Lene Anundsen is an Associate Professor at the University of Agder's Department of Nordic and Media Studies, specializing in Norwegian language/literature didactics and bilingual teacher training. She teaches courses spanning primary/secondary education, Norwegian as a second language, and adult education programs. Her doctoral research (2022) examined literary text practices in adult immigrant education. Research interests focus on: Literature didactics and multilingual literacy development Social text practices in diverse classrooms Ethical dimensions in children's/YA literature Adult education methodologies for immigrant populations Her publications (2018-2024) demonstrate consistent focus on multilingual literacy, ethical literary analysis, and pedagogical strategies for diverse learners. Recent works explore multilingual library resources, relational ethics in children's literature, and teacher development in adult education contexts.
Gunnhild Saksvik-Raanes is an Associate Professor in the Mathematics Department at the Institute of Natural Sciences, Mathematics, and Social Sciences , Diakonhjemmet University College. Her work focuses on early childhood mathematics education, particularly transitions from kindergarten to school, number understanding, formative assessment, and math difficulties. Education: 2011: General Teacher Education (Norwegian, Mathematics, Special Education) at HiST 2013: Master’s in Special Education (Math Difficulties) at NTNU 2023: Higher Education Pedagogy at DMMH 2024: Doctorate in Mathematics Didactics (Educational Science) at NTNU Her research emphasizes digital assessment tools for evaluating number sense in young children and improving formative assessment strategies during the critical transition from kindergarten to school. She has developed frameworks for designing and validating digital tasks to address math difficulties and enhance learning analytics. Recent publications highlight her contributions to early numeracy assessment , including the design of adaptive digital tools and analysis of cognitive factors influencing task difficulty. Her work bridges educational technology with practical pedagogical interventions. She teaches courses in Language, Text, and Mathematics across bachelor’s, profile, and specialization programs, integrating her expertise in mathematics education and special education.
Matthew Dylan Anderson is a University lecturer in the Department of Architecture at Oslo School of Architecture and Design (AHO), where he has been teaching since 2016. His interdisciplinary work spans pedagogy, theory, and practice, focusing on how architecture and art mediate human relationships to the environment and influence sensory experience and ecological awareness. His educational background includes: Bachelor of Design Studies from the University of Queensland (2002) Master of Architecture from AHO (2012) Anderson's research integrates environmental humanities, art, fiction, and specific architectural projects to explore new perspectives within architecture. His practice specializes in the transformation of houses entangled in ecological and temporal contexts, with completed projects across Australia, England, Italy, and Norway. He also explores conceptual relationships between ceramics and architecture in Japan through work at Klumpen workshop in Oslo, sponsored by the Sasakawa Foundation. His recent publications reveal consistent themes in ecological architecture, multispecies co-living, and place-based sustainability, demonstrating integration of artistic practice with architectural theory. The research particularly examines how human life, architecture, and the environment produce each other, with focus on building practices in the Cirque de Mafate, La Réunion. Sasakawa Foundation sponsorship for ceramic architecture research in Japan As an educator, Anderson supervises diploma projects and teaches master studios including the 'Speculative Futures,' 'Radical Architecture,' and 'Coexistence' course series. He participates in international collaborations through Erasmus+ programs including 'Europe in Transition,' 'POP Europe,' 'Rural Areas Facing Climate Change,' and 'How do we teach?' His workshops have been conducted at the German Pavilion at the Venice Architecture Biennale (2023) and various international architecture schools across Europe. Anderson is an active member of the research group 'Architecture and Creative Ecologies' (AaCE) and has presented his work at the 5th International Conference on Structures and Architecture, Oslo Architecture Triennale, and Oslo Arkitektforening, with teaching results exhibited internationally in Glasgow and La Réunion.
