Rune Krumsvik

Hjemmeside: http://www.uib.no/rg/dlc

Stilling: instituttleder

Telefon: 55 58 48 07

Mobiltelefon: 959 31 739 SMS

E-post: Rune.Krumsvik@psych.uib.no

Besøksadresse: Professor Rune J. Krumsvik, Institutt for Pedagogikk, Det psykologiske fakultet, Christiesgate 13, Universitetet i Bergen, 5020 Bergen.

Romnummer: 477

• IKT og læring i skulen og høgare utdanning
• IKT-støtta vurdering i skulen og høgare utdanning
• Digital kompetanse
• Digital didaktikk
• Fysisk aktivitet, friluftsliv og helse

Forskingsgruppeleiar for for forskingsgruppa Digitale læringsfelleskap: http://www.uib.no/fg/dlc

Hovudrettleiar for doktorgradsstipendiatane

• Rune Herheim
• Vigdis Vangsnes
• Petter Kongsgården
• Kristine Ludvigsen

Birettleiar for doktorgradsstipendiatane:

• Kirsten Vennebo
• Torill Aagaard

Professor i pedagogikk

Utdanning:

1985 – 1986: Grunnfag i idrett/kroppsøving, Volda Lærarhøgskule

1989 – 1991: 3-årig faglærarutdanning i kroppsøving/idrett, Elverum Lærerhøgskole

1991 – 1992: Grunnfag i pedagogikk , Universitetet i Trondheim

1992 – 1993: Mellomfag i pedagogikk, Universitetet i Trondheim

1993 – 1994: Cand. mag., Elverum Lærerhøgskule

1994 – 1996: Cand. scient, Hovedfag i Idrett, Norges Idrettshøgskole

2001 – 2004: Forskarutdanning ved Det psykologiske Fakultet, Universitetet i Bergen

2005 – 2006: Dr. philos, doktorgrad i pedagogikk, Universitetet i Bergen

 

Utvalde vitskaplege artiklar

Nilsen, A.G., Almås, A.G. & Krumsvik, R.J. (2013).Teaching Online or On-Campus? – What Students Say About Desktop Videoconferencing. Nordic Journal of Digital Literacy, 1-2 (8), 90-106.

Krumsvik, R. & Ludvigsen, K. (2013). Theoretical and methodological issues of formative e-assessment and learning outcome. International journal of pedagogies and learning, 2(8), 78-92.

Kongsgården, P. & Krumsvik R.J. (2013). Bruk av digitale verktøy i elevers læringsarbeid – med fokus på sammenhengen mellom læring og vurdering for læring. Acta Didactica, 1(7), 1-19.

Krumsvik, R., Westrheim, K., Sunde, E. & Langørgen. K. (2012). "Teach as we preach" - lærerutdannerens digitale kompetanse. Högre Utbildning, 2(2), 93-108.

Krumsvik, R. (2012). Teacher educators' digital competence. Scandinavian Journal of Educational Research, 1-12. Ifirst Article.

Vangsnes, V., Økland, N.T. & Krumsvik, R. (2012). Computer games in pre-school settings. Didactical challenges when commercial educational computer games are implemented in kindergartens. Computers & Education, 1(58), 1138-1148.

Krumsvik, R. & Ludvigsen, K. (2012). Formative e-assessment and learning outcome in higher education. Nordic Journal of Digital Literacy 1(6), 36-54.

Krumsvik, R. (2011). Digital competence in the Norwegian teacher education and school, Högre Utbildning, 1(1), 39-51.

Krumsvik, R. (2012). Action research and ICT implementation. Research in comparative international education, 2(7), 209-225.

Herheim, R. & Krumsvik, R. (2011). Communication in computers settings. Journal of Educational Research Online, 1(3), 29-55.

Olivero, F. & Krumsvik, R. (2009). Introduction to the themed articles on videopapers, Technology, Pedagogy and Education, 3(18), 249 – 253.

Krumsvik, R. & Smith, K. (2009). Video papers – an attempt to narrow the notorious gap between theory and practise in Teacher Education. Technology, Pedagogy and Education. 3(18) 269-278,

Krumsvik, R. (2009). Situated learning in the network society and digitized school. European Journal of Teacher Education, 2(32), 167-185.

Krumsvik, R. (2008). Situated learning and digital competence. Education and Information Technology, 4(13), 279-290.

Almås, A.G. & Krumsvik, R. (2008). Teaching in Technology-Rich Classrooms: is there a gap between teachers’ intentions and ICT practices? Research in Comparative and International Education 2(3), 103-121.

Smith, K. & Krumsvik, R. (2007). Video papers - a means for documenting practitioners' reflections on practical experiences: The story of two teacher educators. Research in Comparative and International Education, 2 (4), 272-282.

