Olga Dysthe

Emerita, Professor

Department of Education

Home Page

E-mailolga.dysthe@uib.no
Visitor Address
Institutt for pedagogikk, Christies gt 13, UiB

Bergen

Room
424
Postal Address
Postboks 7807

5020 Bergen

Research
Publications

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

Show author(s) (2005). Ord på nye spor - indføring i procesorienteret skrivepædagogik Ord på nye spor - innføring i prosessorientert skrivepedagogikk. Klim.

Show author(s) (2000). Skriving for å lære. Skriving i høyere utdanning. Abstrakt forlag.

Academic article

Show author(s) (2021). Opportunities and challenges of dialogic pedagogy in art museum education. Dialogic Pedagogy: An International Online Journal. A1-A36.

Show author(s) (2020). Polyphonic Imagination: Understanding Idea Generation in Multidisciplinary Groups as a Multivoiced Stimulation of Fantasy. Creativity Research Journal.

Show author(s) (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.
Show author(s) (2012). Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation. 21-27.

Show author(s) (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.
Show author(s) (2011). Museenes særlige læringspotensiale i et dialogisk og flerstemmig perpektiv. Unge Pædagoger. 23-31.
Show author(s) (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.

Show author(s) (2010). Pedagogical Issues from Humboldt to Bologna: The Case of Norway and Germany. Higher Education Policy. 247-270.

Show author(s) (2009). Portfolio practices in higher education in Norway in an international perspective: macro-, meso- and micro-level influences. Assessment & Evaluation in Higher Education.

Show author(s) (2008). Productive Learning Practice - A Theoretical Discussion. Journal of Education and Work. 75-89.

Show author(s) (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.
Show author(s) (2007). Pedagogiske endringar etter Kvalitetsreforma og konsekvenser for læring. Utfordringer og strategier vidare. UNIPED.
Show author(s) (2007). New and changing teacher roles in a digital age. Educational Technology & Society. 40-51.
Show author(s) (2007). How a reform affects writing in higher education. Studies in Higher Education. 237-252.

Show author(s) (2006). Multivoiced supervision of master students: A case study of alternative supervision practices in higher education. Studies in Higher Education. 299-318.
Show author(s) (2006). Mapper på veg inn i høgare utdanning. UNIPED.
Show author(s) (2006). Bakhtin og pedagogikken - kva ein tidlegare ukjend artikkel fortel om Bakhtins pedagogiske praksis. Norsk pedagogisk tidsskrift. 456-469.

Show author(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. 239-258.
Show author(s) (2004). Portfolios and assessment in teacher education in Norway. A theory based discussion of different models in two sites. ?.

Show author(s) (2002). The learning potenial of a web-mediated discussion in a university course. Studies in Higher Education. 339-352.
Show author(s) (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: an international quarterly of research, theory, and application. 485-536.

Report

Show author(s) (2006). Mapper på veg inn i høgare utdanning. Resultat frå ei spørjeundersøking i fire institusjonar. .
Show author(s) (2006). Evaluering av Kvalitetsreformen: DELRAPPORT 7: Undervisnings- og vurderingsformer: Pedagogiske konsekvenser av Kvalitetsreformen. .

Show author(s) (2004). Medstudenten som ressurs. 3. 3. .
Show author(s) (2004). Digitale mapper og responspraksis i eit tradisjonelt universitetsfag. Rapport frå Historisk institutt ved Universitetet i Bergen. .

Show author(s) (1993). Studentevaluering av universitetsundervisning. Innstilling fra en komite oppnevnt av Kirke-, utdannings- og forsknings-departementet. .

Academic lecture

Show author(s) (2011). Making learning visible.

Show author(s) (2009). Using feedback to foster productive writing practices among master students.
Show author(s) (2009). The challenge of making feedback improve student learning.
Show author(s) (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?

Show author(s) (2008). ’Assessment for learning’ – ’classroom assessment’ Some overarching considerations & portfolio examples.
Show author(s) (2008). Written Feedback on Text in Higher Education.
Show author(s) (2008). What factors influence the improvement of academic writing practices? A study of reform of undergraduate writing in higher education in Norway.
Show author(s) (2008). Utfordringar etter Kvalitetsreformen Strategiar for pedagogisk endring: Kultur for læring?
Show author(s) (2008). The Disciplinary Content Portfolio in Norwegian Higher Education ¿ How and Why? Paper.
Show author(s) (2008). Rettleiing på tekst i høgare utdanning.
Show author(s) (2008). Research on Feedback in Higher Education.
Show author(s) (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.
Show author(s) (2008). Development, purposes and practices of portfolios in higher education in Norway. What have been shaping factors at macro, meso and micro level?
Show author(s) (2008). Den gode samtalen.