Karianne Megard Grønli is a Postdoctoral Fellow at the National Center for Reading Education and Reading Research within the Faculty of Educational Sciences and Humanities at the University of Stavanger. With over 20 years of classroom experience as a primary school teacher and reading tutor, she focuses on bridging research and practice in reading instruction, feedback practices, and student motivation. Her work includes competence development in multilingualism and inclusive reading education, and she collaborates with institutions like FIKS at the University of Oslo. Developed the 'Read for Me' checklist for oral reading assessment Co-authored textbook 'Fabel' (Grades 1–4) awarded BELMA Gold 2021 Leading projects like 'Engasjer' for middle school reading resources Her research examines how feedback fosters reading mastery, motivation, and agency, particularly for struggling students. She emphasizes interpretive reading skills over mechanical decoding and has published in journals like Review of Educational Research and Educational Psychology Review . Current projects aim to create knowledge-based feedback strategies that enhance student effort and agency. Scientific Awards: Best European Learning Material Award (BELMA) Gold 2021 Her recent conference presentations and workshops focus on feedback frameworks, oral reading interventions, and professional development for teachers. Collaborations span national and international institutions.
Gunn Helen Ofstad serves as a Senior Lecturer in Reading Science/Special Education at the University of Stavanger's Faculty of Educational Sciences and Humanities. She is affiliated with the National Center for Reading Education and Reading Research, where she focuses on evidence-based literacy development across educational transitions. Her research centers on early literacy acquisition , language stimulation in ECEC settings , and seamless transitions from kindergarten to school . Key interests include play-based literacy activities, handwriting versus keyboard writing effects, and addressing educational gaps in multilingual contexts. Her work emphasizes child-centered approaches and systemic collaboration between educational institutions. Analysis of her 15 most recent publications (2021-2025) reveals consistent focus on transition pedagogy (78% of works), literacy interventions (65%), and extended education frameworks (42%). Notable trends include multinational comparative studies on educational policies and growing emphasis on children's perspectives in play-based learning environments. Through the National Center for Reading Education, Ofstad leads collaborative projects like the 'Språkløyper' (Language Pathways) initiative and contributes to national programs such as 'Språksatsingen på Andøya'. Her dissemination efforts include designing professional development for kindergarten staff and advising municipalities on transitional practices. Her work manifests in practical resources including textbooks ('Reading Seeds', 'The Good Foundation'), conference keynotes, and policy recommendations for Norway's Directorate for Education (UDIR). Current projects focus on establishing new 'Extended Education Pedagogy' programs and closing literacy pedagogy gaps between ECEC and primary school.
Stefan Gruner is a Professor in the Department of Computer Science, Faculty of Engineering, Built Environment and Information Technology, at the University of Pretoria, South Africa. He holds advanced degrees in Informatics (PhD, MSc) and Philosophy (MA), reflecting his interdisciplinary research that bridges formal software engineering, digital forensics, and the philosophy of technology. His work is widely published in international journals and conferences, and he is deeply involved in academic service, including supervision, examination, and program committees. Education: MA in Philosophy, Germany, 2010 PhD in Informatics, RWTH Aachen, Germany, 1999 MSc (Dipl.-Inform.) in Informatics, Germany, 1996 His research interests center on Formal Methods , Software Engineering , and the Philosophy of Computer Science . He has made significant contributions to parameterized and three-valued model checking, formal methods for railway systems, and the scientific foundations of digital forensics. His recent work explores historical semantics in software architecture and the philosophical underpinnings of informatics. His publications from the last few years reveal a strong trend towards formal verification, safety-critical systems, and the epistemological aspects of digital investigation and software engineering. Scientific Recognition: Biographic entry in Who's Who in the World (2010 edition) Member of the selection committee for the Annual Best Dissertation Award (EAPLS) Stefan Gruner is an active advisor and supervisor, having guided numerous MSc and PhD students to completion. He has secured research funding from the South African National Research Foundation (NRF) and international partners for projects on model-driven development, CSP protocol verification, and visualization of distributed algorithms. His academic service is extensive, including roles as program chair for workshops like FM+AM and SEFM, editor for conference proceedings, and external examiner for multiple universities. He has also been a visiting researcher at institutions in Bordeaux and Swansea. He was a central organizer of the Distributed Systems Research Group at the University of Pretoria and has fostered international collaborations, particularly within the formal methods and software engineering communities.