Almås, A.G. & Krumsvik, R. (2007). Digital literate teachers in Leading Edge schools in Norway. Journal of In-Service Education, 4, 479-497.

 

Vitskaplege monografiar:

 

Krumsvik, R., Ludvigsen, K. og Urke, H.B. (2011). Klasseleiing og IKT i vidaregåande opplæring. Vitskapleg monografi. Bergen: UiB/DLC.

 

Avhandlingar:

 

Krumsvik, R. (2006). ICT in the school. ICT-initiated school development in lower secondary school . Doktorgradsavhandling, Dr. Philos-graden. Universitetet i Bergen.

 

Kapittel/artiklar i internasjonale, vitskaplege antologiar:

 

Krumsvik, R. (2011). The digital school and teacher education in Norway. Jahrbuch die Medienpedagogik 11. Dortmund: VS Verlag.

 

Krumsvik (In press). Feedback clickers in plenary lectures - a new tool for formative assessment? In L. Rowan & P. Bigum, Future Proofing Education: Transformative approaches to new technologies and student diversity in futures oriented classrooms. New York: Springer.

 

Krumsvik, R. (2009) (Red.). Learning in the Network Society and the digitized school. New York: Nova Science Publishers.

 

Krumsvik, R. (2009). Preface. In R. Krumsvik (Ed), Learning in the Network Society and the digitized school (pp. 1-20). New York: Nova Science Publishers.

 

Helleve, I. & Krumsvik, R. (2009). If Information and Communication Technology is the answer - What should the question be? In R. Krumsvik (Ed), Learning in the Network Society and the digitized school (pp. 1-20). New York: Nova Science Publishers.

 

Krumsvik, R. & Grov, A. (2009). A new digital didactic? In R. Krumsvik (Ed), Learning in the Network Society and the digitized school. (pp. 1-34). New York: Nova Science Publishers.

 

Krumsvik, R . (2008). The Emerging Digital Literacy among Teachers in Norway (The Story of One Digital Literate Teacher). In, Riko Kobayashi (ed.), New Educational Technology, pp. 105-125. New York: Nova Science Publishers.

 

Krumsvik, R. (2006). ICT and innovations in lower secondary school. I: A-L. Østern, K. Sjöholm & S-B Arnolds-Granlund, Kulturella möteplassar i tid og rum. Forskningsrapport nr. 18. Pedagogiska Fakulteteten. Åbo Akademi. Vasa: Åbo Akademi.

 

 

Bøker:

 

Krumsvik, R. (2011). Den digitale lærar. Oslo: Pedlex.

 

Krumsvik, R. (2007) (Red.). Skulen og den digitale læringsrevolusjonen. Oslo: Universitetsforlaget.

 

 

Bokkapitel (o.l):

 

Krumsvik, R, og Ludvigsen, K. (2011). Digital kompetanse i lærarutdanninga. I M.B. Postholm, P. Haug, E. Munthe & R. Krumsvik (red.), Lærerarbeid for elevenes læring, 5-10. Kristiansand: Høyskoleforlaget.

 

Krumsvik, R. og Ludvigsen, K. (2011). Digital kompetanse i lærarutdanninga. I M.B. Postholm, P. Haug, E. Munthe & R. Krumsvik (red.), Lærerarbeid for elevenes læring, 1-7. Kristiansand: Høyskoleforlaget.

 

Maagerø, E., Krumsvik, R., Hoem T.F. og Torvanger, D. (2011). Grunnleggende ferdigheter. I M.B. Postholm, P. Haug, E. Munthe & R. Krumsvik (red.), Lærerarbeid for elevenes læring, 5-10. Kristiansand: Høyskoleforlaget.

 

Maagerø, E., Krumsvik, R., Hoem T.F. og Torvanger, D. (2011). Grunnleggende ferdigheter. I M.B. Postholm, P. Haug, E. Munthe & R. Krumsvik (red.), Lærerarbeid for elevenes læring, 1-7. Kristiansand: Høyskoleforlaget.

Krumsvik, R. (2009). Digital didaktikk. I H. Otnes (red), Digital i alle fag. Oslo: Universitetsforlaget.

Krumsvik, R. (2007). Digital kompetanse i Kunnskapløftet. I: R. Krumsvik (red.), Skulen og den digitale læringsrevolusjonen. Oslo: Universitetsforlaget.

 

Krumsvik, R. (2007). IKT og vurderingsformer. I: R. Krumsvik (red.), Skulen og den digitale læringsrevolusjonen. Oslo: Universitetsforlaget.

 

Krumsvik, R.. Digitale utfordringar i skule og lærarutdanning. I: R. Krumsvik (red.), Skulen og den digitale læringsrevolusjonen. Oslo: Universitetsforlaget.