Show author(s) (2007). Ulike perspektiv på læring. Konsekvensar for vaksenrolle og tilrettelegging av læringsmiljø.
Show author(s) (2007). Ulike perspektiv på læring. Konsekvensar for tilrettelegging av læringsmiljø og for lærarens rolle i høgare utdanning.
Show author(s) (2007). Skriving i utdanning og yrkesliv - hvor står vi idag?
Show author(s) (2007). Sentrale sider ved mappemetodikk.
Show author(s) (2007). Portfolios as a pedagogical tool: the importance of learning theory.
Show author(s) (2007). Pedagogiske konsekvenser av Kvalitetsreformen: Studentenes læringsutbytte. Veien videre - utfordringer og strategier.
Show author(s) (2007). Mapper og tilpassa opplæring.
Show author(s) (2007). Læringsteori og praksis - kva er samanhengen?
Show author(s) (2007). Læringssyn og vurderingsformer.
Show author(s) (2007). Kva har Kvalitetsreforma lært oss om pedagogiske endringar i høgare utdanning? Utfordringar og dilemmaer framover.
Show author(s) (2007). Konsekvensar av ulike læringssyn for vaksenrolle og tilrettelegging av læringsmiljø i grunnskolen.
Show author(s) (2007). Higher education portfolio assessment. Discussion of quality issues based on a survey in Norway across institutions and disciplines.
Show author(s) (2007). Er det plass for dialogorientert pedagogikk i Kunnskapsløftet?
Show author(s) (2007). Electronic Feedback in Higher Education.
Show author(s) (2007). Dialogic postgraduate supervision - characteristics, constraints and affordances.

Show author(s) (2006). Variations and similarities in HE portfolio assessment. Findings from a survey in Norway across educations and disciplines.

Show author(s) (2005). Productive Learning Practice - A Theoretical Discussion Paper based on two cases.

Show author(s) (2004). Students perspectives on digital peer feedback in portfolio assessment.
Show author(s) (2004). Between ideal and reality A student perspective on criteria in portfolio assessment.

Show author(s) (2003). The power of the group in graduate student supervision.
Show author(s) (2003). Sosiokulturelle perspektiv på læring - hva innebærer det for skole og studier?
Show author(s) (2003). Small scale studies of alternative assessment forms and feedback practices following the Quality Reform of Norwegian higher education.
Show author(s) (2003). Skrivestrategiar for mastergradstudentar.
Show author(s) (2003). Rettleiing på master- og doktorgradsnivå.
Show author(s) (2003). Mappemetodikk og bruk av IKT. Erfaringer og dilemmaer.
Show author(s) (2003). En treleddet veiledningsmodell for masterstudiet i pedagogikk ved UiB.
Show author(s) (2003). Digital portfolios and feedback practices in a traditional university course.
Show author(s) (2003). Dialog, samspill og læring. Et sosiokulturelt teoriperspektiv på kunnskap og læring - hva innebærer det for skolen?
Show author(s) (2003). Dialog, samspill og læring i skolen.

Show author(s) (2001). The Mutual Challenge of Writing Research and the Teaching of Writing.
Show author(s) (2001). The Asynchronous Webmediated Discussion as a Learning Genre.
Show author(s) (2001). Studentaktiviserande læringsformer. Skriving i læringsprosessen.
Show author(s) (2001). Mappevurdering med sosiokulturell forankring.
Show author(s) (2001). Mappevurdering i lærarutdanninga.
Show author(s) (2001). Mappevurdering - kva, kvifor, korleis?
Show author(s) (2001). Læring og vurdering i det flerstemmige klasserommet.
Show author(s) (2001). Læring og vurdering i det flerstemmige klasserommet.
Show author(s) (2001). Læring i det flerstemmige klasserommet.
Show author(s) (2001). Frå Bård skulemeister til Pokemon. Om lærarens rolle som danningsagent i dagens skule.

