRACLE (2010-2014), Space2cre8 (2009-2010), and his PhD project on dialogic learning (2007-2012).
Silke Lekausمشاهده پروفایل
دانشیار
Silke Lekaus is an Associate Professor at the Department of Language, Literature, Mathematics and Interpretation, University of Bergen. She specializes in mathematics education, focusing on argumentation and proving processes in secondary classrooms, as well as imaginary dialogues as pedagogical tools. Teaches courses: Matematikk 1 (MGBMA201), Matematikk 2 (MGBMA301, MGBMA401), and supervises the Masteroppgåve (MGUMA550). Research groups: Mathematics education in a critical perspective and LATACME. Her research explores how dialogues and argumentation enhance mathematical reasoning, particularly in lower secondary education. She develops frameworks for teachers to implement exploratory and research-oriented pedagogies. Promotes critical perspectives in mathematics education Focuses on student-driven inquiry and proof construction Advocates for writing as a medium for mathematical understanding
Beate Lodeمشاهده پروفایل
مدرس ارشد
Beate Lode serves as Senior Lecturer in Mathematics at Western Norway University of Applied Sciences, specializing in mathematics teacher education. Her institutional affiliation centers on the Department of Mathematics within the broader academic structure focused on language, literature, and interpreting disciplines. Mathematics Education Teacher Training Methodologies Algebraic Thinking Development Mathematical Modeling Pedagogy Authentic Assessment Design Her research demonstrates consistent focus on preservice teacher development through workshop-based learning and school-university partnerships. Key investigations examine paradoxical elements in algebraic thinking, improvisational teaching techniques, and equity considerations in mathematics instruction. Recent publications reveal growing emphasis on authentic assessment tools and real-world modeling applications. Lode's scholarly contributions exhibit strong alignment with contemporary mathematics education priorities, particularly in bridging theoretical knowledge with classroom practice. Her work consistently addresses practical implementation challenges faced by novice educators through empirical studies conducted in authentic school settings. Through courses like Matematikk 1: Den utforskande matematikklærar and Matematikk 2: Problemløysing og handlingskompetanse , she directly shapes mathematics teacher competencies at bachelor's and master's levels, with particular focus on problem-solving approaches and action-oriented teaching skills.
Hassan Sartajمشاهده پروفایل
پژوهشگر ارشد
- Software Engineering
- Digital Twins
- Healthcare IoT
- +۳ مورد دیگر
Hassan Sartaj serves as a Postdoctoral Fellow within the Department of Engineering Complex Software Systems at Simula Research Laboratory. His research bridges advanced software engineering methodologies with critical healthcare applications, focusing on medical device safety and reliability through innovative digital twin frameworks. His research profile centers on AI-driven software engineering for healthcare systems , with core expertise in digital twin creation , uncertainty-aware simulation , and LLM-enhanced testing . Key contributions include developing meta-learning approaches for medical device digital twins (MeDeT) and quantum extreme learning machines for practical software testing. His work consistently addresses real-world challenges in healthcare IoT, particularly in medicine dispensers and cancer registry systems, emphasizing safety-critical validation. Analysis of his 15 most recent publications reveals a dominant trend toward integrating foundation models with cyber-physical systems engineering . Over 70% of his 2024-2025 output explores LLMs for uncertainty identification in self-adaptive robotics, differential testing of medical rule engines, and environment simulation for digital twins. This reflects a strategic pivot toward leveraging generative AI for validating safety-critical healthcare software, with strong emphasis on practical DevOps implementation in evolving healthcare applications.
Pauline Bookمشاهده پروفایل
دانشیار
Pauline Book is an Associate Professor in the Department of Mathematics, Science and Physical Education at the University of Inland Norway, affiliated with the Faculty of Teacher Education and Pedagogy. Her research focuses on science education, particularly how multilingual students engage with scientific concepts and how diversity can strengthen learning communities. She emphasizes resource-oriented pedagogical approaches that foster curiosity, critical thinking, and collaborative interdisciplinary problem-solving. Her work integrates creativity and play-based methods in science teaching, addressing linguistically heterogeneous classrooms. She leads research groups such as Future-Oriented Education in Science and Physical Education (FUNK) and Language Teaching and Learning in Multilingual Contexts. Her doctoral thesis explored multilingual students’ agency in science representations, advocating for inclusive practices that leverage students’ linguistic and cultural backgrounds as assets. Recent research highlights strategies for collaborative science teaching in diverse settings and the role of creative processes in enhancing student understanding of scientific models. Pauline’s contributions prioritize equitable education and sustainable development through innovative teaching methodologies.
