Hege Yvonne Hermansen

• Hermansen, Hege; Lorentzen, Marte & Restad, Frode (2025). Mellom likeverdighet og asymmetri: Kunnskapens rolle i partnerskapsarbeid. Uniped - Tidsskrift for universitets- og h?gskolepedagogikk. ISSN 1500-4538. 48(2-3), s. 142¨C152. doi: 10.18261/uniped.48.2-3.6.
• Omland, Maren; Hontvedt, Magnus; Siddiq, Fazilat; Amundrud, Anja; Hermansen, Hege & Mathisen, Maiken Andrea Simmersholm [Vis alle 8 forfattere av denne artikkelen] (2025). Co-creation in higher education: a conceptual systematic review. Higher Education. ISSN 0018-1560. doi: 10.1007/s10734-024-01364-1. Vis sammendrag

  Co-creation constitutes a novel pedagogical approach for enhancing teaching and learning in higher education. When students and staff collaborate to improve curriculum, pedagogical resources, and the development of students¡¯ roles as peer-mentors or teaching assistants, it has led to increased learning outcomes, more inclusive practices, empowered students, and improved relationships between students and staff. In this conceptual systematic review of 222 research articles, we investigate characteristics of research on co-creation and analyse how the interactions constituting co-creation have been conceptualised. We identified dialogue, positioning, agency, and voice as core concepts describing co-creational interactions. These concepts are highly interconnected and were examined both as products of co-creation and as vital elements for co-creation to be productive. Based on these findings, we developed an analytical framework serving (a) to inform analyses of co-creational interaction and (b) as a model for educators designing co-creational activities. We further contribute to the theoretical underpinning of co-creation by discussing how dialogic theories can inform investigations of co-creational interactions in future research. We argue that there is a range of research questions related to the interactions constituting co-creation that are not sufficiently investigated. We suggest that future research should be directed towards observational studies of these interactions to develop knowledge on how educators can interact inclusively with students, fostering agency and positioning students as significant contributors to educational processes in higher education.

• Mausethagen, S?lvi & Hermansen, Hege (2023). Hvordan h?ndtere et komplekst begrep? Analyser av "l?rerrollen" i et politisk utredningsarbeid. I Pr?itz, Tine Sophie (Red.), °ÄÃŻʹÚÌåÓý,»Ê¹Ú×ãÇò±È·Ösoversikter i utdanningsvitenskap: Systematikk og kreativitet. Fagbokforlaget. ISSN 9788245044171.
• Hermansen, Hege & Mausethagen, S?lvi (2023). Beyond the research¨Cpractice gap: Constructing epistemic relations in teacher education. International Journal of Educational Research. ISSN 0883-0355. 119. doi: 10.1016/j.ijer.2023.102171.
• Hermansen, Hege Yvonne & Mausethagen, S?lvi (2023). Kunnskapsintegrasjon i l?rerutdanning og profesjonsut?velse, En forskningsbasert skole? °ÄÃŻʹÚÌåÓý,»Ê¹Ú×ãÇò±È·Öens plass i l?rerutdanning og skole. Universitetsforlaget. ISSN 9788215065540.
• Mausethagen, S?lvi & Hermansen, Hege Yvonne (2023). °ÄÃŻʹÚÌåÓý,»Ê¹Ú×ãÇò±È·Öslitterasitet hos l?rere og ledere i skolen - en casestudie, En forskningsbasert skole? °ÄÃŻʹÚÌåÓý,»Ê¹Ú×ãÇò±È·Öens plass i l?rerutdanning og skole. Universitetsforlaget. ISSN 9788215065540.
• Stensaker, Bj?rn & Hermansen, Hege (2023). Global, Nordic, or institutional visions? An investigation into how Nordic universities are adapting to the SDGs. Higher Education. ISSN 0018-1560. doi: 10.1007/s10734-023-01047-3. Fulltekst i vitenarkiv Vis sammendrag

  After their launch by the UN in 2015, the Sustainable Development Goals (SDGs) have been seen as landmarks for global survival. Higher education has been given a key role in the implementation of the SDGs, and the current article investigates how a sample of Nordic higher education institutions have been adapting to the SDGs. Based on the assumption that some SDGs are closely linked to traditional Nordic values such as inclusion and equality, one could expect that higher education institutions in this region would find it easy to adopt (specific parts of) the SDGs. However, although such adaptation is detectable at some institutions, many institutions seem to adapt to the SDGs in more symbolic ways. The findings are discussed in relation to the impact of globalization on Nordic higher education, along with how and to what extent globalized ideas are translated into local contexts.