Show author(s) (2000). Writing to learn and learning to write in higher education in Norway.
Show author(s) (2000). Writing in three disciplines at a Norwegian university. Students' and teachers views and implications for innovation.
Show author(s) (2000). Writing in three disciplines at a Norwegian university. Students' and teachers views and implications for innovation.
Show author(s) (2000). The learning potential of a webmediated discussion.
Show author(s) (2000). The learning potential of a webmediated discussion.
Show author(s) (2000). Læring i det fleirstemmig og dialogiske klasserommet.
Show author(s) (2000). Internasjonale perspektiv på mappevurdering og utfordringar for lærarutdanninga.
Show author(s) (2000). Fagskriving og rettleiing i høgare utdanning.
Show author(s) (2000). "Giving them the tools they need to succeed." A high school teachers' use of writing and talking to learn.
Show author(s) (2000). "Giving them the tools they need to succeed." A high school teachers' use of writing and talking to learn.

Academic anthology/Conference proceedings

Show author(s) (2006). Forskningsveiledning på master - og doktorgradsnivå. Abstrakt forlag.

Show author(s) (2005). Mapper som pædagogisk redskab. Perspektiver og erfaringer. Klim.
Show author(s) (2005). Mapper som pedagogisk redskap. Perspektiver og erfaringer. Klim.

Show author(s) (2003). Mapper som lærings - og vurderingsredskap. Abstrakt forlag.

Academic monograph

Show author(s) (2010). Skrive for å lære. Skriving i høyere utdanning 2. utgave.

Show author(s) (2005). Mapper som pædagogisk redskab. Perspektiver og erfaringer.

Non-fiction book

Show author(s) (2020). Dialogisk pædagogik, kreativitet og læring. Forlaget Klim.

Show author(s) (2012). Dialogbasert undervisning. Kunstmuseet som læringsrom. Fagbokforlaget.

Show author(s) (2003). Mapper som pedagogisk redskap. Perspektiver og erfaringer. Abstrakt forlag.
Show author(s) (2003). Mapper som pedagogisk redskap. Abstrakt forlag.
Show author(s) (2003). Dialog, samspil og læring. Klim.
Show author(s) (2003). Dialog, samspel och lärande. Studentlitteratur.

Show author(s) (2000). Skriving for å lære. Skriving i høyere utdanning. Abstrakt forlag.

Show author(s) (1993). Ord på nye spor : innføring i prosessorientert skrivepedagogikk. Det Norske Samlaget.

Popular scientific article

Show author(s) (2009). Evaluering i klassen til støtte for læring. KvaN : et tidsskrift for læreruddannelse og skole. 43-60.

Academic chapter/article/Conference paper

Show author(s) (2022). Dialogisk pedagogikk i kunstmuseer. Hva, hvorfor og hvordan? 41 pages.

Show author(s) (2017). Writing in The Content Areas: A Scandinavian Perspective combining Macro, Meso, and Micro Levels. 17 pages.

Show author(s) (2015). Writing pedagogy in online settings - a widening of dialogic Space? 8 pages.

Show author(s) (2014). Kunstmuseet som dialogisk læringsrom. Læringsmåter og overordnede mål. 26 pages.
Show author(s) (2014). Elevbesøk på kunstmuseum: Frirom eller læringsrom? Museumsundervisning i eit medborgarskapsperspektiv . 25 pages.

Show author(s) (2013). Dialog, samspill og læring : flerstemmige læringsfelleskap i teori og lærong. 36 pages.

Show author(s) (2012). Prosesskriving-hvor står vi i dag? 14 pages.
Show author(s) (2012). Multivoiced classrooms in higher education academic writing. 17 pages.

Show author(s) (2011). Productive e-feedback in higher education : two models and some critical issues. 16 pages.
Show author(s) (2011). Productive e-feedback in higher education - Some critical issues. 16 pages.
Show author(s) (2011). Opportunity spaces for dialogic pedagogy in test-oriented schools: A case study of teaching and learning in high school. 22 pages.

Show author(s) (2009). What factors influence the improvement of academic writing practices? A study of reform of undergratuate writing in Norwegian higher education.
Show author(s) (2009). Productive learning in the study of law: The role of technology in the learning ecology of a law faculty. 25 pages.
Show author(s) (2009). Productive Horizontal Learning and Digital Tools. 5 pages.
Show author(s) (2009). Læringssyn og vurderingspraksis. 15 pages.
Show author(s) (2009). Den nyttige tekstresponsen – hva sier nyere forskning? 9 pages.