Salman Türkenمشاهده پروفایل
دانشیار
Salman Türken is an Associate Professor in the Department of Kindergarten Teacher Education at the Oslo Metropolitan University, Faculty of Teacher Education and International Studies. He serves as Study Leader for Area 1 and is actively engaged in two key research groups: Childlife and professional practice (Childlife) and Professional understanding and professional ethics in kindergarten (ProfEt) . His research lies at the intersection of education, psychology, and social justice, with a strong focus on critical pedagogy, neoliberalism, psychologization in education, intersectionality, and intimate partner violence among marginalized communities. His work frequently explores how structural forces shape individual subjectivity and educational practices in the Norwegian welfare context. The 15 most recent publications reflect a consistent scholarly trajectory centered on neoliberal discourse, identity, cultural competence in teaching, and violence within LGBTQ+ and ethnic minority communities . These works appear in journals spanning critical psychology, education, gender studies, and social policy, demonstrating interdisciplinary reach and methodological rigor, particularly in qualitative and discourse analysis. Scientific Awards: No scientific awards or honors were mentioned in the provided text. Advising and Grants: While no specific students or grant funding are listed, his role as a study leader and prolific researcher suggests active involvement in mentoring graduate students and securing research support. His collaborations with scholars such as Esra Ummak, Serap Keles, and Erik Carlquist indicate participation in research teams and dissemination through conferences like ECER and EASP&IARR. Labs and Research Groups: Türken is deeply embedded in two research environments: Childlife , which investigates everyday practices and professional development in early childhood education, and ProfEt , which focuses on ethical dimensions and professional understanding in kindergarten settings. These affiliations underscore his commitment to ethically grounded, socially responsive pedagogy.
Dr. Magnus Strøm Kahrs is an Associate Professor at the Department of Physics, Faculty of Natural Sciences, Norwegian University of Science and Technology (NTNU). His academic career spans roles including Head of Division for University Didactics (2018-2019), Vice Dean for Professional Studies (2019-2021), and project coordinator for "Chi. Collective. Individual" (2018-2020). He has also held safety representative positions across multiple faculties. Dr. Kahrs' research focuses on physics education , science education , and engineering pedagogy , with specific emphasis on collaborative learning , learning technologies , and student motivation . His work explores how digital tools and pedagogical design impact learning environments, and he has contributed extensively to science and technology studies (STS) in engineering education. His publications (2012-2025) demonstrate a trajectory from digital learning environments to Bildung-oriented engineering approaches, showing increasing focus on ethical development , societal relevance , and holistic education . Key article themes include multicampus collaboration , student-centered learning spaces , and programming integration in physics . Dr. Kahrs teaches courses in Mechanical Physics , Electricity and Magnetism , and Thermal Physics , while also contributing to optics and wave physics instruction. His outreach includes conference presentations at SEFI , CDIO , and DUN events across Europe.
Mari Eveliina Suoheimo is an Associate Professor at the Institute of Design , Oslo School of Architecture and Design (AHO). Her work bridges service design , systemic design , and sustainability , with a focus on Interdisciplinary collaboration Addressing power dynamics in design projects Digital pedagogy and educational innovation Her research spans service ecosystems , design for social responsibility , and systems thinking . Recent publications analyze Sustainable supply chain transitions Integration of systemic and service design Methodological tools like gigamapping She contributes to Routledge and Springer publications as editor and author, emphasizing transdisciplinary approaches to complex societal challenges . Her work critiques Anglo-European design paradigms , advocating for pluriversal perspectives in cultural heritage contexts.
Associate Professor Annette Hessen Bjerke is affiliated with the Department of Primary and Secondary Teacher Education at Oslo Metropolitan University’s Faculty of Education and International Studies. She currently serves as Head of Studies for the department, overseeing areas such as curriculum design and program coordination. Her research focuses on inclusive mathematics education strategies, computational thinking integration, and teacher educator roles in bridging theory and practice. Her work emphasizes equitable classroom practices, particularly through projects like IMaT (Inclusive Mathematics Teaching), which explores strategies to raise attainment levels in Norwegian schools. She has published extensively on topics such as task differentiation, teacher self-efficacy, and the impact of computational thinking in mathematics education. Collaborations include international journals like Nordic Studies in Mathematics Education and Frontiers in Education . Bjerke co-authored multiple mathematics textbooks for primary and secondary education, including the 'Matemagisk' series, designed to enhance student engagement and conceptual understanding. Her research also addresses systemic issues like relative age effects on student trajectories and challenges in teacher education post-fieldwork experiences. As a stakeholder in educational reform, she actively contributes to policy discussions on inclusive pedagogy and teacher training innovation, balancing performative accountability with professional autonomy in Norwegian schools.
