Home
  • E-mailOlga.Dysthe@uib.no
  • Phone+47 480 96 674
  • Visitor Address
    Institutt for pedagogikk, Christies gt 13, UiB
    Bergen
    Room 
    424
  • Postal Address
    Postboks 7807
    5020 Bergen
    • Learning and teaching
    • Writing
    • Feedback and assessment
    • Supervision/mentoring/peer learning in higher education
    • Language, communication and learning
    • Technology and learning
    • Dialogic art education
      Textbook
      • Dysthe, Olga; Igland, Mari-Ann. 2005. Ord på nye spor - indføring i procesorienteret skrivepædagogik Ord på nye spor - innføring i prosessorientert skrivepedagogikk. Klim.
      • Dysthe, Olga; Hertzberg, Frøydis; Hoel, Torlaug. 2000. Skriving for å lære. Skriving i høyere utdanning. Abstrakt forlag.
      Academic article
      • Ness, Ingunn Johanne; Dysthe, Olga. 2020. Polyphonic Imagination: Understanding Idea Generation in Multidisciplinary Groups as a Multivoiced Stimulation of Fantasy. Creativity Research Journal.
      • Dysthe, Olga; Lillejord, Sølvi. 2012. From Humboldt to Bologna: Using peer-feedback to foster productive writing practices among online master students. International Journal of Web Based Communities. 471-485.
      • Havnes, Anton; Smith, Kari; Dysthe, Olga; Ludvigsen, Kristine. 2012. Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation. 21-27.
      • Dysthe, Olga; Engelsen, Knut Steinar. 2011. Portfolio practices in higher education in Norway in an international perspective: macro-, meso- and micro-level influences. Assessment & Evaluation in Higher Education. 63-79.
      • Dysthe, Olga. 2011. Museenes særlige læringspotensiale i et dialogisk og flerstemmig perpektiv. Unge Pædagoger. 23-31.
      • Dysthe, Olga. 2011. "What is the Purpose of Feedback when Revision is not Expected?" A Case Study of Feedback Quality and Study Design in a First Year Master's Programme. Journal of Academic Writing. 126-134.
      • Dysthe, Olga; Webler, Wolff-Dietrich. 2010. Pedagogical Issues from Humboldt to Bologna: The Case of Norway and Germany. Higher Education Policy. 247-270.
      • Dysthe, Olga; Engelsen, Knut Steinar. 2009. Portfolio practices in higher education in Norway in an international perspective: macro-, meso- and micro-level influences. Assessment & Evaluation in Higher Education.
      • Lillejord, Sølvi; Dysthe, Olga. 2008. Productive Learning Practice - A Theoretical Discussion. Journal of Education and Work. 75-89.
      • Dysthe, Olga; Engelsen, K. S.; Lima, Ivar Andreas Åsland. 2007. Variations in higher education portfolio assessment. Discussions of quality issues based on a survey in Norway across institutions. Assessing Writing: An International Journal. 129-148.
      • Dysthe, Olga. 2007. Pedagogiske endringar etter Kvalitetsreforma og konsekvenser for læring. Utfordringer og strategier vidare. UNIPED (Tromsø).
      • Wake, Jo Dugstad; Dysthe, Olga; Mjelstad, Stig. 2007. New and changing teacher roles in a digital age. Educational Technology & Society. 40-51.
      • Dysthe, Olga. 2007. How a reform affects writing in higher education. Studies in Higher Education. 237-252.
      • Dysthe, Olga; Samara, Akylina; Westrheim, Kariane. 2006. Multivoiced supervision of master students: A case study of alternative supervision practices in higher education. Studies in Higher Education. 299-318.
      • Engelsen, Knut Steinar; Dysthe, Olga; Lima, Ivar. 2006. Mapper på veg inn i høgare utdanning. UNIPED (Tromsø).
      • Dysthe, Olga. 2006. Bakhtin og pedagogikken - kva ein tidlegare ukjend artikkel fortel om Bakhtins pedagogiske praksis. Norsk pedagogisk tidsskrift. 456-469.
      • Dysthe, Olga; Engelsen, Knut Steinar. 2004. Portfolios and assessment in teacher education in Norway: a theory-based discussion of different models in two sites. Assessment & Evaluation in Higher Education. 239-258.
      • Dysthe, Olga; Engelsen, Knut Steinar. 2004. Portfolios and assessment in teacher education in Norway. A theory based discussion of different models in two sites. ?.
      • Dysthe, Olga. 2002. The learning potenial of a web-mediated discussion in a university course. Studies in Higher Education. 339-352.
      • Dysthe, Olga. 2002. Professors as mediators of academic text cultures. An interview study with advisors and master degree students three disciplines in a Norwegian university. Written Communication. 485-536.
      Report