Show author(s) (2008). Portfolios and Assessment in Teacher Education in Norway: A Theory-based Discussion of Different Models in Two Sites.
Show author(s) (2008). Digitale mapper - er de på plass nå?
Show author(s) (2008). Bruk av mapper i norsk høgare utdanning [The use of portfolios in Norwegian higher education.
Show author(s) (2008). A theory-based discussion of assessment criteria : the balance between explicitness and negotiation. 11 pages.

Show author(s) (2007). The challenges of assessment in a new learning culture. 18 pages.
Show author(s) (2007). Mappevurdering som opplæringsform. 11 pages.
Show author(s) (2007). Læring og læringsformer i Kunnskapsløftet. 28 pages.
Show author(s) (2007). Kunnskap om skriving i utdanning og yrkesliv - hvor står vi i dag? 19 pages.
Show author(s) (2007). From the contested field of testing in the US: The case of the university placement exam in writing. 16 pages.
Show author(s) (2007). Digital portfolios and feedback practices in a traditional university course. 26 pages.
Show author(s) (2007). Criteria in portfolio assessment from student perspectives. The balance between explicitness and negotiation. 11 pages.

Show author(s) (2006). ”Skriv alt du vet om …”. Bruk av mikro-oppgaver i undervisningen.
Show author(s) (2006). Å bygge opp skrivekompetanse fra bachelor til doktorgrad. 22 pages.
Show author(s) (2006). Undervisnings- og vurderingsformer. Pedagogiske konsekvenser av Kvalitetsreformen.
Show author(s) (2006). Studentperspektiv på rettleeing. 21 pages.
Show author(s) (2006). Rettleiaren som lærar, parnar eller meister? 21 pages.
Show author(s) (2006). Pedagogiske endringer som følge av Kvalitetsreformen.
Show author(s) (2006). Pedagogiske endringer som følge av Kvalitetsreformen.
Show author(s) (2006). Hvordan møte en endret veiledersituasjon. 27 pages.
Show author(s) (2006). En treleddet veiledningsmodell i masterstudiet. 19 pages.

Show author(s) (2005). Utfordringer til evaluering i en ny læringskultur. 28 pages.
Show author(s) (2005). Mapper som lærings- og evalueringsform. 19 pages.
Show author(s) (2005). Digitale mapper ved to læreruddannelsesinstitutione. 29 pages.

Show author(s) (2003). Vygotskij og sosiokulturel teori.
Show author(s) (2003). Vygotskij och sociokulturell teori. 20 pages.
Show author(s) (2003). Teoretiske perspektiver på mapper.
Show author(s) (2003). Teoretisk perspektiver på mapper som lærings- og vurderingsform. 24 pages.
Show author(s) (2003). Rettleiing av hovudfagsstudentar: undervisning, partnerskap eller lærlingskap? 12 pages.
Show author(s) (2003). Rettleiing av hovudfagsstudentar: undervisning, partnerskap eller lærlingeskap? 12 pages.
Show author(s) (2003). Responsgrupper som læringsressurs i arbeidet med mapper. 20 pages.
Show author(s) (2003). Mikhail Bakhtin og sosiokulturel teori.
Show author(s) (2003). Mikhail Bakhtin och sociokulturell teori. 23 pages.
Show author(s) (2003). Mapper som lærings- og vurderingsform.
Show author(s) (2003). Mapper som lærings- og vurderingsform.
Show author(s) (2003). Mapper som lærings- og vurderingform. 22 pages.
Show author(s) (2003). Kvalitetskriterier og vurdering - et utviklingsområde innenfor høyere utdanning. 28 pages.
Show author(s) (2003). Kvalitetskriterier og vurdering.
Show author(s) (2003). Digitale mapper ved to lærarutdanningsinstitusjonar. 32 pages.
Show author(s) (2003). Digitale mapper ved to lærarutdanningsinstitusjonar.
Show author(s) (2003). Digitale mapper ved to lærarutdanningsinstitusjonar.

