Andrea Stefanie Hillen

• Egeland, Frank & Hillen, Prof. Andrea Stefanie (2025). Selvregulert Læring i Yrkesfaglig Opplæring – Erfaringer og Refleksjoner fra Skolens Praksis med Pandemien som Kontekst. Nordic Journal of Vocational Education and Training. 15(3), p. 82–114. doi: 10.3384/njvet.2242-458X.2515382. Full text in Research Archive Show summary

  This contribution emphasizes the importance of ‘self-regulation’ (SR) and ‘self-regulated learning’ (SRL) for pupils in vocational education (VET), contextualized within the ‘Knowledge promotion renewal LK20’ which stresses life-coping skills encompassing self-responsibility and self-regulated learning. The final examination for VET-pupils addresses such skills as independent planning, implementing, documenting, and finally evaluating one or more professional tasks. The contribution analyses experiences with pupils’ digital work in homeschooling and the challenges VET-teachers encounter regarding the pupils’ behavior, response, and responsibility. The research question asks: How did the teachers manage their digital teaching practice, to create space and opportunities for pupils’ self-regulated learning and to take responsibility for themselves? Besides SR and SRL a conceptual study is made on responsibility for one’s own learning and responsibility for oneself. The analysis triangulates verbal analyses, descriptive and inference-statistic correlation studies. It can be learned that pupils need to be self-regulated before they can learn self-regulated in school and their future professional lives. Teachers that promoted pupils’ participation, independence, and shared responsibility, enhanced learning demands contrasting with those who maintained strict control, thereby limiting pupils’ autonomy, and negatively impacting their motivation and educational outcomes. This underscores the need to support pupils’ self-regulation in educational settings and beyond.

• Hillen, Prof. Andrea Stefanie (2025). An Exploratory Study on the Use of GenAI in Higher Education as Support for Teachers’ Assessment and Feedback of Written Assignments. In Tchibozo, Guy (Eds.), International Perspectives of Generative AI in Education- Insights from Research in Diverse Educational Contexts. Springer Nature. ISSN 9783031998034. p. 263–284. doi: 10.1007/978-3-031-99804-1_15. Full text in Research Archive Show summary

  Artificial intelligence (AI) applications are increasingly used in various fields. Reviews by Okonkwo and Ade-Ibijola (Computers and Education: Artificial Intelligence, 2, 100033, 2021), Pérez et al. (Computer Applications in Engineering Education, 28(6), 1549–1565, 2020), and Cunningham-Nelson et al. (The 30th Annual Conference for the Australasian Association for Engineering Education (AAEE 2019): Educators Becoming Agents of Change: Innovate, Integrate, Motivate. Engineers Australia, 2019), demonstrate the variety and potential quality of chatbots and AI applications in education. This chapter examines whether and how generative AI (GenAI) can help educators provide feedback on student assignments as part of their learning. While helping students learn GenAI is often discussed, the main focus here is on supporting educators. This exploratory study’s objective is to demonstrate the potential benefits of various GenAI approaches as digital tools for teachers, considering specific educational intents such as the production of written feedback reports, the analysis of assessment criteria, and the development of rubrics. The results show that GenAI can support instructors’ feedback or assessment work if prompting and assessment alignment are appropriately considered.

• Øgård, Monika & Hillen, Prof. Andrea Stefanie (2025). Boundary Objects Supporting Students’ Meaning-Making During Work Placement in Norwegian Vocational Education. International Journal of Vocational Education Studies. 2(2), p. 133–155. doi: 10.14361/ijves-2025-020206. Full text in Research Archive Show summary

  This study investigates the use of boundary objects in vocational education and training (VET) as an approach to address the challenge of meaning making of VET concepts, often experienced by pupils at school just as ‘definitions’ to be learnt by heart or to be memorized, hence becoming isolated knowledge instead of contextual applicable and meaningful. A problem that is well known in international dual VET education and research. As well it turns the focus on, for instance pupils, to potentially become co-brokers between the boundary of school and workplace, using boundary objects, reified as thematic assignments in and for both learning sites. In the interplay between boundary objects, advisors, students and teachers, affordances can be created helping to construct meaning and motivation in and for the pupils’ VET education.