 

Krumsvik, R. (2007). Digital læringsrevolusjon? I: R. Krumsvik (red.), Skulen og den digitale læringsrevolusjonen. Oslo: Universitetsforlaget.

 

Krumsvik, R.(2007). Situert læring i nettverkssamfunnet. I: R. Krumsvik (red.), Skulen og den digitale læringsrevolusjonen. Oslo: Universitetsforlaget.

 

Krumsvik, R. & Smith, K. Videopaper - når tekst og video blir saumlaust. I: R. Krumsvik (red.), Skulen og den digitale læringsrevolusjonen. Oslo: Universitetsforlaget.

 

Krumsvik, R. & Støbakk, Å. Digital Danning. I: Skulen og den digitale læringsrevolusjonen. Oslo: Universitetsforlaget.

 

Krumsvik, R.(2007). Robolab og elevar sin løpande refleksjon i prosjektarbeid. I: R. Krumsvik (red.), Skulen og den digitale læringsrevolusjonen. Oslo: Universitetsforlaget.

 

Krumsvik, Rune. (2007). Elevar sin digitale kunnskapskonstruksjon. I: R. Krumsvik (red.), Skulen og den digitale læringsrevolusjonen. Oslo: Universitetsforlaget.

 

Krumsvik, R. & Jones, L. (2007). Digital kompetanse og tilpassa opplæring. I: R. Krumsvik (red.), Skulen og den digitale læringsrevolusjonen. Oslo: Universitetsforlaget.

 

Krumsvik, R. (2004): Metode og forskingsdesign. I: G. Dalhaug og L. Moberg, IKT i det nye læringsrommet, 1. Rapport fra PILOT-prosjektet. ITU’s-Skriftserie, Rapport nr. 24. Universitetet i Oslo: Unipub.

 

Krumsvik, R. (2004): Teoretiske perspektiv. I: G. Dalhaug Berg og L. Moberg, IKT i det nye læringsrommet, 1. Rapport fra PILOT-prosjektet. ITU’s-Skriftserie, Rapport nr. 24. Universitetet i Oslo: Unipub.

 

Krumsvik, R. (2004): IKT i det nye læringsrommet, 2 . Forskingsrapport fra PILOT-prosjektet. ITU's-Skriftserie, Rapport nr. 25. Universitetet i Oslo: Unipub.

 

Kronikkar

Krumsvik, R. (2012). Plenumsforelesninger og læringsutbytte. Skolemagasinet, 3, 14-15.

Krumsvik, R. (2012). Sjå opp for digital Matteus-effekt. Bergens Tidende. 11. april.

Krumsvik, R. (2012). Inn med nybrotsførelesinga. Klassekampen. 16. februar.

Krumsvik, R. (2012). Klasseleiing og elevane sin digitale livsstil. Kronikk.  Bergens Tidende. 10. februar.

Krumsvik, R. (2011). Fysisk klasseskilje. Kronikk. Dagens Næringsliv. 22. juli.

Krumsvik, R. & Jones, L. (2011). Digital Matteus-effekt? Kronikk, Klassekampen. 21. juli.

Krumsvik, R. (2011). Skule og samfunn i digitale trongsteg. Kronikk. Dag og Tid. 1. juli.

Krumsvik, R. (2007). Ein grenselaus generasjon. Ny Tid. 33(55), 30-31

Krumsvik, R . (2007). Digital danning. Kronikk. 03.07. Verdens Gang.

Krumsvik, R. (2007). Digital danning. Kronikk. 08.07. Bergens Tidende.

Krumsvik, R. (2004): Digital læringsrevolusjon?, Bergens Tidende, Kronikk, 5. mars

Krumsvik, R. (2003). PILOT inn for landing, kronikk i Sunnmørsposten.

Krumsvik, R. (2002). Fjella sitt år og helsevinst, kronikk i Sunnmørsposten

Krumsvik, R. (2003): Fysisk fostring på anbod?, Bergens Tidende, Kronikk, september

Erstad, O. & Krumsvik, R. (2003): Godøy skule - ein unik skulekultur? Sunnmørsposten, Kronikk, mars.

Krumsvik, R. (2002): Ekstremsporten VM-fotball, Aftenposten, Kronikk, juli.

Krumsvik, R. (2001): Vår sosialt konstruerte risikokultur, Aftenposten, Kronikk, juli

Krumsvik, R (1999): Samhandling og ungdomsskulen, Bergens Tidende, Kronikk, juni

Krumsvik, R. (1998): Ekstremsport og jakta på det gode liv, Verdens Gang, Kronikk, juli

 

Artiklar i populærvitskaplege tidsskrift

Krumsvik, R. (2004): Internettet – læringsarena eller søppeldunge? Fotefar, 26, 1, 12-17.  