• Hagen, Anne K.; Damen, Maria Louiza Christina & Hermansen, Hege (2023). Unpacking the Theory-Practice Nexus in Basic Police Education. Nordic Journal of Studies in Policing (NJSP). 10(1). doi: 10.18261/njsp.10.1.7. Fulltekst i vitenarkiv Vis sammendrag

  A meaningful connection between theory and practice is crucial for strengthening education quality, especially in professional education programmes such as police education. Meanwhile, the increasing academisation of police education puts more focus on the theoretical and academic courses. This challenges the practical relevance of police education. How the relationships between theory and practice are forged depends partly on educators¡¯ conceptualisa- tions of theory and practice and its implications for the teaching and learning design. We therefore asked Norwegian police educators how they understand the concepts theory and practice in police education, and how they plan and facilitate learning activities to create a meaningful relationship between the two. We conducted face-to-face interviews with police educators from different knowledge domains. In all cases, a simplistic, dichotomous relationship between notions of theory and practice is rejected. Instead, we found multiple relationships, each with different underlying assumptions about how it supports students¡¯ professional development.

• Mausethagen, S?lvi & Hermansen, Hege (2023). ¡®Research Use¡¯ in Education: Conceptualising the Teaching Profession Within the Policy¨CResearch¨CPractice Nexus. I Pr?itz, Tine Sophie; Aasen, Petter & Wermke, Wieland Ulrich (Red.), From education policy to education practice Unpacking the nexus. Springer Nature. ISSN 9783031369698. s. 75¨C92. Vis sammendrag

  This book addresses the complex interrelations between education policy and education practice developed under new ways of governance. It illuminates the nexuses of the interrelated fields of education policy and education practice including the characteristics of these relationships. The book offers a selection of cases with varied approaches to the question of how different actors and stakeholders are situated in contemporary policy and practice nexuses. The cases presented includes theoretical and conceptual studies; historical studies; ethnographic studies; and studies combining empirical interview data and quantitative data. The book shows what constitutes the contemporary nexuses in education and discusses the need to re-consider how we in education research approach policy and practice in the interface between structure and agency for the future developments in the education policy-practice nexus.

• Hermansen, Hege & Mausethagen, S?lvi (2023). Konstruksjoner av ?partnerskap? i universiteter og h?gskolers °ÄÃŻʹÚÌåÓý,»Ê¹Ú×ãÇò±È·Ö med skolesektoren. Uniped - Tidsskrift for universitets- og h?gskolepedagogikk. ISSN 1500-4538. doi: 10.18261/uniped.46.3.5. Vis sammendrag

  Universiteter og h?gskolers samfunnsoppdrag inkluderer st?tte til profesjonsut?veres l?ring i arbeidslivet. I l?rerutdanningen organiseres slikt arbeid i ?kende grad innenfor rammene av en partnerskapstenkning der h?yere utdanningsinstitusjoner og skolesektoren inng?r i et forpliktende °ÄÃŻʹÚÌåÓý,»Ê¹Ú×ãÇò±È·Ö om kompetanseutvikling. Imidlertid viser forskning at partnerskap mellom universiteter og skoler kjennetegnes av flere utfordringer. I denne artikkelen tar vi utgangspunkt i at slike °ÄÃŻʹÚÌåÓý,»Ê¹Ú×ãÇò±È·Ösrelasjoner vil formes av hvordan ideen om partnerskap begrepsfestes og operasjonaliseres. Et empirisk sp?rsm?l er hvordan ulike faktorer p?virker konstruksjoner av partnerskapsbegrepet, og hvordan slike konstruksjoner posisjonerer universiteter og h?gskolers rolle i partnerskapene. Vi analyserer hvordan partnerskapsbegrepet formes gjennom aktivitetene til et nasjonalt nettverk for universiteter og h?gskoler som inngikk i en satsing p? lokal kompetanseutvikling i skolesektoren. Nettverket skulle bidra til en felles forst?else av partnerskapsbegrepet i universitets- og h?gskolesektoren og var dermed en fruktbar arena for empiriske analyser. Datamaterialet best?r av observasjonsdata fra nettverkets samlinger komplementert med dokumenter og inter- vjudata. Teoretisk trekker vi p? sosialpraksisteori og posisjonerer partnerskapsbegrepet som et kunnskapsobjekt som utvikles i samspill med institusjonelle praksiser. Analysene viser at konstruksjoner av partnerskapsbegrepet er sammensatte og formes av politiske, organisatoriske og epistemiske rammebetingelser. °ÄÃŻʹÚÌåÓý,»Ê¹Ú×ãÇò±È·Ösbasert kunnskap f?r en relativt beskjeden rolle i utvikling av forst?elser av partnerskap.