• Øgård, Monika; Hillen, Andrea Stefanie & Wuttke, Eveline (2025). Thematic assignments making vocational concepts visible during students’ work placements in Norwegian vocational education. Empirical Research in Vocational Education and Training. ISSN 1877-6337. 17(1). doi: 10.1186/s40461-025-00180-w. Full text in Research Archive Show summary

  Many students in vocational education and training (VET) programmes in Norway fail to see the connection with the school-based curriculum content they explore and learn and the tasks they perform during work placements. Consequently, the relevance of various vocational concepts remains invisible when conducting tasks at work, hence student motivation for learning may decrease and students’ understanding accordingly. This study examines how thematic assignments, designed by a team of experienced vocational teachers in Norway, who teach the subject vocational specialization, foster students’ boundary learning and contribute to students’ knowledge development of vocational concepts. The research focuses on the thematic assignments, the boundary objects, helping students to navigate between the school and the workplace. The thematic assignments serve as shared references that bridge these two learning contexts. Semi-structured observations were made of students, teachers, and supervisors in the workplace, and interviews were conducted with teachers and supervisors to gain insight into practices and personal perspectives. The findings indicate that the teachers’ joint design and their individual student adjusted use of the thematic assignments, helped students to ‘see’ the vocational concepts in practice and to stress their importance and necessity to learn. An additional result is that the assignments worked as an anchor for improved communication and collaboration among all parties involved.

• Wuttke, Eveline; Heinrichs, Karin; Hillen, Andrea Stefanie & Kögler, Kristina (2024). Editorial: Development, predictors, and effects of trainees’ organizational identification during vocational education and training. Frontiers in Psychology. Full text in Research Archive
• Wuttke, Eveline; Heinrichs, Karin; Hillen, Prof. Andrea Stefanie & Kögler, Kristina (2024). Editorial: Professional and vocational identity development. Frontiers in Psychology. 15. doi: 10.3389/fpsyg.2024.1425138. Full text in Research Archive
• Dalehefte, Inger Marie & Hillen, Prof. Andrea Stefanie (2022). Reflection Cycle - from Collective Ideas to joint action. In Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (Ed.), A Systemic Approach to School Development - Technical Report on the Project School-In. Waxmann Verlag. ISSN 9783830945024. p. 81–90. doi: 10.31244/9783830995029. Full text in Research Archive Show summary

  The project School-In was an in-service professional development project which aimed to improve inclusion and facilitate schools' academic results by taking the local context, expectation structures, and school culture into consideration. This intervention project was based on a systemic approach and designed to include the entire teaching staff, ensuring cross-disciplinary and cross-level impact. Conducted in five Norwegian municipalities, School-In was financed by the Research Council of Norway (NFR) as an innovation project for the public sector. This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools.

• Hillen, Prof. Andrea Stefanie (2022). Mental Mapping Response Method - A Collective Decision for an Intervention. In Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (Ed.), A Systemic Approach to School Development - Technical Report on the Project School-In. Waxmann Verlag. ISSN 9783830945024. p. 57–67. doi: 10.31244/9783830995029. Full text in Research Archive Show summary

  The project School-In was an in-service professional development project which aimed to improve inclusion and facilitate schools' academic results by taking the local context, expectation structures, and school culture into consideration. This intervention project was based on a systemic approach and designed to include the entire teaching staff, ensuring cross-disciplinary and cross-level impact. Conducted in five Norwegian municipalities, School-In was financed by the Research Council of Norway (NFR) as an innovation project for the public sector. This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools.

• Midtsundstad, Jorunn H.; Dalehefte, Inger Marie; Hillen, Prof. Andrea Stefanie; Horrigmo, Kirsten Johansen & Sæbø, Grethe Ingebrigtsvold (2022). The Project School-In - an Overview. In Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (Ed.), A Systemic Approach to School Development - Technical Report on the Project School-In. Waxmann Verlag. ISSN 9783830945024. p. 13–32. doi: 10.31244/9783830995029. Full text in Research Archive Show summary

  The project School-In was an in-service professional development project which aimed to improve inclusion and facilitate schools' academic results by taking the local context, expectation structures, and school culture into consideration. This intervention project was based on a systemic approach and designed to include the entire teaching staff, ensuring cross-disciplinary and cross-level impact. Conducted in five Norwegian municipalities, School-In was financed by the Research Council of Norway (NFR) as an innovation project for the public sector. This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools.