Dler Mariam Dalo, operating under the stage name Shwan Dler Qaradaki, serves as a Research Fellow in the Department of Arts and Crafts at the Oslo National Academy of the Arts. His practice critically examines intersections between art, war-related trauma, and linguistic oppression of minorities through drawing and sound-based methodologies. Education: Master's degree, Oslo National Academy of the Arts, 2009 Dalo's research investigates how dramatic life experiences reshape self-image and self-understanding, particularly through his project "Halo of Shame: Suppression of the mother tongue via drawing and sound." He combines personal narratives with collective voices to address contemporary social issues, focusing on artistic responses to minority language suppression. His methodology emphasizes drawing as both documentation and resistance. His 2024 collaborative museum exhibition "Perspective in Print" demonstrates evolving trends in graphic arts research, showcasing experimental printmaking techniques that bridge traditional craftsmanship with contemporary socio-political commentary. The project reflects departmental priorities in material exploration and narrative-driven visual communication. No scientific awards are documented in available sources. Dalo participates in departmental research teams as evidenced by his 2024 exhibition collaboration with Victoria Rowena Browne, Oliver Hambsch, Aleksandra Anna Janik, Tiril Schrøder, and Erik Solheim. While formal advising responsibilities aren't specified, his Research Fellow position implies active mentorship within the department's graduate programs. His work emerges from the Department of Arts and Crafts' experimental studio environment, utilizing specialized printmaking facilities and sound production resources. Current projects suggest ongoing development of interdisciplinary approaches combining visual documentation with auditory storytelling.
Marius Opheim Thomassen is an Assistant Professor at the Department of Marketing, Kristiania University of Applied Sciences, within the School of Communication, Leadership and Marketing. He holds a Master of Science from NTNU and Colorado School of Mines, and an MBA from Copenhagen Business School. His teaching focuses on digital business development, strategy, and marketing. He also has industry experience at Google, Norsk Tipping, and RED dentsu X. Thomassen’s research interests include blockchain technology, cryptocurrency, and the application of improvisational theatre in leadership and team development. He supervises bachelor’s students and develops courses such as 'Bodily Awareness of Power and Dominance' and 'Improvisation for Facilitation,' emphasizing practical, experience-based learning. His work integrates principles from theatre and Design Thinking to enhance leadership, collaboration, and creativity in organizational settings. He offers courses and training programs in body language, facilitation techniques, and improvisation for professionals. Notable contributions include a course based on research by Judith A. Hall et al. (2005) on nonverbal behavior and power dynamics. His courses are designed to strengthen self-awareness, team cohesion, and adaptive problem-solving skills.
Stein Arnold Berggren is an Associate Professor in the Department of Natural Sciences, Practical-Aesthetic, Social and Religious Studies at Østfold University College's Faculty of Education. He has been employed at the institution since 2013, bringing extensive experience from high school teaching to his current role in teacher education. His educational background includes: Cand. Scient (Major) in Applied Mathematics from Luleå University of Technology Practical Pedagogical Education (PPU) Berggren specializes in mathematics education for primary school teacher training (grades 1-7), with particular expertise in interdisciplinary approaches and beginner's training. He is renowned for his work with the Storyline teaching method, which integrates narrative structures into educational practice to create engaging, interdisciplinary learning experiences. His research bridges mathematics education with language development, creative arts, and digital tools, developing holistic approaches to teacher preparation. He has published extensively on making mathematics accessible through storytelling and real-world applications, with a strong focus on the youngest learners. His recent publications (2023-2025) demonstrate a clear evolution toward integrating sustainability into mathematics education, incorporating digital innovation in teaching practices, and applying narrative methods to complex contemporary topics including AI literacy. This work maintains a strong mathematical foundation while addressing 21st century educational challenges through the distinctive Storyline approach. His significant research contributions include: Cross-curricular teaching and learning for the 21st century skills Didactics in Mathematics, Science and Technology (DiMaNaTe) Creativity, art and innovation in education, practice and research Current projects focus on language use in mathematics education and innovations in teacher education environments. His collaborative work with colleagues like Pål Espen Olvik Jom, Ragnhild Louise Næsje, and Kristine Høeg Karlsen reflects his commitment to interdisciplinary approaches in both research and teaching practice. Berggren maintains an active presence in Norwegian educational discourse through publications in academic journals and professional venues, consistently bridging theoretical research with practical classroom applications to improve mathematics education for young learners and their teachers.