Krumsvik, R. (2004): PILOT inn for landing. Utdanning, 7.

Krumsvik, R. (2003): Slipp PC'en til ved eksamensbordet. Utdanning, 20.

Krumsvik, R. (2003): Gir bruk av data flinkare elevar? Bedre skole, 1, 65 - 60

Krumsvik, R. (2003): Digital kompetanse i morgendagens skule. Fotefar, 25, 4, 43 - 50

Krumsvik, R. (2002): Pedagogisk "E"-revolusjon som lovar godt for framtida. Utdanning, 5.

Krumsvik, R. (1999): En anakronistisk eller innovativ ungdomsskole? Skolefokus (mai 1999)  

 

 

 

 

Subproject 1: Empirical testing of a theoretical model of digital competence

 

Abstract

The purpose of this subproject is to examine if a digital competence model can be empirical tested in upper secondary school. Norway implemented in 2006 a new national curriculum which increased the status of digital competence to be the fifth basic skill in the Norwegian elementary school (stage 1-13). This was a historic event and never before has digital competence achieved such status in curricula, neither nationally nor internationally. The same has newly happened with the new General Plan for Teacher Education where digital competence has become the fifth basic skill in all subjects. However, both teacher educators and teachers lack sufficient digital competence to fulfil these ambiguous policy goals and therefore the subproject suggest how a model of digital competence can bridge some of the gap between the intentions in the policy documents and the teachers practise. At the same time the subproject attempts to empirical test if this digital competence model is valid among teachers in upper secondary school in light of a the national curriculum (LK06). The research question in this article is: Is a model of digital competence empirically valid and if so, how can digital competence be defined for teachers in school?

 

Subproject 2: Class management in digital classrooms

Abstract

This subproject focuses on what kind of new class management strategies teachers need to develop in light of the large scale implementation of ICT in Norwegian classrooms. This has become more pressing as a result of the new educational reform, Knowledge Promotion (KD, 2006) where digital skills is now the fifth basic competence in all subjects at all levels (stage 1-13, 6-19 years). Consequently, Norwegian schools are infiltrated with new technology, and obligatory ICT in all subjects is in many ways making it a time of upheaval for the traditional way of teaching and class management. The introduction of this national curriculum and one pupil pr. laptop creates a situation where the pedagogical and didactical conditions in Norwegian classrooms have changed considerably. Thus we need to carry out research within the area of class management and ICT, and the presented subproject focuses on this issue.

 

Subproject 3: Multimodality, Video papers and learning outcome

Abstract

This subproject is focusing on a multimodal learning resource, Video papers, and learning outcome in teacher education. The concept multimodality has strongly influenced the development of the digital competence in the last decade and has been an important underpinning for both this concept and ICT in general. However, from a critical point of view one could ask why Norway is the first nation in the world to define digital competence as the fifth basic competence in its national curriculum and General Plan for Teacher Education? Is this action based on solid research findings or on politicians' eagerness for innovations in our educational system? How do these actions influence the epistemological and ontological cornerstones in school and teacher education? Is this another ‘technology hype’ and is it necessary in our digitised society? These questions are worth considering as a baseline for this subproject, because we still are in the infancy of this digitisation of school and teacher education. In many ways this new pedagogical terrain generates more questions than answers. This is partly because the area is new, we have too little longitudinal research to rely on and therefore we need more knowledge about this area to make solid and research-based recommendations. With this reservation in mind, the aim of the subproject is to study if, and eventually how multimodality and video papers in teacher education can enhance learning outcome for the students. The research question is: Can Video papers enhance teacher students understanding of theory-practise relationship and how do teacher students experience this kind of multimodal teaching tool?

 

Subproject 4: Formative e-assessment and learning outcome

Abstract

Based on the criticism from both the evaluation of Norwegian pedagogy (NFR 2004/2006) and the Norwegian student organisations, this study focuses on if, and eventually how, feedback clickers (TurningPoint®) can be used to overcome some of the challenges lecturers have in large plenary lectures. The Bologna-process, new standards for national curricula, increasing diversity among university students and the digital revolution have changed some of the underlying premises for teaching and learning in today’s universities. New policy documents, research and experiences from the university field suggest that there is a potential to develop plenary lectures in light of new technology and more updated teaching methods. The new concept of digital didactics is underpinning this time of upheaval, and this subproject focuses on how bachelor students experience the use of innovative technology through feedback clickers in formative e-assessment. International research within the area shows that new technology like feedback clickers can, under well planned didactical circumstances, have the potential to enhance interactivity, attention and reflection, as well as provide feedback and formative assessment, which are the ground pillars of the Quality Reform in Norway.