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Cecilie Johanne Slokvik Hansens bilde

Cecilie Johanne Slokvik Hansen

Forsker
  • E-postCecilie.Hansen@uib.no
  • Telefon+47 410 42 550
  • Besøksadresse
    Christies gate 13
    5015 Bergen
  • Postadresse
    Postboks 7807
    5020 Bergen

Cecilie Johanne Slokvik Hansen is working as a researcher at Centre for the Science of Learning and Technology. She has her background from ethnology at UiB. Her work has been concentrated on teacher inquiry and how technology is being put into practice and how use of data changes and can support their practices. Hansen has been working on several national and international projects investigating how technology support practice communities in learning and work situations. Her focus is on Learning analytics, data literacy, teacher inquiry, learning design, technology enhanced learning and assessment.

At the moment she is involved in the following projects:

DeKomp (Bergen og Øygarden kommune): Regional kompetanseutvikling i skolen, med fokus på lærerens profesjonsfaglige digitale kompetanse og Teacher Inquiry into Student Learning.

iHub4Schools - Accelerating Digital Innovation in Schools through Regional Innovation Hubs and a Whole-School Mentoring (EU: Coordination and support actions (CSA):)

SEIS: Scaling up educational innovation in schools (EU Twinning project Horizon 2020)

DALI - Data Literacy for Citizenship. (EU - Erasmus+)