Odd Tore Kaufmann is a Professor at the Department of Natural Sciences, Practical-Aesthetic, Social and Religious Studies (RES) at Oslo and Akershus University College of Applied Sciences (HiOA). He holds a PhD in mathematics education from the University of Agder. His research focuses on mathematics teacher education, particularly integrating programming into mathematics instruction and understanding multiplication concepts in primary education. He is actively involved in projects exploring digital technology in teacher training and manipulative tools for mathematics learning. Education: PhD in Mathematics Education, University of Agder. His research interests include teacher roles in mathematics education, error-handling practices, and computational thinking integration. Kaufmann has authored numerous textbooks for primary and lower secondary education, emphasizing practical approaches to mathematics teaching. He collaborates with research groups like 'Education in Mathematics, Science and Technology' and frequently presents at international conferences (e.g., CERME, PME). Key publications analyze teacher beliefs, programming in mathematics curricula, and student misconceptions. He emphasizes the importance of professional identity development for pre-service teachers and the role of technology in fostering mathematical understanding. His work spans journal articles, conference proceedings, and educational materials. Notable projects include investigating digital fabrication for manipulatives and exploring how pre-service teachers perceive programming’s role in mathematical pedagogy. He contributes to educational policy discussions through media engagements and academic outreach.
Ragnhild Louise Næsje is an Associate Professor at the Department of Languages, Literature and Culture at Oslo and Akershus University College of Applied Sciences. She specializes in early learning within Norwegian subjects and children's literature, focusing on teacher education and pedagogical methodologies such as the Storyline approach. Her role includes teaching in programs like the Primary and Lower Secondary Teacher Education and the Bachelor in Kindergarten Teacher Education. Education: Master's in Didactics of Cultural and Language Subjects (2016), Cand.mag in Economics and Administration, and Folk Art (2 years). Work Experience: Formerly worked in Primary and High School (2011–2016). Her research interests revolve around interdisciplinary teaching approaches, particularly the Storyline method, which integrates creative storytelling to enhance learning across subjects. She emphasizes aesthetic and playful learning environments, especially for younger students. Næsje collaborates on projects like the NoZa Intercultural Mobility Project and contributes to research groups such as Text-in-context. Her publications explore topics like critical reading progression in Norwegian textbooks, the role of storytelling in mathematics education, and democratic citizenship in schools. Recent work includes co-editing books on Storyline methodology across educational levels (2023–2025), highlighting its adaptability in fostering engagement and critical thinking. Grants/Projects: Involved in intercultural mobility initiatives and collaborative research on sustainability and educational innovation. Labs/Teams: Active in research groups focusing on narrative-based pedagogy and teacher education.