• Hermansen, Hege; Kartzow, Marianne Bjelland; Lycke, Kirsten Marie Rode Hofgaard & Rasmussen, Alf (2023). Peer Group Mentoring: Exploring the Interplay with Institutional Practices. I Lange, Thomas de & Wittek, Anne Line (Red.), Faculty Peer Group Mentoring in Higher Education: Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. s. 39¨C54.
• Wittek, Anne Line; Kartzow, Marianne Bjelland & Hermansen, Hege (2023). Interactional Dynamics in Observation-Based Peer Group Mentoring. I Lange, Thomas de & Wittek, Anne Line (Red.), Faculty Peer Group Mentoring in Higher Education: Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579.
• Hermansen, Hege & Lund, Andreas (2023). Beyond Implementation: Enabling Sustainable Transformations of Digital Teaching and Learning in Higher Education. I Pinheiro, Romulo; T?mte, Cathrine Edelhard; Barman, Linda; Degn, Lise & Geschwind, Lars (Red.), Digital Transformations in Nordic Higher Education. Palgrave Macmillan. ISSN 9783031277580. s. 97¨C118. Fulltekst i vitenarkiv Vis sammendrag

  This chapter examines how sustainable transformation of digital practices in higher education can be conceptualised and enacted. The COVID pandemic sparked what is often referred to as the largest digitalisation experiment in the history of higher education. On the face of it, this was a highly successful operation, giving large number of students the opportunity to complete their studies. However, many approaches to digitalisation during the pandemic were characterised by quick fixes and ¡°solutionism¡±. There is therefore a need to address digitally mediated teaching in a long-term and more strategic perspective. We explore this issue in two ways: First, we theoretically delineate the concept of sustainable transformation of digital practices and develop an analytical framework aimed to support empirical research and educational development. Second, we illustrate the value of this analytical approach with reference to the experiences of one faculty at a research-intensive university in Norway, with specific attention to how this faculty addressed the COVID crisis over a period of nearly two years. We conclude by discussing implications for further research and practice.

• Mausethagen, S?lvi & Hermansen, Hege (2022). Desentralisert skoleutvikling i et historisk perspektiv ¨C back to the 80s? I Mausethagen, S?lvi & Helstad, Kristin (Red.), Skoleutvikling - i forskning, politikk og praksis. Cappelen Damm Akademisk. ISSN 9788202717728. s. 35¨C54.
• Wittek, Anne Line; Kartzow, Marianne Bjelland & Hermansen, Hege (2021). Hva skjer i dialogene? Om samtaledynamikker i kollegaveiledning og potensial for l?ring. I Wittek, Anne Line & Lange, Thomas de (Red.), Kollegaveiledning i h?yere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 81¨C102.
• Hermansen, Hege; Kartzow, Marianne Bjelland; Rasmussen, Alf & Lycke, Kirsten Hofgaard (2021). Kollegaveiledning: samspill eller motspill med institusjonelle praksiser. I Wittek, Anne Line & Lange, Thomas de (Red.), Kollegaveiledning i h?yere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 64¨C80.
• Hermansen, Hege (2020). Knowledge Discourses and Coherence in Professional Education. Professions and Professionalism. 10(2), s. 1¨C21. doi: 10.7577/pp.3713. Fulltekst i vitenarkiv
• Heikkil?, Mirva; Hermansen, Hege; Iiskala, Tuike; Mikkila-Erdmann, Mirjamaija & Warinowski, Anu (2020). Epistemic agency in student teachers¡¯ engagement with research skills. Teaching in Higher Education. ISSN 1356-2517. doi: 10.1080/13562517.2020.1821638. Fulltekst i vitenarkiv
• Hermansen, Hege (2019). Kunnskapsarbeid som et ansvarsomr?de for l?rere og skoleledere. I Helstad, Kristin & Mausethagen, S?lvi (Red.), Nye l?rer- og lederroller i skolen. Universitetsforlaget. ISSN 9788215034072.
• Hermansen, Hege (2019). In Pursuit of Coherence: Aligning Program Development in Teacher Education with Institutional Practices. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2019.1639815.
• Hermansen, Hege; Lorentzen, Marte; Mausethagen, S?lvi & Zlatanovic, Tatjana (2018). Hva kjennetegner forskning p? l?rerrollen under Kunnskapsl?ftet? En forskningskartlegging av studier av norske l?rere, l?rerstudenter og l?rerutdannere. Acta Didactica Norge. 12(1). doi: 10.5617/adno.4351. Fulltekst i vitenarkiv Vis sammendrag