      • Engelsen, K. S.; Dysthe, Olga; Lima, I. 2006. Mapper på veg inn i høgare utdanning. Resultat frå ei spørjeundersøking i fire institusjonar. .
      • Dysthe, Olga; Raaheim, Arild; Lima, Ivar Andreas Åsland; Bygstad, Arne. 2006. Evaluering av Kvalitetsreformen: DELRAPPORT 7: Undervisnings- og vurderingsformer: Pedagogiske konsekvenser av Kvalitetsreformen. .
      • Westrheim, Kariane; Dysthe, Olga. 2004. Medstudenten som ressurs. 3. 3. .
      • Tolo, Astrid; Dysthe, Olga. 2004. Digitale mapper og responspraksis i eit tradisjonelt universitetsfag. Rapport frå Historisk institutt ved Universitetet i Bergen. .
      • Dysthe, Olga; Handal, Gunnar; Jensen, Thor Øivind; Kordt, Sigrid Elisabeth; Lauritzen, Odd. 1993. Studentevaluering av universitetsundervisning. Innstilling fra en komite oppnevnt av Kirke-, utdannings- og forsknings-departementet. .
      Popular scientific lecture
      • Dysthe, Olga. 2009. Utfordringar etter Kvalitetsreformen Strategiar for pedagogisk endring. Kultur for læring?
      • Dysthe, Olga. 2008. Læringsfremmande vurdering i klasserommet med fokus på tilbakemelding.
      • Dysthe, Olga. 2008. Fokus på mappearbeid: respons,tilbakemelding og undervegsvurdering.
      • Dysthe, Olga. 2008. Faglig veiledning i et sosiokulturelt perspektiv.
      • Dysthe, Olga. 2008. Elevvurdering i skolen. Overordna perspektiv på læringsfremmande vurdering.
      • Dysthe, Olga. 2008. Elevar med læring som mål.
      Academic lecture
      • Havnes, Anton; Smith, Kari; Dysthe, Olga; Ludvigsen, Kristine. 2011. Making learning visible.
      • Dysthe, Olga; Lillejord, Sølvi. 2009. Using feedback to foster productive writing practices among master students.
      • Dysthe, Olga. 2009. The challenge of making feedback improve student learning.
      • Dysthe, Olga; Engelsen, Knut Steinar. 2009. Development, purposes and practices of portfolios in higher education in Norway in an international perspective. What have been shaping factors at macro, meso and micro level?
      • Dysthe, Olga. 2008. ’Assessment for learning’ – ’classroom assessment’ Some overarching considerations & portfolio examples.
      • Dysthe, Olga. 2008. Written Feedback on Text in Higher Education.
      • Dysthe, Olga. 2008. What factors influence the improvement of academic writing practices? A study of reform of undergraduate writing in higher education in Norway.
      • Dysthe, Olga. 2008. Utfordringar etter Kvalitetsreformen Strategiar for pedagogisk endring: Kultur for læring?
      • Dysthe, Olga; Engelsen, Knut Steinar. 2008. The Disciplinary Content Portfolio in Norwegian Higher Education ¿ How and Why? Paper.
      • Dysthe, Olga. 2008. Rettleiing på tekst i høgare utdanning.
      • Dysthe, Olga. 2008. Research on Feedback in Higher Education.
      • Dysthe, Olga. 2008. Productive learning in view of two strands in dialogism: one focusing on intersubjectivity and interaction as sharing and consensus, the other on difference and controversy.
      • Dysthe, Olga; Engelsen, Knut Steinar. 2008. Development, purposes and practices of portfolios in higher education in Norway. What have been shaping factors at macro, meso and micro level?
      • Dysthe, Olga. 2008. Den gode samtalen.
      • Dysthe, Olga. 2007. Ulike perspektiv på læring. Konsekvensar for vaksenrolle og tilrettelegging av læringsmiljø.
      • Dysthe, Olga. 2007. Ulike perspektiv på læring. Konsekvensar for tilrettelegging av læringsmiljø og for lærarens rolle i høgare utdanning.
      • Dysthe, Olga. 2007. Skriving i utdanning og yrkesliv - hvor står vi idag?
      • Dysthe, Olga. 2007. Sentrale sider ved mappemetodikk.
      • Dysthe, Olga. 2007. Portfolios as a pedagogical tool: the importance of learning theory.
      • Dysthe, Olga. 2007. Pedagogiske konsekvenser av Kvalitetsreformen: Studentenes læringsutbytte. Veien videre - utfordringer og strategier.
      • Dysthe, Olga. 2007. Mapper og tilpassa opplæring.
      • Dysthe, Olga. 2007. Læringsteori og praksis - kva er samanhengen?
      • Dysthe, Olga. 2007. Læringssyn og vurderingsformer.
      • Dysthe, Olga. 2007. Kva har Kvalitetsreforma lært oss om pedagogiske endringar i høgare utdanning? Utfordringar og dilemmaer framover.
      • Dysthe, Olga. 2007. Konsekvensar av ulike læringssyn for vaksenrolle og tilrettelegging av læringsmiljø i grunnskolen.
      • Dysthe, Olga; Engelsen, Knut Steinar; Sjo, Anne Kristin; Allern, Marit. 2007. Higher education portfolio assessment. Discussion of quality issues based on a survey in Norway across institutions and disciplines.
