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Ingunn Johanne Ness's picture

Ingunn Johanne Ness

Researcher, Senior Researcher & Theme Leader, SLATE, https://slate.uib.no/
  • E-mailIngunn.Ness@uib.no
  • Phone+47 55 58 48 60+47 957 80 544
  • Visitor Address
    Christiesgt. 13
  • Postal Address
    Postboks 7807
    5020 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

Academic article
  • Show author(s) 2021. Reflexivity in Interprofessional Workplace Learning. International Journal of Social Policy & Education. 68-74.
  • Show author(s) 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.
  • Show author(s) 2020. Polyphonic Imagination: Understanding Idea Generation in Multidisciplinary Groups as a Multivoiced Stimulation of Fantasy. Creativity Research Journal.
  • Show author(s) 2020. Creativity, Learning and Technology: Opportunities, Challenges and New Horizons . Creativity Research Journal. 1-3.
  • Show author(s) 2019. Writing on the wall: How the use of technology can open dialogical spaces in lectures. Thinking Skills and Creativity. 1-18.
  • Show author(s) 2019. Apophatic Listening. A Response to Deliberating Public Policy Issues with Adolescents: Classroom Dynamics and Sociocultural Considerations. Democracy and Education. 1-5.
  • Show author(s) 2019. Advancing Creativity Theory and Research: A Socio‐cultural Manifesto. The Journal of creative behavior. 1-5.
  • Show author(s) 2017. Polyphonic orchestration - facilitating creative knowledge processes for innovation. European Journal of Innovation Management. 557-577.
  • Show author(s) 2015. Openness, curiosity and respect: Underlying conditions for developing innovative knowledge and ideas between disciplines. Learning, Culture and Social Interaction. 29-39.
  • Show author(s) 2014. The room of Opportunity: Understanding phases of creative knowledge processes in innovation. Journal of Workplace Learning. 545-560.
Report
  • Show author(s) 2019. Adaptiv læring i matematikk: empirisk rapport om Multi Smart Øving i grunnskolen. .
Lecture
  • Show author(s) 2020. PhD for innovation. Experiences with the pilot version of a PhD course on interdisciplinary problem solving and creativity.
  • Show author(s) 2019. PhD for Innovation: Interdisciplinary problem solving and creativity.
  • Show author(s) 2018. Forskning på egen praksis.
  • Show author(s) 2016. The Room of Opportunity PhD project.
  • Show author(s) 2016. Creative Knowledge processes in multidisciplinary group work.
  • Show author(s) 2014. The Room of Opportunity: Understanding how knowledge and ideas are constructed in multidisciplinary groups working with innovation.
Popular scientific lecture
  • Show author(s) 2013. The Room of Opportunity: understanding how knowledge and ideas are constructed in innovative groups.
Academic lecture
  • Show author(s) 2021. Writing camp for PhD candidates.
  • Show author(s) 2021. Let´s go native: Exploring creative processes in interdisciplinary groups through an ethnographic design .
  • Show author(s) 2021. KEYNOTE: From Policy to Practice: Polyphonic Knowledge processes in the Classroom and in Higher Education.
  • Show author(s) 2021. Diversity: a key to Creativity, Innovation work in Interdisciplinary teams .
  • Show author(s) 2021. Creativity: A spark for Interdisciplinary Innovation work.
  • Show author(s) 2020. Leading for Innovation: How crises can be innovation catalysts .
  • Show author(s) 2019. Reflexivity in interprofessional workplace learning.
  • Show author(s) 2019. KEYNOTE Organizational creativity: What is it? How can we enable it? .
  • Show author(s) 2019. Dialogue, Polyphony, and Creative Knowledge Processes in Education .
  • Show author(s) 2019. Dialogic and creative processes in the classroom and in Higher Education.