  Norwegian teacher roles have been affected by a range of developments since the turn of the century. In this article, we examine the characteristics of research on teacher roles, published since the introduction of the Knowledge Promotion curriculum. We describe thematic, methodological and analytical characteristics of the research field, based on a systematic, configurative literature review of journal articles published between 2007 and 2016 that include Norwegian teachers, student teachers, and teacher educators as informants. A main finding is that the research literature is primarily oriented towards teachers' professional practice, whereas other aspects of teacher roles have received less attention. In conclusion, we discuss implications for the relationship between the field of research and the field of practice.

• Hermansen, Hege Yvonne (2017). Knowledge relations and epistemic infrastructures as mediators of teachers' collective autonomy. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 65, s. 1¨C9. doi: 10.1016/j.tate.2017.03.003. Fulltekst i vitenarkiv
• Nerland, Monika & Hermansen, Hege Yvonne (2017). Sosiomaterielle perspektiver p? profesjonskvalifisering: Kunnskapsressursenes betydning. I Mausethagen, S?lvi & Smeby, Jens-Christian (Red.), Kvalifisering til profesjonell yrkesut?velse. Universitetsforlaget. ISSN 9788215026459. s. 167¨C179. Fulltekst i vitenarkiv
• Hermansen, Hege Yvonne & Mausethagen, S?lvi (2016). N?r kunnskap blir styrende: L?reres rekontekstualisering av nye kunnskapsformer. Acta Didactica Norge. 10(2), s. 92¨C107. doi: 10.5617/adno.2467.
• Hermansen, Hege Yvonne (2016). Teachers' knowledge work in collective practice development: Approaches to introducing assessment for learning at the school level. Scandinavian Journal of Educational Research. ISSN 0031-3831. 60(6), s. 679¨C693. doi: 10.1080/00313831.2015.1066433.
• Hermansen, Hege & Nerland, Monika (2014). Betydningen av l?reres kunnskapsarbeid for utvikling av kollektiv praksis. I Elstad, Eyvind & Helstad, Kristin (Red.), Profesjonsutvikling i skolen. Universitetsforlaget. ISSN 9788215023557. s. 224¨C240.
• Hermansen, Hege Yvonne & Nerland, Monika (2014). Reworking practice through an AfL project: an analysis of teachers¡¯ collaborative engagement with new assessment guidelines. British Educational Research Journal (BERJ). ISSN 0141-1926. 40(1), s. 187¨C206. doi: 10.1002/berj.3037.
• Hermansen, Hege Yvonne (2014). Recontextualising assessment resources for use in local settings: opening up the black box of teachers¡¯ knowledge work. Curriculum Journal. ISSN 0958-5176. 25(4), s. 470¨C494. doi: 10.1080/09585176.2014.956771.

Se alle arbeider i NVA

• Hermansen, Hege (2018). Kunnskapsarbeid i l?rerprofesjonen. Universitetsforlaget. ISBN 9788215028521. 160 s.