      • Dysthe, Olga. 2007. Er det plass for dialogorientert pedagogikk i Kunnskapsløftet?
      • Dysthe, Olga. 2007. Electronic Feedback in Higher Education.
      • Dysthe, Olga. 2007. Dialogic postgraduate supervision - characteristics, constraints and affordances.
      • Dysthe, Olga; Engelsen, Knut Steinar; Lima, Ivar. 2006. Variations and similarities in HE portfolio assessment. Findings from a survey in Norway across educations and disciplines.
      • Lillejord, Sølvi; Dysthe, Olga. 2005. Productive Learning Practice - A Theoretical Discussion Paper based on two cases.
      • Tolo, Astrid; Dysthe, Olga. 2004. Students perspectives on digital peer feedback in portfolio assessment.
      • Dysthe, Olga; Madsen, Tjalve Gjøstein; Otnes, Hildegunn; Engelsen, Knut Steinar. 2004. Between ideal and reality A student perspective on criteria in portfolio assessment.
      • Dysthe, Olga; Westrheim, Kariane. 2003. The power of the group in graduate student supervision.
      • Dysthe, Olga. 2003. Sosiokulturelle perspektiv på læring - hva innebærer det for skole og studier?
      • Dysthe, Olga. 2003. Small scale studies of alternative assessment forms and feedback practices following the Quality Reform of Norwegian higher education.
      • Dysthe, Olga. 2003. Skrivestrategiar for mastergradstudentar.
      • Dysthe, Olga. 2003. Rettleiing på master- og doktorgradsnivå.
      • Dysthe, Olga. 2003. Mappemetodikk og bruk av IKT. Erfaringer og dilemmaer.
      • Westrheim, Kariane; Dysthe, Olga. 2003. En treleddet veiledningsmodell for masterstudiet i pedagogikk ved UiB.
      • Dysthe, Olga; Tolo, Astrid. 2003. Digital portfolios and feedback practices in a traditional university course.
      • Dysthe, Olga. 2003. Dialog, samspill og læring. Et sosiokulturelt teoriperspektiv på kunnskap og læring - hva innebærer det for skolen?
      • Dysthe, Olga. 2003. Dialog, samspill og læring i skolen.
      • Dysthe, Olga. 2001. The Mutual Challenge of Writing Research and the Teaching of Writing.
      • Dysthe, Olga. 2001. The Asynchronous Webmediated Discussion as a Learning Genre.
      • Dysthe, Olga. 2001. Studentaktiviserande læringsformer. Skriving i læringsprosessen.
      • Dysthe, Olga. 2001. Mappevurdering med sosiokulturell forankring.
      • Dysthe, Olga. 2001. Mappevurdering i lærarutdanninga.
      • Dysthe, Olga. 2001. Mappevurdering - kva, kvifor, korleis?
      • Dysthe, Olga. 2001. Læring og vurdering i det flerstemmige klasserommet.
      • Dysthe, Olga. 2001. Læring og vurdering i det flerstemmige klasserommet.
      • Dysthe, Olga. 2001. Læring i det flerstemmige klasserommet.
      • Dysthe, Olga. 2001. Frå Bård skulemeister til Pokemon. Om lærarens rolle som danningsagent i dagens skule.
      • Dysthe, Olga. 2000. Writing to learn and learning to write in higher education in Norway.
      • Dysthe, Olga. 2000. Writing in three disciplines at a Norwegian university. Students' and teachers views and implications for innovation.
      • Dysthe, Olga. 2000. Writing in three disciplines at a Norwegian university. Students' and teachers views and implications for innovation.
      • Dysthe, Olga. 2000. The learning potential of a webmediated discussion.
      • Dysthe, Olga. 2000. The learning potential of a webmediated discussion.
      • Dysthe, Olga. 2000. Læring i det fleirstemmig og dialogiske klasserommet.
      • Dysthe, Olga. 2000. Internasjonale perspektiv på mappevurdering og utfordringar for lærarutdanninga.
      • Dysthe, Olga. 2000. Fagskriving og rettleiing i høgare utdanning.
      • Dysthe, Olga. 2000. "Giving them the tools they need to succeed." A high school teachers' use of writing and talking to learn.
      • Dysthe, Olga. 2000. "Giving them the tools they need to succeed." A high school teachers' use of writing and talking to learn.
      Academic anthology/Conference proceedings
      • Dysthe, Olga; Samara, Akylina. 2006. Forskningsveiledning på master - og doktorgradsnivå. Abstrakt forlag.
      • Dysthe, Olga; Engelsen, Knut Steinar. 2005. Mapper som pædagogisk redskab. Perspektiver og erfaringer. Klim.
      • Dysthe, Olga; Engelsen, Knut Steinar. 2005. Mapper som pedagogisk redskap. Perspektiver og erfaringer. Klim.
      • Dysthe, Olga; Engelsen, Knut Steinar. 2003. Mapper som lærings - og vurderingsredskap. Abstrakt forlag.
      Academic monograph