Ottar Ness is a Professor at the Norwegian University of Science and Technology (NTNU), leading the NTNU WellFare Nordic Research Center for Wellbeing and Social Sustainability. He holds additional roles as Professor 2 at the University of Agder (Institute for Psychosocial Health) and Honorary Professor at Aalborg University (Department of Communication and Psychology). His research focuses on the interplay between mattering, social justice, and wellbeing, emphasizing actionable solutions for public sector innovation and recovery-oriented mental health services. Educationally qualified with a cand.polit in educational psychology, PhD in social psychology, and extensive training in family therapy, Ness bridges academic theory with practical implementation. His work spans qualitative research methodologies, relational welfare systems, and co-creation strategies for sustainable welfare development. Ness’s research interests center on social inclusion, recovery processes, public health innovation, and relational values in service design. His recent articles explore youth social inclusion challenges, mental health recovery programs, and systemic barriers faced by marginalized groups. He co-edits the Tidsskrift for livskvalitet og bærekraftig velferdsutvikling and actively supervises PhD/Master’s students in related fields. Key contributions include developing the BIKVA quality improvement model and leading action research initiatives to transform mental health services. His work emphasizes community-centered approaches, peer involvement, and policy frameworks promoting equitable wellbeing economies.
Benjamin Adric Dunn is an Associate Professor in (Neural) Data Science at NTNU's Department of Mathematical Sciences. Formerly, he held positions as a PhD researcher and postdoc at NTNU's Kavli Institute for Systems Neuroscience, with prior education including an MS in Computational Engineering from Purdue University and a BS in Applied Mathematics from the University of Connecticut. His career also includes industrial experience as a Computational Methods Engineer at Pratt & Whitney, UTC. His research focuses on integrating mathematical and computational approaches to understand neural systems, particularly spatial cognition, grid cells, and topological data analysis in neuroscience. Key contributions include work on toroidal representations in grid cells, posture coding in neocortex, and cohomological feature extraction from neural data. Publications emphasize multidisciplinary methods bridging algebraic topology, statistical physics, and neuroscience. Teaching includes courses like TMA4255 (Applied Statistics) and TMA4285 (Time Series). Outreach activities highlight engagement in scientific communication, including media interviews about posture-coding neurons and grid cell research.
Ela Sjølie is a Professor of Education at the Department of Industrial Economics and Technology Management, NTNU. She leads the Experts in Teamwork (EiT) research group, focusing on teaching and learning in higher education, particularly collaborative learning, interdisciplinary teamwork, and practice theory. Her career includes roles as Associate Professor at NTNU (2017–2023), PhD research on teacher learning (2009–2014), and prior experience in software development and surgical tool research at Sintef and GE Vingmed. Education: PhD in Education, NTNU (2014) MSc in Electrical Engineering, Universität Karlsruhe (1997) Research Interests: Her work centers on active learning strategies, collaborative pedagogies, and the application of practice theory to academic practices. She explores how interdisciplinary teamwork can enhance professional learning and has led international projects on virtual team dynamics and educational praxis during crises like the pandemic. Outreach & Engagement: Ela has presented at global conferences (e.g., ECER, AERA) and contributed to policy discussions on digital learning environments. She co-authored books on practice architecture frameworks and advises on educational reforms, including the role of communication in teacher training. Labs/Teams: Head of the Experts in Teamwork (EiT) group, which develops interventions for collaborative skill training and virtual team facilitation in higher education.
- Nursing
- Health Logistics
- Health Innovation
- +۷ مورد دیگر
Isabelle Lindseth Lorentzen is an Assistant Professor at Molde University College, Faculty of Health Sciences and Social Care, Department of Health and Social Sciences. She is also a PhD candidate, actively contributing to research and education in nursing and health innovation. Her educational background includes a Master's degree in Health and Social Sciences from Molde University College, a Certified Nurse Anesthetist qualification (2015), and a Registered Nurse certification (2011). Her research focuses on health logistics, technology integration, innovation in healthcare, and professional development in nursing . She explores how digital tools and innovative practices can enhance patient safety, nursing education, and healthcare delivery. Her work often intersects with curriculum development and digital competence in higher education. The recent publications highlight a strong trend toward interdisciplinary innovation in healthcare , particularly in the areas of digital transformation, health logistics, and educational reform. Her research emphasizes practical applications in clinical settings and student engagement in innovation processes. She is actively involved in the e-Hospital4Future research project, aiming to shape the future of digital and sustainable healthcare systems. Her outreach includes media contributions on health innovation through NRK Møre og Romsdal. While no formal scientific awards are listed, her consistent scholarly output and public engagement demonstrate significant contributions to nursing and health sciences. She advises on project-based learning and curriculum development, particularly in integrating technology and innovation into nursing education. Her work supports both student-led initiatives and institutional reforms in healthcare education.