Show author(s) (2002). Writing at Norwegian universities in an international perspective: From indirect strategies of strengtening writing to the Quality Reform.
Show author(s) (2002). Om førhållandet mellan individ och grupp I portföljprosessen. 18 pages.

Show author(s) (2001). Vygotskij og sosiokulturell teori. 18 pages.
Show author(s) (2001). Mikhail Bakhtin og sosiokulturell teori. 21 pages.
Show author(s) (2001). Mikhail Bakhtin og sosiokulturell teori. 21 pages.

Show author(s) (2000). The teacher's role in the multivoiced classroom. 19 pages.
Show author(s) (2000). The Learning Potential of a Webmediated discussion in a university course. 18 pages.
Show author(s) (2000). "Porteføljemetodikk med sosiokulturell forankring".
Show author(s) (2000). "Mitt ansvar er å gi elevene de redskaper de trenger for å lykkes" Om lærerens rolle i det dialogiske og flerstemmige klasserommet. 33 pages.
Show author(s) (2000). "Den store teksten". Hovudfagsoppgåva som kjelde til frustrasjon og glede. 16 pages.

Chapter

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). Lærerens betydning og rolle i dialogisk pædagogik - casestudie fra en åræstationsorienteret skolevirkelighed. 143-177. In:
- Show author(s) (2020). Dialogisk pædagogik, kreativitet og læring. Forlaget Klim.
Show author(s) (2020). Dialogisk pædagogik som deltagende læring. . In:
- Show author(s) (2020). Dialogisk pædagogik, kreativitet og læring. Forlaget Klim.

Show author(s) (2014). Skriveopplæring med vekt på prosess og produkt. 13-35. In:
- Show author(s) (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

Dysthe, O.: Dialogic postgraduate supervision – characteristics, constraints and affordances. ”Perspectives and Limits of Dialogism in Mikhail Bakhtin: Applications in Psychology, Art, Education and Culture” The University of Crete, Rhetymnion, 25.-27. May 2007.
Dysthe, O. & Hertzberg, F. Kunnskap om skriving i utdanning og yrkesliv – hvor står vi i dag? Skrive for nåtid og framtid. Skrivekonferanse. Trondheim, NTNU, 9. - 10. oktober 2006.
Dysthe, O., Engelsen, K.S. & Lima, I.: Variations in HE portfolio assessment. Discussions of quality issues based on a Norwegian survey in four institutions. PP- presentation at ASSESSMENT 2006, Third Biennial Joint Northumbria/EARLI SIG Assessment Conference. Redworth Hall, Durham county Aug. 30th- Sept. 1st 2006. (ppt)
Dysthe, O.: The challenges of assessment in a new learning culture. NERA/NFPF Conference in Reykjavik, Iceland 2004
Dysthe, O.: Mappemetodikk og IKT. [Portfolio pedagogy and ICT] PP-presentation at ITU Conference: Digital dannelse, Oslo, Norway, Sept. 2003.
Dysthe, O. & Tolo, A.: Digital portfolios and feedback practices in a traditional university course. Paper presented at EARLI 10th Biennial Conference, Padova, Italy, Aug. 26.-30, 2003. (ppt)
Dysthe, O. & Westrheim, K. The power of the group in graduate student supervision. Paper presented at EARLI 10th Biennial Conference, Padova, Italy, Aug. 26.-30, 2003.
Dysthe, O. & Engelsen, K. S. Digital portfolios as a learning tool in teacher education in Norway. Paper at EARLI/Northumbria Assessment 2002, Learning Communities and Assessment Cultures, Newcastle, 28.-30. August 2002. (The final version of the paper published in Assessment and Evaluation in Higher Education, 2004).
Dysthe, O: Theoretical background for portfolios as learning and assessment tools in teacher education. Paper at NERA/NFPF Conference, Tallin, 7- 9. 3, 2002
Dysthe, O. The asynchronous webmediated discussion as a learning genre. Paper presented at Genres and Discourses in Education, Work and Cultural Life. Oslo University College, May 2001
Dysthe, O.:The mutual challenge of writing research and the teaching of writing. EATAW: The European Association for the Teaching of Academic Writing& EWCA: The European Writing Centre Association. University of Groeningen, Nederland, 2001
Dysthe, O. A high school teachers' use of writing and talking to learn. Writing 2000. Biennial Conference of EARLI sig Writing. University of Verona, Italy, 6. - 9. Sept. 2000