      • Dysthe, Olga; Hertzberg, Frøydis; Hoel, Torlaug Løkensgard. 2010. Skrive for å lære. Skriving i høyere utdanning 2. utgave.
      • Dysthe, Olga; Engelsen, Knut Steinar. 2005. Mapper som pædagogisk redskab. Perspektiver og erfaringer.
      Non-fiction book
      • Dysthe, Olga; Bernhardt, Nana; Esbjørn, Line. 2012. Dialogbasert undervisning. Kunstmuseet som læringsrom. Fagbokforlaget.
      • Dysthe, Olga; Engelsen, Knut Steinar. 2003. Mapper som pedagogisk redskap. Perspektiver og erfaringer. Abstrakt forlag.
      • Dysthe, Olga; Engelsen, Knut Steinar. 2003. Mapper som pedagogisk redskap. Abstrakt forlag.
      • Dysthe, Olga. 2003. Dialog, samspil og læring. Klim.
      • Dysthe, Olga. 2003. Dialog, samspel och lärande. Studentlitteratur.
      • Dysthe, Olga; Hertzberg, Frøydis; Hoel, Torlaug. 2000. Skriving for å lære. Skriving i høyere utdanning. Abstrakt forlag.
      • Dysthe, Olga; Igland, Mari-Ann. 1993. Ord på nye spor : innføring i prosessorientert skrivepedagogikk. Det Norske Samlaget.
      Popular scientific article
      • Dysthe, Olga. 2009. Evaluering i klassen til støtte for læring. KvaN : et tidsskrift for læreruddannelse og skole. 43-60.
      Academic chapter/article/Conference paper
      • Dysthe, Olga; Hertzberg, Frøydis; Krogh, Ellen; Brorsson, Birgitta Norberg. 2017. Writing in The Content Areas: A Scandinavian Perspective combining Macro, Meso, and Micro Levels.
      • Dysthe, Olga. 2015. Writing pedagogy in online settings - a widening of dialogic Space?
      • Dysthe, Olga. 2014. Kunstmuseet som dialogisk læringsrom. Læringsmåter og overordnede mål.
      • Dysthe, Olga. 2014. Elevbesøk på kunstmuseum: Frirom eller læringsrom? Museumsundervisning i eit medborgarskapsperspektiv . 25 pages.
      • Dysthe, Olga. 2013. Dialog, samspill og læring : flerstemmige læringsfelleskap i teori og lærong. 36 pages.
      • Hertzberg, Frøydis; Dysthe, Olga. 2012. Prosesskriving-hvor står vi i dag? 14 pages.
      • Dysthe, Olga. 2012. Multivoiced classrooms in higher education academic writing. 17 pages.
      • Dysthe, Olga; Lillejord, Sølvi; Wasson, Barbara ; Vines, Arne. 2011. Productive e-feedback in higher education : two models and some critical issues. 16 pages.
      • Dysthe, Olga; Lillejord, Sølvi; Wasson, Barbara ; Vines, Arne. 2011. Productive e-feedback in higher education - Some critical issues. 16 pages.
      • Dysthe, Olga. 2011. Opportunity spaces for dialogic pedagogy in test-oriented schools: A case study of teaching and learning in high school. 22 pages.
      • Dysthe, Olga. 2009. What factors influence the improvement of academic writing practices? A study of reform of undergratuate writing in Norwegian higher education.
      • Dysthe, Olga; Vines, Arne. 2009. Productive learning in the study of law: The role of technology in the learning ecology of a law faculty. 25 pages.
      • Lillejord, Sølvi; Dysthe, Olga. 2009. Productive Horizontal Learning and Digital Tools. 5 pages.
      • Dysthe, Olga. 2009. Læringssyn og vurderingspraksis. 15 pages.
      • Dysthe, Olga; Hertzberg, Frøydis. 2009. Den nyttige tekstresponsen – hva sier nyere forskning? 9 pages.
      • Dysthe, Olga; Engelsen, Knut Steinar. 2008. Portfolios and Assessment in Teacher Education in Norway: A Theory-based Discussion of Different Models in Two Sites.
      • Allern, M; Engelsen, Knut Steinar; Dysthe, Olga; Slåtto, T; Øvregard, T. 2008. Digitale mapper - er de på plass nå?
      • Engelsen, Knut Steinar; Dysthe, Olga. 2008. Bruk av mapper i norsk høgare utdanning [The use of portfolios in Norwegian higher education.
      • Wittek, Line; Engelsen, Knut Steinar; Madsen, Tjalve Gjøstein. 2008. A theory-based discussion of assessment criteria : the balance between explicitness and negotiation. 11 pages.
      • Dysthe, Olga. 2007. The challenges of assessment in a new learning culture. 18 pages.
      • Dysthe, Olga. 2007. Mappevurdering som opplæringsform. 11 pages.
      • Dysthe, Olga. 2007. Læring og læringsformer i Kunnskapsløftet. 28 pages.
      • Dysthe, Olga; Hertzberg, Frøydis. 2007. Kunnskap om skriving i utdanning og yrkesliv - hvor står vi i dag? 19 pages.
      • Dysthe, Olga. 2007. From the contested field of testing in the US: The case of the university placement exam in writing. 16 pages.
      • Dysthe, Olga; Tolo, Astrid. 2007. Digital portfolios and feedback practices in a traditional university course.
      • Dysthe, Olga; Engelsen, Knut Steinar; Madsen, Tjalve; Wittek, Line. 2007. Criteria in portfolio assessment from student perspectives. The balance between explicitness and negotiation. 11 pages.
