Ingunn Johanne Ness

DIKU Projects:

2021 – ongoing: “To educate pharmacists to be ready to meet tomorrow´s challenges” (DIKU project with Department of Global Public Health and Primary Care)

• FREMFARM will develop the 5-year master's programme in pharmacy at UiB to better attend to skills training that prepares candidates for their future working life. FREMFARM will develop, test, evaluate and implement new ways to include skills training in communication and innovation at repeated points during the study programme. 

2021 – ongoing:  "Bedre læring, bedre jurister" (DIKU project with Law faculty, UIB, The Centre for Experiential Legal Learning (CELL), Universitetet i Oslo, og Eva Hartell, KTH Royal Institute of Technology, Sweden

• The project includes all subject at year 1-3 in “rettsvitenskap”, UiB, and the aim is to strengthen the quality of the students´ learning through using student active learning activities and new forms of assessment.

2020 – ongoing: Scaling up Educational Innovation in Schools (SEIS)

• SLATE, University of Bergen, Tampere University, Finland og Tallinn University Estland
  • Twinning-project SEIS is an EU H2020-WIDESPREAD-2018-03 (TWINNING)-project
• To scale up innovation in schools educational research needs to be re-conceptualised targeting Responsible Research and Innovation principles, shortening the feedback loops between research and practice in real settings, and raising overall research quality and its impact on practice. Taking the aforementioned challenges as a basis for the Twinning project SEIS, the underpinning concept of the project is capacity building in partnership with Tampere Research Centre for Information and Media, University of Tampere, Finland (TAU) and Centre for the Science of Learning & Technology, University of Bergen, Norway (UiB) through joint scientific activities. These facilitate the reinforcement of Tallinn University (TLU) by taking educational research to a fundamentally new level -- from linear knowledge transmission model to research-innovation-practice model -- while addressing current research challenges in scaling up school innovation, thereby supporting TLU to become a competitive and leading research centre.

2020 – ongoing: IHub for Schools iHub4Schools – Accelerating Digital Innovation in Schools through Regional Innovation Hubs and a Whole-School Mentoring Model

• The project received funding from the European Union´s Horizon 2020 research and innovation programme under grant agreement No 101004676. The project involves 9 partner institutions (Universities, Technology Foundation for Education, Research Centres) from 8 countries: Estonia, Norway, United Kingdom, Finland, Switzerland, Italy, Lithuania, and Georgia. The main goal of the project is to coordinate and support the creation of sustainable multi-level Regional Innovation Hubs in local communities across Europe, each fostering the scaling of the digital innovation. iHub4Schools proposes an adaptive and flexible whole-school peer-learning mentoring model built on the innovation hubs.

2020 – ongoing: - Videreutdanningstilbud i digital kompetanse for Smart City

This project received funding from Kompetanse Norge and is a collaborative project between Høgskulen på Vestlandet, BIR AS and SLATE.

Other projects:

2017 – ongoing: Project LEAD C-PRO Leading Creative Knowledge processes in various Learning contexts, SLATE, University of Bergen

• The LEAD C-PRO project is an umbrella project comprising several sub-projects developing models and concepts for creative knowledge processes and how such processes are led in different learning contexts in organizations and other workplaces, schools, and in higher education.

2020 – 2021: UiB-Project: It Takes a Community: The Digital Transformation of UiB (DigiTrans)

SLATE, University of Bergen

– CO-Leader of part A: " Organisation, Leadership & Innovation”

• The COVID-19 situation can be seen as a "burning platform". New teaching practices needed to be developed. Such purposeful innovation is not stumbled upon. The University teaching staff seek answers to the new challenges and investigate how to find ways that are functional. New practices are developed to replace and improve existing practices.
• Innovation often comes from four areas: unexpected occurrences, incongruities, process needs, and industry and market changes (Drucker ref). The COVID-19 situation is a catalyst of the need to innovate the process of teaching. Innovation is about changing the current practices and developing new ways of working. To achieve this there is a need for creativity at all levels in the UiB organization.
• In part A of this project we will investigate how the university leaders were leading in times of crises and how infrastructure was developed as a challenge-based innovation across UiB.
• This sub-project falls under the SLATE umbrella project Leading Creative Knowledge Processes: Knowledge Intensive Organizations and Learning Contexts 

2019 – ongoing: Dia-Crea – Dialogic Pedagogy, Creativity & Learning (funded by Universitetsfond, SPIRE midler, and SLATE) In this project we:

• explore some basic theoretical foundations for dialogue, learning and creativity
• discuss different international approaches to dialogic pedagogy today
• explore the connection between dialogic pedagogy and creativity
• discuss some empirical research studies and dialogic teaching practices

2020 – ongoing: Project: Creativity, Learning & Technology

• SLATE, University of Bergen
• One of the most important goals in any education system is to prepare students for the future. What skills are necessary to have in the future to cope with our rapidly changing society with many complex societal challenges? Important 21st Century skills involve, for instance, new forms of (digital) literacies, creative problem-solving skills, collaboration and communication skills, cultural and ethical awareness as well as entrepreneurship (http://www.p21.org/our-work/p21-framework). Thus, it is crucial to understand how educational technologies can be used in novel and creative ways in order to help to engage learners.

2018 – ongoing: Desentralisert Kompetanseutvikling/Desentralized competence development

• In 2017, the Government of Norway introduced a new competence development model for schools, to provide municipalities and schools with greater freedom of action and empower them to carry out systematic school improvement. This model has the potential to promote collective teacher professionalism but requires a carefully thought out implementation strategy to yield positive results. From 2018, the OECD partnered with Norway to support this implementation process and undertook an initial assessment of the implementation strategy of the model (Improving School Quality in Norway: The New Competence Development Model, 2019).

2018 – 2019: SLATE-prosjekt: Adaptiv læring i matematikk (AlMat) SLATE, Univeristy of Bergen

• SLATE funded project on the adaptive math program "Multi Smart Øving" i grunnskolen.