Christina Berg Tveitan is an Assistant Professor at the University College of Southeast Norway (HiØ) , affiliated with the Department of Languages, Literature and Culture within the Faculty of Teacher Education and Languages . She joined the institution in September 2019 and holds a Master's degree in Norwegian Language Education / Literacy and linguistic diversity in school. Her research focuses on second language acquisition, children's language development, and multilingualism, with particular emphasis on early childhood education and teacher-student interactions. Recent work examines literature mediation practices in kindergartens and the role of storytelling in fostering literacy. Christina teaches courses such as Norwegian 1 for Teachers Years 1–7 and contributes to the Special Education master’s programme . She collaborates with the Decentralized competence development initiative, emphasizing localized educational strategies. Her publications (2017–2025) span topics including multilingual children's syntax acquisition, kindergarten teacher-student translation judgments, and the sociocultural dimensions of Norwegian dialects. Notable works include a 2025 study on kindergarten staff's roles as literature mediators and a 2024 analysis of computational thinking in early childhood settings. Christina actively engages in research partnerships, such as the Rekomp-partnerskap project exploring knowledge exchange dynamics between institutions. Her work bridges linguistic theory with practical pedagogical applications in multicultural educational contexts.
Hilde Lohne Seiler is an Associate Professor at the Department of Sports Science and Physical Education at the University of Agder. Her work focuses on physical activity, exercise physiology, and health across the lifespan, particularly in older adults and pregnant women. She is a member of the Physical Activity and Health across the LifeSpan (PAHLS) research group. Research Interests : Exercise-induced cognitive improvements in aging populations, high-intensity interval training (HIIT) for elderly, physical function, cerebral blood flow, prenatal lifestyle interventions. Her recent publications examine the impact of exercise on language comprehension in bilingual and monolingual older adults, cerebral blood flow responses to training, and home-based HIIT adherence. She has also contributed to books on physical activity for the elderly and prenatal health interventions. Dr. Seiler's research often involves collaborations with interdisciplinary teams, focusing on aging, cognition, and physical function. She has been cited in multiple randomized controlled trials and meta-analyses related to exercise intensity and health outcomes.
Zehad Sabri Mohamed Zehad serves as a Senior Lecturer in Middle East Studies at the University of Oslo since autumn 2015. His academic affiliation is with the Institute for Comparative Literature and Culture (IKOS) where he specializes in Arabic language instruction. Dr. Zehad holds a Master's degree in Classic Arabic linguistics from the University of Alexandria (2015), with thesis work focusing on semantics and syntax of Arabic poetry from pre-Islamic times to the Abbasid era, particularly critiquing Ibn Jenny's approach. He also completed a Diploma in Teaching Arabic to Non-Native Speakers (University of Alexandria 2010) with emphasis on curriculum development and student-centered learning methodologies. His research interests center on communicative approaches to teaching foreign languages where students are at the center of the teaching process. Key areas include curriculum development, examination and assessment techniques, task-based and content-based teaching methods, classroom activities design, and learning strategies for Arabic language acquisition. Dr. Zehad has accumulated extensive international teaching experience across multiple institutions including positions at the University of Texas, Oklahoma University, Michigan State University, and various programs in Morocco, Egypt, and language camps in Minnesota, USA. With native fluency in Arabic, advanced proficiency in English (C1), and intermediate French (B1), he brings multilingual expertise to his teaching practice. His background also includes theater acting (2005-2012) and work as a theater instructor, writer, and director at Alexandria University's TAFL Center (2010-2015).
Ove Edvard Hatlevik is a full-time Professor at the Department of Teacher Education and School Research , University of Oslo. His work focuses on motivation, learning strategies, and digital competence in educational contexts. PhD in Education from the University of Oslo Former roles: Centre for ICT in Education (2008-2016), Nokut (2007-2008), Department of Education (2000-2007) Qualified teacher with secondary school experience Research Interests Dr. Hatlevik investigates digital literacy , ICT integration , and educational psychology . His studies examine: Digital divide in schools Resilience to digital distractions Teacher professional development Psychometric assessment tools ICT self-efficacy Gender differences in digital skills Scientific Output His 15 most recent publications (2015-2025) demonstrate expertise in: Digital responsibility frameworks Large-scale educational assessments (PISA, TIMSS) Monte Carlo simulations in pedagogy Health literacy interventions ICT policy analysis Teacher competence models