      • Dysthe, Olga; Hertzberg, Frøydis. 2006. ”Skriv alt du vet om …”. Bruk av mikro-oppgaver i undervisningen.
      • Dysthe, Olga; Hertzberg, Frøydis. 2006. Å bygge opp skrivekompetanse fra bachelor til doktorgrad. 22 pages.
      • Dysthe, Olga; Raaheim, Arild; Lima, Ivar Andreas Åsland; Bygstad, Arne. 2006. Undervisnings- og vurderingsformer. Pedagogiske konsekvenser av Kvalitetsreformen.
      • Dysthe, Olga; Kjeldsen, Jens Elmelund; Breistein, Siri; Lied, Liv Ingeborg. 2006. Studentperspektiv på rettleeing. 21 pages.
      • Dysthe, Olga. 2006. Rettleiaren som lærar, parnar eller meister? 21 pages.
      • Dysthe, Olga; Raaheim, A; Lima, I. 2006. Pedagogiske endringer som følge av Kvalitetsreformen.
      • Dysthe, Olga; Raaheim, Arild. 2006. Pedagogiske endringer som følge av Kvalitetsreformen.
      • Dysthe, Olga; Samara, Akylina. 2006. Hvordan møte en endret veiledersituasjon. 27 pages.
      • Dysthe, Olga; Samara, Akylina; Westrheim, Kariane. 2006. En treleddet veiledningsmodell i masterstudiet. 19 pages.
      • Dysthe, Olga. 2005. Utfordringer til evaluering i en ny læringskultur. 28 pages.
      • Dysthe, Olga; Engelsen, Knut Steinar. 2005. Mapper som lærings- og evalueringsform. 19 pages.
      • Dysthe, Olga; Engelsen, Knut Steinar. 2005. Digitale mapper ved to læreruddannelsesinstitutione. 29 pages.
      • Dysthe, Olga; Igland, Mari-Ann. 2003. Vygotskij og sosiokulturel teori.
      • Dysthe, Olga; Igland, Mari-Ann. 2003. Vygotskij och sociokulturell teori.
      • Dysthe, Olga. 2003. Teoretiske perspektiver på mapper.
      • Dysthe, Olga. 2003. Teoretisk perspektiver på mapper som lærings- og vurderingsform. 24 pages.
      • Dysthe, Olga. 2003. Rettleiing av hovudfagsstudentar: undervisning, partnerskap eller lærlingskap?
      • Dysthe, Olga. 2003. Rettleiing av hovudfagsstudentar: undervisning, partnerskap eller lærlingeskap?
      • Dysthe, Olga; Engelsen, Knut Steinar. 2003. Responsgrupper som læringsressurs i arbeidet med mapper. 20 pages.
      • Igland, Mari-Ann; Dysthe, Olga. 2003. Mikhail Bakhtin og sosiokulturel teori.
      • Igland, Mari-Ann; Dysthe, Olga. 2003. Mikhail Bakhtin och sociokulturell teori.
      • Dysthe, Olga; Engelsen, K.S. 2003. Mapper som lærings- og vurderingsform.
      • Dysthe, Olga; Engelsen, Knut Steinar. 2003. Mapper som lærings- og vurderingsform.
      • Dysthe, Olga; Knut Steinar, Engelsen. 2003. Mapper som lærings- og vurderingform. 22 pages.
      • Wittek, Line; Dysthe, Olga. 2003. Kvalitetskriterier og vurdering - et utviklingsområde innenfor høyere utdanning. 28 pages.
      • Dysthe, Olga; Wittek, L. 2003. Kvalitetskriterier og vurdering.
      • Dysthe, Olga; Engelsen, Knut Steinar. 2003. Digitale mapper ved to lærarutdanningsinstitusjonar. 32 pages.
      • Dysthe, Olga; Engelsen, K. S. 2003. Digitale mapper ved to lærarutdanningsinstitusjonar.
      • Dysthe, Olga; Engelsen, Knut Steinar. 2003. Digitale mapper ved to lærarutdanningsinstitusjonar.
      • Dysthe, Olga. 2002. Writing at Norwegian universities in an international perspective: From indirect strategies of strengtening writing to the Quality Reform.
      • Dysthe, Olga. 2002. Om førhållandet mellan individ och grupp I portföljprosessen.
      • Dysthe, Olga; Igland, Mari-Ann. 2001. Vygotskij og sosiokulturell teori. 18 pages.
      • Igland, Mari-Ann; Dysthe, Olga. 2001. Mikhail Bakhtin og sosiokulturell teori. 21 pages.
      • Igland, Mari-Ann; Dysthe, Olga. 2001. Mikhail Bakhtin og sosiokulturell teori. 21 pages.
      • Dysthe, Olga. 2000. The teacher's role in the multivoiced classroom.
      • Dysthe, Olga. 2000. The Learning Potential of a Webmediated discussion in a university course.
      • Dysthe, Olga. 2000. "Porteføljemetodikk med sosiokulturell forankring".
      • Dysthe, Olga. 2000. "Mitt ansvar er å gi elevene de redskaper de trenger for å lykkes" Om lærerens rolle i det dialogiske og flerstemmige klasserommet.
      • Dysthe, Olga. 2000. "Den store teksten". Hovudfagsoppgåva som kjelde til frustrasjon og glede.
      Other
      • Dysthe, Olga. 2000. The teacher's role in the multivoiced classroom.
      Chapter
      • Dysthe, Olga; Hertzberg, Frøydis. 2014. Skriveopplæring med vekt på prosess og produkt. 13-35. In:
        • Kverndokken, Kåre. 2014. 101 skrivegrep: om skriving, skrivestrategier og elevers tekstskaping. Fagbokforlaget.

