TeLEd Ongoing Research Projects

Ongoing/upcoming research projects:

Teacher Feedback Literacy (since 2023)
We explore how university teachers develop feedback literacy; with Arild Raaheim, David Boud (Deakin University, Australia), Kenan Dikilitaș, Monika Kvernenes, Robert Gray, Ole Eggers Bjælde (Aarhus University, Denmark), and others.

HyComm: Designing an AI-Enriched Hyflex Learning Community for Higher Education Teachers, funded by Erasmus+ (since 2024)

This is an Erasmus+ project for exploring how AI might be employed to make higher education learning more flexible and efficient; with Kenan Dikilitaș, Robert Gray, Ellen Lien, Ingrid Noguera (Autonomous University of Barcelona, Spain), Hakan Aydin (Özyeğin University, Turkey), Brian Beatty (San Francisco State University, USA), Matt Russell (University of Texas, USA), and others.

Active learning in the geoscience curriculum (ALIGC; since 2022)

We explore students’ perspectives on active learning in a geoscience course at UiB, funded by iEarth (2022-2024). In addition, we introduce the Teaching Analysis Poll method for student feedback to instructors; with Robert Kordts, Kjersti Daae, & Mirjam Glessmer (Lund University, Sweden).

In Search of Writerly Teaching and Learning (since 2023)

This is a multifaceted project that explores how writerly teaching and learning can impact student engagement and learning, with Robert Gray, Laura Cruz (Penn State University, USA), Matthew Russell (University of Texas, USA), Eoghan Reeves, and others.

Formative and Alternative Assessment Practices in Norwegian Higher Education: Impacting how students learn through increased engagement (since 2019)

This is a PhD project focusing on newly introduced formative assessment and active learning strategies into a STEM course; with Isabela Darcie, Robert Gray, and Marie van der Kloet.

EduTrust AI:  funded by the Trond Mohn Research Foundation (since 2023)

This project aims to to identify layers of trust associated with the use of AI in the educational sector that considers the complex accountability relationships, and to translate insights about legal, psychological and sociocultural determinants of trust into legal requirements; with Barbara Wasson, Ingunn Ness, Malgorzata Cyndecka, Wayne Holmes (University College London), and others.

Conditions for the Scholarship of Teaching and Learning (SoTL; since 2020)

We explore different questions around SoTL from a meta perspective. Among others, we currently explore the relation between approaches to disciplinary research and to SoTL; with Robert Kordts, Carla Bohndick (University of Hamburg, Germany), Nerea Vöing (Paderborn University, Germany) and Jonas Leschke (RUB Bochum, Germany).

CABUTE: Capacity Building for Research-Based Teacher Education, funded by Norad (since 2021)

This project aims to increase the capacity and skill level of teacher educators in Uganda; with Steinar Sætre, Robert Gray, Kjersti Lea, David Hebert (HVL), Nicholas Ssempijja (Makerere University, Uganda), Paul Muyinda (Makerere University, Uganda), and others.

Promoting students’ active involvement in assessment for learning through peer assessment and feedback literacy (since 2022)

This is a PhD project exploringhow students’ engagement in peer assessment activities supports their development of student feedback literacy; with Tatiana Ershova, Robert Gray, and Gunn Soreide.

Hybrid Human-AI Collaboration: GenAI as Co-Creator (since 2024)

This project investigates how generative AI can act as a co-creator in human-AI collaboration, enhancing teamwork, leadership, and creative problem-solving; with Ingunn Ness, André Mestre, and Vlad Glaveanu (Dublin City University).

Generative AI in university pedagogy (since 2024)

We explore different aspects of generative AI in university pedagogy. Among others, we assess the impact of a repeated UiB university pedagogy course on university instructors’ pedagogical, technological and pedagogical-technological knowledge areas. In addition, we accompany the courses with qualitative methods; with Robert Kordts.

Creativity, Learning, and AI Technology (since 2020)

This study investigates the creative use of AI and other technologies (e.g., VR, AR, robots) by teachers and students at different levels of education; with Ingunn Ness, Barbara Wasson, André Mestre, and Vlad Glaveanu (Dublin City University).

FPD-Include: Faculty Professional Development for Teaching for Inclusion in Pharmacy Education, funded by Erasmus+ (since 2024)

FPD-Include is a collaboration between UiB, Utrecht University, San Pablo-CEU, and Helsinki University that is dedicated to transforming pharmacy education to better serve a diverse student group by promoting inclusiveness and ensuring accessibility; with Mirey Alfarah, Reidun Kjome, Lone Holst, Marie van der Kloet, and others.

AI and Creativity: A Multi-Stakeholder Investigation (AIM-C) (since 2023)

This project explores how students, teachers, and creative professionals perceive the concept of AI and its role in fostering creativity. By investigating how these stakeholders use AI in their work, teaching, and creative endeavors, we aim to gain insights into the possibilities, implications, and potential challenges associated with the integration of AI in creative practices and education; with Ingunn Ness, Birgit Kopainsky, Olga Dysthe, Vlad Glaveanu (Dublin City University), and Constance de Saint Laurant (Maynooth University).

LEAD AI (since 2024)

LEAD AI is the University of Bergen's (UiB) career and mobility fellowship program within artificial intelligence, supporting 19 postdoc fellows between 2024 and 2028. It is a collaboration between UiB; the University of British Colombia (Canada), Københavns universitet (Denmark), NORA, NORCE, GCE Ocean Technology, Bergen Chamber, Media City Bergen, Finance Innovation, Proptech Innovation og BKK AS (Norway) and more; with Ingunn Ness and others.

Students’ system thinking (since 2023)

We assess students’ system thinking in sustainability-related courses at UiB to define baselines and explore the development of their systems thinking through teaching and learning; with Robert Kordts, Birgit Kopainsky, & Stefan T. Siegel (University of St. Gallen, Switzerland).

ReaLiTea (since 2024)

ReaLiTea is an Erasmus+ Cooperation Partnership (KA-220) that has, at its core, the professionalization of pre-service and in-service foreign and second language teachers around the world; with Kenan Dikilitaș and others.

«Flipped assessment at BØK103_1 Driftsregnskap og økonomistyring»

Ola Barkved (UiS) and Arild Raaheim (UiB). Contact person: Arild Raaheim.
 

«Open book exam as an alternative to the traditional ´school exam´ - a case study.»

Knut Martin Tande (UiB), Lucas M. Jeno, (UiB) and Arild Raaheim (UiB). Contact person: Arild Raaheim.
 

«The PhD journey: candidates and supervisors.»

Robert Gray (UiB), Lucas M. Jeno (UiB), Arild Raaheim (UiB), Kim Jesper Herrmann (Aarhus), Gitte Wichmann-Hansen (Aarhus) and Torben K. Jensen (Aarhus). Contact person: Arild Raaheim.
 

«A German study in the students´own hands. The effect of blended learning on student motivation, work performance and 21st Century skills.»

Birger Solheim (UiB). Contact person: Birger Solheim.