Se alle arbeider i NVA

• Afdal, Hilde W?gs?s; Lorentzen, Marte; Mausethagen, S?lvi & Hermansen, Hege (2024). Research on ¡®research use¡¯ in education: a systematic scoping review.
• Mausethagen, S?lvi; Hermansen, Hege; Holmeide, Hanna; Lorentzen, Marte; Niederberger, Vera & Skedsmo, Guri (2023). Research use in the teaching profession across contexts: A systematic scoping review.
• Mausethagen, S?lvi & Hermansen, Hege (2023). Research literacy among teachers and school leaders: A case study.
• Omland, Maren; Amundrud, Anja; Hontvedt, Magnus; Hermansen, Hege; Siddiq, Fazilat & Rudningen, Gudrun [Vis alle 8 forfattere av denne artikkelen] (2023). Co-creation and student-staff partnership in higher education.
• Hermansen, Hege & Mausethagen, S?lvi (2023). Between policy implementation and the third mission: The higher education sector and school-based capacity development.
• Mausethagen, S?lvi; Hermansen, Hege; Holmeide, Hanna; Lorentzen, Marte; Niederberger, Vera & Skedsmo, Guri (2023). Research use in the teaching profession: A systematic review.
• Tronsmo, Eli & Hermansen, Hege (2023). Generative resistance as knowledge work: Teacher¡¯s Engagement with Assessment Criteria.
• Mausethagen, S?lvi & Hermansen, Hege (2023). Research literacy among teachers and school leaders - a case study.
• Hermansen, Hege & Mausethagen, S?lvi (2022). Blurring the boundaries between higher education and professional practice: Constructing new relations across institutional and epistemic spaces.
• Hermansen, Hege & Stensaker, Bj?rn (2022). Symbolic, Institutional or Nordic Visions? Nordic universities and the SDGs.
• Tamimi, Mohammed; Muhtaseb, Khawla; Hermansen, Hege; Almasri, Mohammed; Awawdeh, Razan & Mashharawi, Aya El (2021). A Holistic Approach to E-learning in the Palestinian Higher Education Sector.
• Hermansen, Hege; Mangset, Marte & Fekj?r, Silje Bringsrud (2021). Myter og fakta om forskningstid.
• Hermansen, Hege & Lund, Andreas (2021). Beyond ¡°implementation¡±: Enabling sustainable transformation of digital teaching and learning in higher education.
• Mausethagen, S?lvi & Hermansen, Hege (2021). Evaluering av desentralisering ordning - skole.
• Heikkil?, Mirva; Hermansen, Hege; Iiskala, Tuike; Mikkila-Erdmann, Mirjamaija & Warinowski, Anu (2020). Tools for the Age of Post-Truth: Making Research Skills Visible in Promoting Student Teachers¡¯ Epistemic Agency.
• Hermansen, Hege & Jorde, Doris (2020). Reforming the knowledge base of Norwegian teacher education: Integrating research-based education and professional relevance.
• Hermansen, Hege (2020). Kunnskapsarbeidets rolle i skolebaserte utviklingsprosjekter.
• Hermansen, Hege & Mausethagen, S?lvi (2020). Getting beyond the ¡°theory/practice-gap¡±: Constructions of knowledge relations in research on teacher education.
• Mausethagen, S?lvi & Hermansen, Hege (2020). Evaluering av Dekom-s - noen forel?pige observasjoner.
• Hermansen, Hege (2019). Review: Working Relationally in and across practices: a cultural-historical approach to collaboration, by Edwards, A., Cambridge University Press, 2017. Mind, Culture, and Activity. ISSN 1074-9039. doi: 10.1080/10749039.2019.1692036.
• Hermansen, Hege (2019). Tracing the enactment of agency in program design and development in teacher education.
• Hermansen, Hege (2019). Profesjonsrettet vurdering i l?rerutdanningene.
• Hermansen, Hege (2019). Disciplinary academics or teacher educators? Knowledge discourses as a tool for mediating epistemic boundaries in professional education.
• Hermansen, Hege (2018). Fagfornyelsen: vurdering som integrerende kraft?
• Hermansen, Hege & Mausethagen, S?lvi (2018). Differentiating "practice" in the "theory/practice-gap": Exploring conceptualisations of "practice" in research on teacher education.
• Hermansen, Hege (2018). L?rerprofesjonalitet og l?reryrket som profesjon.
• Hermansen, Hege (2018). Program development in teacher education: Between organisation, knowledge and politics.
• Hermansen, Hege Yvonne (2018). In pursuit of integration: Teacher educators' approaches to program development.
• Hermansen, Hege (2018). Disciplinary academics or teacher educators? Negotiating epistemic boundaries in professional education.
• Hermansen, Hege Yvonne (2017). Teacher educators in narratives of change: A review of program development in teacher education.
• Hermansen, Hege Yvonne & Mausethagen, S?lvi (2016). N?r kunnskap blir styrende: L?reres utfordringer i m?te med nye kunnskapsformer.
• Hermansen, Hege Yvonne (2016). Constructing agency and autonomy through knowledge practices in professional work: An analytical framework.
• Hermansen, Hege Yvonne (2016). Kunnskap, ansvar og autonomi i l?rerprofesjonen.
• Hermansen, Hege Yvonne; Zlatanovic, Tatjana & Lorentzen, Marte (2016). Professional work of Norwegian teachers during the Knowledge Promotion Reform: A literature review.
• Dahl, Thomas & Hermansen, Hege Yvonne (2015). °ÄÃŻʹÚÌåÓý,»Ê¹Ú×ãÇò±È·Ö p? l?rerrollen i Norge - relevans for l?rerutdanningen?
• Hermansen, Hege Yvonne (2015). (De-)constructing professional agency through knowledge work: Teachers developing Assessment for Learning at the school level.
• Hermansen, Hege Yvonne (2015). Constructing professional roles and responsibilities through knowledge work: the case of Assessment for Learning.
• Bonsaksen, Tore & Hermansen, Hege (2014). Sampublisering med studenter. [Internet]. http://khrono.no/debatt/sampublisering-med-studenter.
• Hermansen, Hege (2014). Knowledge work' as an analytical perspective for examining knowledge in the professions,
• Spetalen, Halvor Einung; Sannerud, Ronny & Hermansen, Hege Yvonne (2014). Fra utdanningene: Overf?res l?ring gjennom simulerings?velser til praksis? [Internet]. SPK bloggen, HiOA.
• Bonsaksen, Tore & Hermansen, Hege (2014). Sampublisering med studenter gjennom videreutvikling av bacheloroppgaver. [Internet]. https://blogg.hioa.no/fpksatsing/2014/03/31/fra-utdanningene.
• Hermansen, Hege (2014). Hva fremmer kvalitet?
• Hermansen, Hege (2014). Teachers¡¯ knowledge work within different school settings: Examining the interrelationship between the epistemic and the organisational.
• Brevik, Birger & Hermansen, Hege (2014). Fra utdanningene: Integrasjon mellom utdanning og arbeidsliv gjennom strategisk bruk av teknologi. [Internet]. Program for fremragende profesjonskvalifisering (FPK). Vis sammendrag