      More information in national current research information system (CRIStin)

      RECENT PUBLICATIONS

      Book:

      Dysthe, O; Bernhardt, N; Esbjørn, L. (2012) Dialogbasert undervisning. Kunstmuseet som læringsrom. Oslo: Fagbokforlaget. LNUs skriftserie (189) ISBN 978-82-450-1333-7) 256 s.

      Dansk utgave: København: Skoletjenesten 2012.

       

      Translations:

      Dysthe, O; Bernhardt, N; Esbjørn, L. (2013) Dialoguebased Teaching. The Art Museum as a Learning Space.

      Copenhagen: Skoletjenesten. Tanslation: Russel Dees. ISBN 978-87-91663-11-6

       

      Dysthe, O; Bernhardt, N; Esbjørn, L. (2013) Enseñanza basada en el dialogo. El Museuo de Arte como Espacio de Aprendizaje. Skoletjenesten. Traduccion: Avanti Gruppen. ISBN 978-91663-12-3.

       

      Articles 2011-13

      Dysthe, O. (2011) Opportunity spaces for dialogic pedagogy in test-oriented achools. A case study of teaching and learning in high school. In M. Peters & J. White (Eds.) Bakhtinian Pedagogy: Opportunities and challenges for research, policy and practice in education across the globe. Peter Lang Publisher. 69-90

      Dysthe, O. & Engelsen, K. S. (2011) Portfolio practices in higher education in Norway in an international perspective: macro-, meso- and micro-level influences. Assessment & Evaluation in Higher Education, 36(1), 63-79 

      Dysthe, O. (2011)Museenes særlige læringspotensiale i et dialogisk og flerstemmig perspektiv.(The particular learning potential in museums in a dialogical and multivoiced perspective) Unge Pædagoger  (1) p. 23-31

      Dysthe, O; Lillejord, S; Wasson, B; Vines, A. (2011) Productive e-feedback in higher education - Some critical issues. In S. R. Ludvigsen, R. Säljö, I. Rasmussen & A. Lund  Learning across sites: new tools, infrastructures and practices. Cambridge University Press, p. 243-258

      Dysthe, O.(2011) "What is the Purpose of Feedback when Revision is not Expected?" A Case Study of Feedback Quality and Study Design in a First Year Master's Programme. Journal of Academic Writing 2011 ;Volum 1.(1) p. 126-134

      Dysthe, O. (2012) Multivoiced classrooms in higher education academic writing. In M. Castelló & C. Donahue (Eds.) University writing: Selves and Texts in Academic Societes. Emerald Group Publishers.

      Dysthe, O. (2012) Medborgerskap og dialogens muligheter og begrensninger. (Citizenship and the possibilites and restrictions of dialogue) MiD Magasin Nr. 26. p. 16 – 19. Museumsformidlere i Danmark.

