Ingunn Johanne Ness
- E-mailIngunn.Ness@uib.no
- Phone+47 55 58 48 60+47 957 80 544
- Visitor AddressChristiesgt. 13
- Postal AddressPostboks 78075020 Bergen
Leading Creative Knowledge Processes: Knowledge Intensive Organizations and Learning Contexts
Project Period:
March 2017 - March 2022
Funded By:
SLATE
Project Leader:
Ingunn Johanne Ness
We live in a changing world and creativity is important both in organizations and in a digital work life where there is a need to be innovative and able to adjust to a rapid changing society. This also includes schools and higher education institutions that prepare young people for an unknown future (21 Century skills). Further, as a society we are facing new social and global challenges that require interdisciplinary and innovative solutions.
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.
..
Scaling up Educational Innovation in Schools
Project Period:
1 January 2020 - 31 December 2022
Funded By:
EU H2020-WIDESPREAD-2018-03 (TWINNING)
Project Leader:
Barbara Wasson (UiB)
Project Members:
SLATE, University of Bergen: Barbara Wasson, Mohammad Khalil, Cecilie Hansen, Ingunn Ness, Kjetil Egelandsdal
Project Partners:
University of Tallinn, Estonia (Project Coordinator): Terje Väljataga, Tobia Ley, Kairit Tammets
Tampere University, Finland: Jussi Okkonen, Iiris Tuvi
The European Educational Research Association has expressed serious concerns on quality and impact of educational research in Europe. The commonplace critique of educational research is that it is grounded in conventional assumptions about learning and teaching in a single setting, including the problems with fragmented and compartmentalized knowledge and lack of holistic view on learning, thus, failing to provide understandable input for improving learning and teaching and scaling up new practices and methods. Responsible Research and Innovation implies that stakeholders work together during the whole research and technology-driven innovation process in order to better adopt and scale up innovation.
Scaling Up Educational Innovation in Schools (SEIS) will significantly strengthen educational innovation research not only in Estonia, but in the Baltic states and in wider Europe by taking educational research and innovation to the next level addressing RRI principles and current dominating limitations in the field.The Twinning project SEIS aims at supporting the vision of Centre of Excellence in Educational Innovation (CEEI), Tallinn University, Estonia to become the leading and competitive research centre in educational research and innovation with the potential to influence educational innovation research and development among stakeholders in Estonia, Baltic States and in wider Europe. The overall objectives of the SEIS project are to:
- strengthen CEEI research and innovation capactiy
- promote the CEEI into the competetive institution in Estoinia and wider Europe, and
- to form a basis for integrating its research activities futher into international collaboration
....
Project title
FREMFARM -To educate pharmacists to be ready to meet tomorrow's challenges
funded by: DIKU
Project leader: Lone Holst & Reidun Kjome
Members: Ingunn Johanne Ness, Øystein Stavø Høvig, David Wrights, Gia Tran, Aase Raddum, Mirey Alfarah
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.
The pharmacy programme shall prepare graduates for jobs in the pharmaceutical industry, pharmacies and elsewhere in the healthcare system, and it has traditionally been focused on chemical and biological subjects with a lot of laboratory work that teaches students the value of recipes, systematics and precision.
Feedback from students has highlighted that, especially in the first three years of their education, the students find it difficult to see the connection between what they are learning and the profession they are preparing for. Feedback from the professional training field highlights communication skills as essential in the pharmacist's working life, and that ready-made candidates must be prepared for a working life in constant change, where they will often be given responsibility for managing change. FREMFARM will therefore develop, test, evaluate and implement new ways to include skills training in communication and innovation at repeated points during the study programme. We will also add a longitudinal topic of context, which uses examples, cases and tasks from working life to highlight the connections between what students are learning and what they will use it for.
PhD course: SDG900 21H / PhD for Innovation. Interdisciplinary course from systems thinking through creative problem-solving to R&D management
EVU Course: LSCI649 21H / Innovasjon for Renovasjon og Gjenvinning
PhD course Bergen Summer School 2021: Interdisciplinary Problem Solving for the Future: Systems Thinking, Creative Interdisciplinary Problem-Solving and Project Management
- 2021. Reflexivity in Interprofessional Workplace Learning. International Journal of Social Policy & Education. 68-74.
- 2020. Ricoeur’s triple mimesis and the zone of proximal development in the learning processes of interprofessional student teams. Journal of Pedagogical Sociology and Psychology. 86-91.
- 2020. Polyphonic Imagination: Understanding Idea Generation in Multidisciplinary Groups as a Multivoiced Stimulation of Fantasy. Creativity Research Journal.
- 2020. Creativity, Learning and Technology: Opportunities, Challenges and New Horizons . Creativity Research Journal. 1-3.