  • Show author(s) 2018. Polyphonic Imagination: Understanding how multidisciplinary groups develop innovative ideas through a multivoiced stimulation of fantasy .
  • Show author(s) 2018. How to succeed with Interdisciplinary group work for Innovation.
  • Show author(s) 2018. How to succeed with Innovation work in Interdisciplinary groups .
  • Show author(s) 2017. Creativity in Interdisciplinary groups .
  • Show author(s) 2017. Creative and polyphonic dialogues in the Relational Zone of Development -The 2017 International Society for Theoretical Psychology in Tokyo.
Non-fiction book
  • Show author(s) 2020. Dialogisk pædagogik, kreativitet og læring. Forlaget Klim.
  • Show author(s) 2020. Creative Learning in Digital and Virtual Environments Opportunities and Challenges of Technology-Enabled Learning and Creativity. Routledge.
Doctoral dissertation
  • Show author(s) 2016. The Room of Opportunity. Understanding how knowledge and ideas are constructed in multidisciplinary groups working with developing innovative ideas.
Programme participation
  • Show author(s) 2020. OPPkvikker - faglig frokostmøte med Universitetet i Bergen.
Academic chapter/article/Conference paper
  • Show author(s) 2021. Polyphony.
  • Show author(s) 2021. John Dewey.
  • Show author(s) 2020. «Læring som praksis» - John Deweys pragmatisme. 17 pages.
  • Show author(s) 2020. Sosiokulturell teori - Vygotsky, Lave og Wenger. 27 pages.
  • Show author(s) 2020. Elevens beste og pedagogiske perspektiver - en analyse. 24 pages.
  • Show author(s) 2019. Clicker Interventions in Large Lectures in Higher Education. 22 pages.
  • Show author(s) 2019. Behind the Scenes: How to Research Creative Processes in Multidisciplinary Groups. 20 pages.
  • Show author(s) 2018. Sociocultural Perspectives on Creativity, Learning, and Technology. 20 pages.
  • Show author(s) 2018. STEPRE – model: Facilitating knowledge development in student groups in Higher Education.
Popular scientific book
  • Show author(s) 2019. Innovating Pedagogy 2019. Open University Innovation Report 7. The Open University.
Article in business/trade/industry journal
  • Show author(s) 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.
  • Show author(s) 2020. Diversity: Key to creative processes in interdisciplinary teams. SIETAR Switzerland The first-class Postbuzz.
Chapter
  • Show author(s) 2020. The Zone of Proximal development. . In:
    • Show author(s) 2020. The Palgrave Encyclopedia of the Possible. Palgrave Macmillan.
  • Show author(s) 2020. Polyphonic Imagination - about Understanding Idea Generation in Multidisciplinary Groups as a Multivoiced Stimulation of Fantasy. . In:
    • Show author(s) 2020. Creative Learning in Digital and Virtual Environments Opportunities and Challenges of Technology-Enabled Learning and Creativity. Routledge.
  • Show author(s) 2020. Polyfoni og kreative vidensprocesser i klasserummet og i videregående uddannelser. 113-143. In:
    • Show author(s) 2020. Dialogisk pædagogik, kreativitet og læring. Forlaget Klim.
  • Show author(s) 2020. Introduction: Creativity, Learning and Technology in the Age of the Pandemic. . In:
    • Show author(s) 2020. Creative Learning in Digital and Virtual Environments Opportunities and Challenges of Technology-Enabled Learning and Creativity. Routledge.
  • Show author(s) 2020. Dialogisk pædagogik som deltagende læring. . In:
    • Show author(s) 2020. Dialogisk pædagogik, kreativitet og læring. Forlaget Klim.
  • Show author(s) 2020. Creative success in collaboration: A sociocultural perspective. 13-31. In:
    • Show author(s) 2020. Creative success in teams. Elsevier.
  • Show author(s) 2019. Polyphonic Orchestration: The Dialogical Nature of Creativity. 189-206. In:
    • Show author(s) 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. 

Research groups

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