  Relevans er i dag et n?kkelord for profesjonsutdanninger ¨C vi forventes ? utforme utdanningen p? m?ter som ligger tett opp til arbeidslivets realiteter. P? campus Kjeller ?pnet Teknologisk L?ringsverksted (TLK) h?sten 2014, hvor man blant annet simulerer reelle arbeidsprosesser ved bruk av LEGO. I dette innlegget forteller Birger Brevik ved Institutt for yrkesfagl?rerutdanning (LUI) om form?let og utformingen av rommet, og hvordan det brukes for ? skape tettere b?nd mellom utdanning og arbeidsliv.

• Hermansen, Hege (2014). Teachers' knowledge work and collective practice development.
• Hermansen, Hege (2014). Teachers¡¯ knowledge work and collective practice development: Approaches to introducing Assessment for Learning at the school level.
• Ribu, Kirsten & Hermansen, Hege (2013). Fra utdanningene: involvering av studenter i forskningsprosjekter. [Internet]. FPK-bloggen.
• Gran?s, Anne Gerd; Foss, Camilla & Hermansen, Hege (2013). Fra utdanningene: bruk av digitale kollokvier for ? styrke forholdet mellom utdanning og praksis. [Internet]. Blogg: Program for fremragende profesjonskvalifisering (FPK). Vis sammendrag

  Anne Gerd Gran?s og Camilla Foss jobber ved Institutt for farmasi og bioingeni?rfag, hvor de blant annet underviser ved bachelorgraden i farmasi. Camilla Foss er ogs? student ved LUI, hvor hun tar en mastergrad i IKT-st?ttet l?ring. Her forteller de hvordan de skal pr?ve ut et videokonferanseverkt?y for ? holde digitale kollokvier med tredje?rsstudenter som er ute i en seks m?neders praksisperiode ved apotek, for ? knytte sterkere relasjoner mellom utdanning og praksis. Initiativet er et °ÄÃŻʹÚÌåÓý,»Ê¹Ú×ãÇò±È·Ö med eCampus.