- 2019. Writing on the wall: How the use of technology can open dialogical spaces in lectures. Thinking Skills and Creativity. 1-18.
- 2019. Apophatic Listening. A Response to Deliberating Public Policy Issues with Adolescents: Classroom Dynamics and Sociocultural Considerations. Democracy and Education. 1-5.
- 2019. Advancing Creativity Theory and Research: A Socio‐cultural Manifesto. The Journal of creative behavior. 1-5.
- 2017. Polyphonic orchestration - facilitating creative knowledge processes for innovation. European Journal of Innovation Management. 557-577.
- 2015. Openness, curiosity and respect: Underlying conditions for developing innovative knowledge and ideas between disciplines. Learning, Culture and Social Interaction. 29-39.
- 2014. The room of Opportunity: Understanding phases of creative knowledge processes in innovation. Journal of Workplace Learning. 545-560.
- 2019. Adaptiv læring i matematikk: empirisk rapport om Multi Smart Øving i grunnskolen. .
- 2020. PhD for innovation. Experiences with the pilot version of a PhD course on interdisciplinary problem solving and creativity.
- 2019. PhD for Innovation: Interdisciplinary problem solving and creativity.
- 2018. Forskning på egen praksis.
- 2016. The Room of Opportunity PhD project.
- 2016. Creative Knowledge processes in multidisciplinary group work.
- 2014. The Room of Opportunity: Understanding how knowledge and ideas are constructed in multidisciplinary groups working with innovation.
- 2013. The Room of Opportunity: understanding how knowledge and ideas are constructed in innovative groups.
- 2021. Writing camp for PhD candidates.
- 2021. Let´s go native: Exploring creative processes in interdisciplinary groups through an ethnographic design .
- 2021. KEYNOTE: From Policy to Practice: Polyphonic Knowledge processes in the Classroom and in Higher Education.
- 2021. Diversity: a key to Creativity, Innovation work in Interdisciplinary teams .
- 2021. Creativity: A spark for Interdisciplinary Innovation work.
- 2020. Leading for Innovation: How crises can be innovation catalysts .
- 2019. Reflexivity in interprofessional workplace learning.
- 2019. KEYNOTE Organizational creativity: What is it? How can we enable it? .
- 2019. Dialogue, Polyphony, and Creative Knowledge Processes in Education .
- 2019. Dialogic and creative processes in the classroom and in Higher Education.
- 2018. Polyphonic Imagination: Understanding how multidisciplinary groups develop innovative ideas through a multivoiced stimulation of fantasy .
- 2018. How to succeed with Interdisciplinary group work for Innovation.
- 2018. How to succeed with Innovation work in Interdisciplinary groups .
- 2017. Creativity in Interdisciplinary groups .
- 2017. Creative and polyphonic dialogues in the Relational Zone of Development -The 2017 International Society for Theoretical Psychology in Tokyo.
- 2020. Dialogisk pædagogik, kreativitet og læring. Forlaget Klim.
- 2020. Creative Learning in Digital and Virtual Environments Opportunities and Challenges of Technology-Enabled Learning and Creativity. Routledge.
- 2016. The Room of Opportunity. Understanding how knowledge and ideas are constructed in multidisciplinary groups working with developing innovative ideas.
- 2020. OPPkvikker - faglig frokostmøte med Universitetet i Bergen.
- 2021. Polyphony.
- 2021. John Dewey.
- 2020. «Læring som praksis» - John Deweys pragmatisme. 17 pages.
- 2020. Sosiokulturell teori - Vygotsky, Lave og Wenger. 27 pages.
- 2020. Elevens beste og pedagogiske perspektiver - en analyse. 24 pages.
- 2019. Clicker Interventions in Large Lectures in Higher Education. 22 pages.
- 2019. Behind the Scenes: How to Research Creative Processes in Multidisciplinary Groups. 20 pages.
- 2018. Sociocultural Perspectives on Creativity, Learning, and Technology. 20 pages.
- 2018. STEPRE – model: Facilitating knowledge development in student groups in Higher Education.
- 2019. Innovating Pedagogy 2019. Open University Innovation Report 7. The Open University.
- 2020. First year students' imagination of future employment: identity as an important employability aspect. Proceedings of the 9th Computer Science Education Research Conference. 1-7.
- 2020. Diversity: Key to creative processes in interdisciplinary teams. SIETAR Switzerland The first-class Postbuzz.
- 2020. The Zone of Proximal development. . In:
- 2020. The Palgrave Encyclopedia of the Possible. Palgrave Macmillan.