Vitenskapelig artikkel
  • Vis forfatter(e) (2021). Capacity Building for a Stronger Workforce in the Public Healthcare Sector. Studies in Health Technology and Informatics. 1061-1065.
  • Vis forfatter(e) (2017). Sharing teacher knowledge at scale: teacher inquiry, learning design and the representation of teachers' practice. Teacher Development. 587-606.
  • Vis forfatter(e) (2016). Teacher inquiry into student learning: The TISL heart model and method for use in teachers' professional development. Nordic Journal of Digital Literacy. 24-49.
  • Vis forfatter(e) (2016). Learning analytics and open learning modelling for professional competence development of firefighters and future healthcare leaders. CEUR Workshop Proceedings. 87-90.
  • Vis forfatter(e) (2016). Data literacy and use for learning when using learning analytics for learners. CEUR Workshop Proceedings. 38-41.
  • Vis forfatter(e) (2014). Towards teacher-led design inquiry of learning. eLearning Papers. 1-12.
  • Vis forfatter(e) (2014). Making use of ICT: Glimpses from Norwegian teacher practices. Nordic Journal of Digital Literacy. 44-65.
  • Vis forfatter(e) (2002). Sløret som en nødvendig del i opplevelsen av Orienten. Nord nytt - Nordisk tidsskrift for folkelivsforskning. 21-38.
Rapport
  • Vis forfatter(e) (2021). DigiTrans kortrapport: Studentenes opplevelse av studiesituasjonen under nedstengingene av UiB høsten 2020. .
  • Vis forfatter(e) (2020). Digitrans kortrapport: Undervisernes opplevelse av undervisningssituasjonen etter nedstengingen av UiB grunnet COVID-19. .
  • Vis forfatter(e) (2020). DigiTrans kortrapport: Studentenes opplevelse av studiesituasjonen etter nedstengingen av UiB grunnet COVID-19. .
  • Vis forfatter(e) (2019). Inquire Competence for better Practice and Assessment (iComPAss): Sluttrapport. SLATE Research Report 2019-2. .
  • Vis forfatter(e) (2019). Aktivitetsdata for vurdering og tilpasning: Sluttrapport. SLATE Research Report 2019-1. .
  • Vis forfatter(e) (2019). Adaptiv læring i matematikk: empirisk rapport om Multi Smart Øving i grunnskolen. .
  • Vis forfatter(e) (2014). Report on Teacher Design Studies II. .
  • Vis forfatter(e) (2014). Deliverable D7.4. Training Materials for Release 3. .
  • Vis forfatter(e) (2013). Methods and Specification for the Student Model V3. .
  • Vis forfatter(e) (2013). Methods and Specification for TISL Components V3. .
  • Vis forfatter(e) (2012). Specification of ECAAD Methodology V2, NEXT-TELL Research Report D2.3. .
  • Vis forfatter(e) (2012). SCY Training Workshop Format and Material,DXI.1. .
  • Vis forfatter(e) (2012). Report on RDS 2, NEXT-TELL Research Report D6.4. .
  • Vis forfatter(e) (2012). Report on RDS 1, NEXT-TELL Research Report D6.3. .
  • Vis forfatter(e) (2012). Report on Classroom Research with STEM and TESL Assessment, NEXT-TELL Research Report D2.8. .
  • Vis forfatter(e) (2012). Methods and Specification for Student Model V2, NEXT-TELL Research Report D4.3. .
  • Vis forfatter(e) (2011). Report on Baseline Studies and Requirement Analysis (NEXT-TELL Research Report D6.2). .
Faglig foredrag
  • Vis forfatter(e) (2018). Professional Competence Development of Future Healthcare Leaders.
  • Vis forfatter(e) (2018). Hva er læringsanalyse og hvordan koble dette til egen undervisningspraksis?
  • Vis forfatter(e) (2018). Forskning på egen praksis.
  • Vis forfatter(e) (2018). Aktivitetsdata for vurdering og tilpasning AVT-prosjektet.
Populærvitenskapelig foredrag
  • Vis forfatter(e) (2007). BASE - et verktøy for å lage tester.
Vitenskapelig foredrag
  • Vis forfatter(e) (2018). Utvikling av profesjonskompetanse for fremtidige ledere i helse- og omsorgssektoren.
  • Vis forfatter(e) (2018). Using big and small data to see, explore, and inquire. .
  • Vis forfatter(e) (2018). Professional Competence Development of future Healthcare Leaders.
  • Vis forfatter(e) (2018). Exchanging Activity Data for Competence Based Assessment.
  • Vis forfatter(e) (2016). Visualisering av kompetanse og læringsanalyse.
  • Vis forfatter(e) (2016). Open Learner Models: Visualisering av kompetansekrav for bedre læring, praksis og organisasjonsutvikling.
  • Vis forfatter(e) (2016). Open Learner Models & Learning Analytics.
  • Vis forfatter(e) (2016). Learning analytics and open learning modelling for professional competence development of firefighters and future healthcare leaders.
  • Vis forfatter(e) (2013). Teacher Inquiry into Student Learning (TISL) in an Upper Secondary School in Norway.
  • Vis forfatter(e) (2013). Formative e-Assessment in the 21st Century Classroom.
  • Vis forfatter(e) (2012). Teachers’ Views of the Role of Formative Assessment and Teacher-led Research.
  • Vis forfatter(e) (2012). Helping Teachers Effectively Support Group Learning.
  • Vis forfatter(e) (2012). Assessing English as a Second Language: From Classroom Data to a Competence-Based Open Learner Model.
  • Vis forfatter(e) (2011). The teacher of tomorrow: Researcher and developer of pedagogical progress (Der Lehrer von Morgen: Forscher und Entwickler pädagogischen Fortschritts).
  • Vis forfatter(e) (2009). Digital kompetanse i helse- og omsorgssektoren.
  • Vis forfatter(e) (2007). The self-regulated learner and technology enhanced learning environments in Norway.
  • Vis forfatter(e) (2006). Research Results - Hints and Illustrations about data-base tool used for B-Learn.
  • Vis forfatter(e) (2006). Research Reports about using Blended Learning.
Short communication
  • Vis forfatter(e) (2016). Learning analytics and open learning modelling for professional competence development . NOKOBIT - Norsk konferanse for organisasjoners bruk av informasjonsteknologi. 1-5.
Kompendium
  • Vis forfatter(e) (2007). Blended Learning: Research Reports & Examples of best practices.
Vitenskapelig Kapittel/Artikkel/Konferanseartikkel
  • Vis forfatter(e) (2016). Teacher Inquiry into Students' Learning: Researching Pedagogical Innovations. 18 sider.
  • Vis forfatter(e) (2016). Grand Challenge Problem 11: Empowering Teachers with Student Data. 4 sider.
  • Vis forfatter(e) (2016). Data Literacy and Use for Teaching. 18 sider.
  • Vis forfatter(e) (2007). Studies of self-regulated learning(SRL)and technology enhanced learning environment(TELEs)in Norway. 7 sider.
Poster
  • Vis forfatter(e) (2018). Supporting firefighter training by visualising indoor positioning, motion detection, and time use: A multimodal approach .
  • Vis forfatter(e) (2018). Some time ago, in the same galaxy not far, far away….
  • Vis forfatter(e) (2018). Data Collection for LA & OLM.
  • Vis forfatter(e) (2018). Activity Data for Assessment & Adaptivity. A Framework for sharing Activity Data between Vendors delivering Learning Resources to Schools in Norway.
  • Vis forfatter(e) (2017). When Learning is High Stake.
  • Vis forfatter(e) (2016). Inquire Competence for better Practice and Assessment (iComPAss).

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