       

      Dysthe, O.& Lillejord, S. (2012) From Humboldt to Bologna: Using peer-feedback to foster productive writing practices among online master students. International Journal of Web Based Communities 2012; Volum 4.(8) p. 471-485

      Havnes, A.; Smith, K.; Dysthe, O.; Ludvigsen, K. (2012) Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation; Vol. 38. p. 21-27

      Hertzberg, F. & Dysthe, O. (2012) Prosesskriving – hvor står vi I dag? In S. Matre, D. K. Sjøhelle, R. Solheim (Eds.) Teorier om tekst i møte med skolens lese- og skrivepraksiser.(Process writing-where are we today? In Theories of text meeting reading and writing practices in schools. Oslo: Universitetsforlaget, p. 59-72.

      Dysthe, O. (forthcoming) The art museum as a learning space – Fostering Broad Educational Goals. In D. Rugaard, L. Sattrup & S. Brovall Villumsen (Eds.) Cultural institutions & cultural citizenship, GB: Common Ground Publishing. 


      PUBLICATIONS IN ENGLISH 1996-2010

      Articles in peer reviewed international journals and books (selection)

      Dysthe, O. (1996) "The Multivoiced Classroom". Written Communication 3, Sage Publications, 57s.

      Dysthe, O. (1999) Dialogue theory as a tool for understanding interactive learning processes" Literacy and Numeracy. Sidney, Australia 2/99.39-65.

      Dysthe, O.(2000) The teacher’s role in the multivoiced classroom. In K. Sjøholm & A. Østern (Eds): Perspectives on language and communication in multilingual education. Faculty of Education. Åbo Academi University. 55-73.

      Dysthe, O. (2002) Writing at Norwegian universities in an international perspective: From indirect strategies of strengthening writing to the Quality Reform. I G. Rijlaarsdam, L. Björk, G. Bräuer, L. Rienecker & P. Stray Jorgensen. Studies in Writing, Volume 12: Teaching Academic Writing in European Higher Education. Amsterdam: 2002 Kluwer Academic Publisher.

      Dysthe, O. (2002) The learning potential of a web-mediated discussion in a university course. Studies in Higher Education, 2002, 25, 339-352.

      Dysthe, O. (2002) Professors as mediators of academic text culture. An interview study with advisors and master degree students in three disciplines in a Norwegian university. Written Communication, Sage publications: 2002, 19/4, 485-536.

      Dysthe, O. & Engelsen, K. S. (2004) Portfolios and assessment in teacher education in Norway: a theory-based discussion of different models in two sites. Assessment & Evaluation in Higher Education. 29 ( 2), 239-258.

      Dysthe, O.; Samara, A; Westrheim, K. (2006) Multivoiced supervision of Master's students: a case study of alternative supervision practices in higher education. Studies in Higher Education, 31 (3), 299-319.

      Dysthe, O. (2007) How a reform affects writing in higher education. Studies in Higher Education. 32 ( 2) , 237-252.

      Dysthe, O. (2007) The challenges of assessment in a new learning culture. In A. Havnes & L. McDonald: Balancing Dilemmas in Assessment and Learning in Contemporary Education. Routledge:15-32.

      Dysthe, O., Engelsen, K. S., Madsen, T., & Wittek, L.: (2007) Criteria in portfolio assessment from student perspectives. The balance between explicitness and negotiation. In A. Havnes & L. McDonald: Balancing Dilemmas in Assessment and Learning in Contemporary Education. Routledge: 121-132.

      Dysthe, O. & Tolo, A. (2007) Digital portfolios and feedback practices in a traditional university course. In M. Kankaanranta & P. Linnakylä (eds): Perspectives on e-Portfolios. Jyväskylä , Fi: Agora Center, University of Jyväskylä Press:107-133.

      Dysthe, O. (2007) From the contested field of testing in the US: The case of the university placement exam in writing. In C. Carlsen & E. Moe (Eds) A human touch to language testing. Oslo: Novus: 157-172.

      Wake, J. D., Dysthe, O., & Mjelstad, S. (2007). New and changing teacher roles in a digital age. Educational Technology & Society 10 (1), 40-51.

      Dysthe, O. & Engelsen, K. S. (2008) Portfolios and assessment in teacher education in Norway, a theory-based discussion of different models in two sites. In P. Murphy & K. Hall: Learning and practice. Agency and identites. London: Sage.

      Lillejord, S. & Dysthe, O.: (2008) Productive Learning Practice - A Theoretical Discussion. Journal of Education and Work, 21(1), 75-89.

      Dysthe, O. (2009) What factors influence the improvement of academic writing practices? A study of reform of undergraduate writing in Norwegian higher education. In C. Bazerman, R.Krut, K.J. Lunsford, S.Null, P.M. Rogers, & A.Stansell (Eds.), Traditions of writing research. New York, NY: Routledge/Taylor & Francis.

      Vines, A. & Dysthe, O. (2009) Productive learning in the study of law:The role of technology in the learning ecology of a law faculty. L. Dirckinck-Holmfeld, C. Jones, B. Lindstrøm (Eds) Analysing networked learning practices in higher education and continuing professional development. Sense Publishers.