• Hermansen, Hege & Komulainen, Tiina M. (2013). Simulering som verkt?y for ? skape en praksisn?r utdanning. [Internet]. FPK-blogg og Khrono. Vis sammendrag

  Tiina Komulainen (TKD) forteller om bruk av simulering som et verkt?y i undervisningen ved Institutt for industriell utvikling. Simulerings?velsene skal bidra til en mer praksisn?r utdanning for studentene, og gi en bedre forst?else av hvilken rolle forskjellige fagomr?der spiller i arbeidslivet.

• Hermansen, Hege Yvonne & Nerland, Monika (2012). Co-production of Assessment Practices: Challenges Emerging in Teachers¡¯ Work with ¡¯Assessment for Learning¡¯.
• Hermansen, Hege Yvonne & Nerland, Monika (2011). Negotiating Professional Standards: Teachers¡¯ engagement with new guidelines for student assessment.
• Hermansen, Hege Yvonne & Nerland, Monika (2010). Standardisation as knowledge practice: Teachers' engagement with new standards for student assessment.
• Omland, Maren; Rudningen, Gudrun; Hermansen, Hege; Mathisen, Maiken Andrea Simmersholm; Mangen, Lisbeth Regine & Ali, Hasan [Vis alle 7 forfattere av denne artikkelen] (2023). Delrapport 4: F?lgeforskning av Den gode studentopplevelsen: Studentmedvirkning i DGS. OsloMet - storbyuniversitetet.
• Hermansen, Hege; Hagen, Aina Landsverk; Hatlevik, Ove Edvard; Johannesen, Monica; Mifsud, Louise & Rudningen, Gudrun [Vis alle 7 forfattere av denne artikkelen] (2022). Delrapport 1: F?lgeforskning av Den gode studentopplevelsen (EVA-DGS). OsloMet - storbyuniversitetet.
• Hermansen, Hege; Sarastuen, Nora K.; Agerup, Kristi & Mathisen, Maiken Andrea Simmersholm (2022). Delrapport 2: F?lgeforskning av Den gode studentopplevelsen (EVA-DGS). Kartlegging av programportef?ljen. OsloMet - storbyuniversitetet.
• Lyng, Selma Therese; Borg, Elin; Fossest?l, Knut; Pedersen, Eirin; Hermansen, Hege & Johannesen, Hedvig Skonhoft [Vis alle 9 forfattere av denne artikkelen] (2021). Evaluering av ny kompetansemodell ¨C desentraliserte ordninger for skole og yrkesfag samt oppf?lgingsordningen. Temanotat 1: Programteori, forel?pige funn og videre forskningssp?rsm?l. AFI-rapport 2021:2. OsloMet - storbyuniversitetet. ISSN 9788276094251.
• Fossest?l, Knut; Borg, Elin; Flatland, Tord; Hermansen, Hege; Lyng, Selma Therese & Mausethagen, S?lvi [Vis alle 7 forfattere av denne artikkelen] (2021). Lokal kompetanseutvikling. Evaluering av implementeringen av ny tilskuddsordning i grunoppl?ringen. OsloMet - storbyuniversitetet.
• Esterhazy, Rachelle & Hermansen, Hege (2019). ?Flipped classroom? i praksis: Hvordan tilrettelegge for aktive l?ringsprosesser. Universitetet i Oslo.
• Hermansen, Hege (2019). Utforming av vurderingskriterier og sensorveiledninger ¨C sentrale sp?rsm?l og avveininger. Universitetet i Oslo.
• Mausethagen, S?lvi; Hermansen, Hege Yvonne; Lorentzen, Marte; Zlatanovic, Tatjana & Dahl, Thomas (2016). Hva kjennetegner forskning p? norske l?rere under kunnskapsl?ftet? En forskningskartlegging. OsloMet - storbyuniversitetet.
• Hermansen, Hege Yvonne (2015). Knowledge work in the teaching profession: Opening up the black box of teachers¡¯ engagement with Assessment for Learning. Universitetet i Oslo.

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