- 2020. Polyphonic Imagination - about Understanding Idea Generation in Multidisciplinary Groups as a Multivoiced Stimulation of Fantasy. . In:
- 2020. Creative Learning in Digital and Virtual Environments Opportunities and Challenges of Technology-Enabled Learning and Creativity. Routledge.
- 2020. Polyfoni og kreative vidensprocesser i klasserummet og i videregående uddannelser. 113-143. In:
- 2020. Dialogisk pædagogik, kreativitet og læring. Forlaget Klim.
- 2020. Introduction: Creativity, Learning and Technology in the Age of the Pandemic. . In:
- 2020. Creative Learning in Digital and Virtual Environments Opportunities and Challenges of Technology-Enabled Learning and Creativity. Routledge.
- 2020. Dialogisk pædagogik som deltagende læring. . In:
- 2020. Dialogisk pædagogik, kreativitet og læring. Forlaget Klim.
- 2020. Creative success in collaboration: A sociocultural perspective. 13-31. In:
- 2020. Creative success in teams. Elsevier.
- 2019. Polyphonic Orchestration: The Dialogical Nature of Creativity. 189-206. In:
- 2019. Dynamic Perspectives on Creativity: New Directions for Theory, Research, and Practice in Education. Springer Publishing Company.
More information in national current research information system (CRIStin)
Leading Creative Knowledge Processes: Knowledge Intensive Organizations and Learning Contexts
Project Period:
March 2017 - March 2022
Funded By:
SLATE
Project Leader:
Ingunn Johanne Ness
We live in a changing world and creativity is important both in organizations and in a digital work life where there is a need to be innovative and able to adjust to a rapid changing society. This also includes schools and higher education institutions that prepare young people for an unknown future (21 Century skills). Further, as a society we are facing new social and global challenges that require interdisciplinary and innovative solutions.
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.
..
Scaling up Educational Innovation in Schools
Project Period:
1 January 2020 - 31 December 2022
Funded By:
EU H2020-WIDESPREAD-2018-03 (TWINNING)
Project Leader:
Barbara Wasson (UiB)
Project Members:
SLATE, University of Bergen: Barbara Wasson, Mohammad Khalil, Cecilie Hansen, Ingunn Ness, Kjetil Egelandsdal
Project Partners:
University of Tallinn, Estonia (Project Coordinator): Terje Väljataga, Tobia Ley, Kairit Tammets
Tampere University, Finland: Jussi Okkonen, Iiris Tuvi
The European Educational Research Association has expressed serious concerns on quality and impact of educational research in Europe. The commonplace critique of educational research is that it is grounded in conventional assumptions about learning and teaching in a single setting, including the problems with fragmented and compartmentalized knowledge and lack of holistic view on learning, thus, failing to provide understandable input for improving learning and teaching and scaling up new practices and methods. Responsible Research and Innovation implies that stakeholders work together during the whole research and technology-driven innovation process in order to better adopt and scale up innovation.
Scaling Up Educational Innovation in Schools (SEIS) will significantly strengthen educational innovation research not only in Estonia, but in the Baltic states and in wider Europe by taking educational research and innovation to the next level addressing RRI principles and current dominating limitations in the field.The Twinning project SEIS aims at supporting the vision of Centre of Excellence in Educational Innovation (CEEI), Tallinn University, Estonia to become the leading and competitive research centre in educational research and innovation with the potential to influence educational innovation research and development among stakeholders in Estonia, Baltic States and in wider Europe. The overall objectives of the SEIS project are to:
- strengthen CEEI research and innovation capactiy
- promote the CEEI into the competetive institution in Estoinia and wider Europe, and
- to form a basis for integrating its research activities futher into international collaboration
....
Project title
FREMFARM -To educate pharmacists to be ready to meet tomorrow's challenges
funded by: DIKU
Project leader: Lone Holst & Reidun Kjome
Members: Ingunn Johanne Ness, Øystein Stavø Høvig, David Wrights, Gia Tran, Aase Raddum, Mirey Alfarah
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.
The pharmacy programme shall prepare graduates for jobs in the pharmaceutical industry, pharmacies and elsewhere in the healthcare system, and it has traditionally been focused on chemical and biological subjects with a lot of laboratory work that teaches students the value of recipes, systematics and precision.
Feedback from students has highlighted that, especially in the first three years of their education, the students find it difficult to see the connection between what they are learning and the profession they are preparing for. Feedback from the professional training field highlights communication skills as essential in the pharmacist's working life, and that ready-made candidates must be prepared for a working life in constant change, where they will often be given responsibility for managing change. FREMFARM will therefore develop, test, evaluate and implement new ways to include skills training in communication and innovation at repeated points during the study programme. We will also add a longitudinal topic of context, which uses examples, cases and tasks from working life to highlight the connections between what students are learning and what they will use it for.