      Dysthe, O., Lillejord, S., Vines, A., Wasson, B. (2010) Productive E-feedback in higher education – Some critical issues. S. Ludvigsen, A. Lund, I. Rasmussen & R. Säljö). Learning across sites: New tools, infrastructures and practices. Oxford, UK: Pergamon Press.

      Dysthe, O. & Engelsen, K. S. (2010) Portfolio practices in higher education in Norway in an international perspective: macro-, meso- and micro-level influences. Assessment & Evaluation in Higher Education. Accessible reprint version 02 Oct 2009

      Dysthe, O. & Webler, W-D. (2010) Pedagogical issues from Humboldt to Bologna. The case of Norway and Germany. Higher Education Policy, 23, s 247-270.

       

      Books (published in Norwegian) 

      Dysthe, O. (1987) Ord på nye spor. Innføring i prosessorientert skrivepedagogikk. [Introduction to process writing] Oslo: Det Norske Samlaget 173 s. New and revised edition w. Mari-Ann Igland.. Det Norske Samlaget 1993. Danish translation 2006, Århus:Klim

      Dysthe, O. (1995) Det flerstemmige klasserommet.[The multivoiced classroom ] Oslo: Ad Notam/Gyldendal 1995, 246 sider. (Svensk omsetting: Det flerstämmiga klassrummet, Lund: Studentlitteratur 1996, Dansk omsetting: Det flerstemmige klasserommet, KLIM 1997)

      Dysthe, O. (1996) ed. Ulike perspektiv på læring og læringsforskning. [Different perspectives on learning and research on learning] Oslo: Cappelen Akademisk forlag.

      Dysthe, O., Hertzberg, F, Hoel, T. Løkensgard (2000) Skriving for å lære. Skriving i høyere utdanning. [Writing to learn. Writing in higher education] Oslo: Abstrakt forlag. Swedish translation: Studentlitteratur 2002, Danish translation: Klim 2002 .

      Dysthe, O. (2001) ed. Dialog, samspel og læring. [Dialogue, interaction and learning] Oslo: Abstrakt forlag. Swedish translation: Studentlitteratur 2003, Danish translation: Klim 2003

      Dysthe, O. & Engelsen, K. S. eds. (2003) Mapper som lærings- og vurderingsredskap. [Portfolis as a learning tool] Oslo: Abstrakt forlag.  Swedish translation Studentlitteratur: 2004. Danish translation Klim: 2004.

      Dysthe, O. & Samara, S. eds. (2006) Forskningsveiledning på master- og doktorgradsnivå. [Research supervision at master and PhD level] Oslo: Abstrakt forlag.

      International Conference Presentations

      • Dysthe, O. & Lillejord, S. (2009) Using feedback to foster productive writing practices among master students. Paper presented at the Higher Education Special Interest Group Invited Symposium, EARLI Conference: “Fostering communities of learners”, Amsterdam Aug. 2009.
      • Havnes, A. & Dysthe, O, (2009) Assessment, feedback and the advancement of learning. A cross-country comparison of feedback practice and policy in higher education. Paper presented at the Assessment and Evaluation Special Interest Group Invited Symposium, EARLI Conference : “Fostering communities of learners”, Amsterdam Aug. 2009.
      • Dysthe, O. & Engelsen, K.S . (2008) Development, purposes and practices of portfolios in higher education in Norway in an international perspective. What have been shaping factors at macro, meso and micro level?. EARLI/Northumbria Assessment Conference 2008 (ENAC, Potsdam, 2008)
      • Dysthe, O. (2008) Productive learning in view of two strands in dialogism: one focusing on intersubjectivity and interaction as sharing and consensus, the other on difference and controversy. Rommetveit seminaret; 2008-06-12 Høgskolen Stord Haugesund.
      • Dysthe, O. (2009) “What’s the purpose of feedback when revision is not expected?” A case study of feedback practices and study design in a first year master programme .5th EATAW Conference, Coventry, GB June 30. - July 2. 2009
      • Dysthe, O., Engelsen, K.S.,Sjo, A. K.,Allern, M: Variations in higher education portfolio assessment. Discussion of quality issues based on a survey in Norway across institutions and disciplines. EARLI 2007, Budapest 28 Aug -1 September.
      • Samara, A. & Dysthe, O. Three Cases of Postgraduate Peer Learning Practices – Crucial Factors of Success. EARLI 2007, Budapest 28 Aug -1 September.
      • Dysthe, O. Electronic feedback in higher education. Presentation at The 4th Conference of the European Association for the Teaching of Academic Writing.30.6- 2.7, 2007 Ruhr- Universität Bochum, Germany.
      • Dysthe, O. What do(n't) we know about feedback? Symposium at 4th Conference of the European Association for the Teaching of Academic Writing.30.6- 2.7, 2007 Ruhr- Universität Bochum, Germany