• Wolcott, Peter; Schaffer, Connie; Hillen, Prof. Andrea Stefanie; Lazareva, Aleksandra & Dalehefte, Inger Marie (2021). Steps in conceptualizing assessment culture – progress and challenges developing a survey. In Hillen, Prof. Andrea Stefanie; Wolcott, Peter; Schaffer, Connie; Lazareva, Aleksandra & Jr, Robert Morris Gray (Ed.), Assessment theory, policy, and practice in higher education - Integrating feedback into student learning. Waxmann Verlag. ISSN 9783830944782. p. 123–136. Full text in Research Archive
• Hillen, Prof. Andrea Stefanie & Egeland, Frank (2021). ICT based self-assessment in VET Pre-Service Teacher Training. In Hillen, Prof. Andrea Stefanie; Wolcott, Peter; Schaffer, Connie; Lazareva, Aleksandra & Jr, Robert Morris Gray (Ed.), Assessment theory, policy, and practice in higher education - Integrating feedback into student learning. Waxmann Verlag. ISSN 9783830944782. p. 75–88. Full text in Research Archive
• Schaffer, Connie; Hillen, Prof. Andrea Stefanie; Jr, Robert Morris Gray; Wolcott, Peter & Lazareva, Aleksandra (2021). The multifarious nature of assessment. In Hillen, Prof. Andrea Stefanie; Wolcott, Peter; Schaffer, Connie; Lazareva, Aleksandra & Jr, Robert Morris Gray (Ed.), Assessment theory, policy, and practice in higher education - Integrating feedback into student learning. Waxmann Verlag. ISSN 9783830944782. p. 11–18. Full text in Research Archive
• Hillen, Andrea Stefanie (2020). School Staff-centered School Development by Communicative Action: Working Methods for Creating Collective Responsibility - From the Idea to Action. Journal on Efficiency and Responsibility in Education and Science. ISSN 2336-2375. 13(4), p. 189–203. doi: 10.7160/eriesj.2020.130403. Full text in Research Archive
• Hillen, Prof. Andrea Stefanie (2019). The impact of local communities on the school development - a case study examining expectations and inclusion on a systemic level. International Journal of Learning, Teaching and Educational Research (ILJTER). ISSN 1694-2493. 18(2), p. 13–28. doi: 10.26803/ijlter.18.2.2. Full text in Research Archive
• Hillen, Andrea Stefanie; Conway, David F.; Landis, Melodee; Wolcott, Peter & Schlegelmilch, Mary T. (2016). Cross-national research and publication by virtual team building.(pp. 207-213), Proceedings of EdMedia: World Conference on Educational Media and Technology 2016. Association for the Advancement of Computing in Education (AACE). ISSN 9781939797247. p. 207–213. Full text in Research Archive Show summary

  This paper explores a unique project between two universities and related research partners, separated across the globe, who collaborated to share knowledge and to extend local research to a wider audience. This submission will examine the process of virtual team building to support an international research collaboration. Targets and tools used during the process included online conferencing, an online workshop for supporting paper writing with pre-post online activities, as well as the use of several digital tools. Cisco collaboration rooms and applications like WebEx, Jabber video, as well as Today’s Meet, Google Drive, Wiggio, online questionnaires, and an online decision tree were employed. The core objective was to produce and coauthor a volume of research entitled “Digital Media in Teaching and its Added Value (2015),” which was published at the end of the year 2015 by Waxmann Publishing.

• Conway, David F.; Hillen, Andrea Stefanie; Landis, Melodee; Schlegelmilch, Mary T. & Wolcott, Peter (2015). The Value of Investigating Information Technology Applications for Teaching and Learning Purposes. In Conway, David F.; Hillen, Andrea Stefanie; Landis, Melodee; Schlegelmilch, Mary T. & Wolcott, Peter (Ed.), Digital Media in Teaching and its Added Value. Waxmann Verlag. ISSN 9783830932871. p. 11–18. Full text in Research Archive
• Hillen, Andrea Stefanie (2015). Why do students ask: how much do I need to read to pass the exam? - A conceptual discussion and an empirical enquiry on trends of instrumentalism in study programmes experienced by today's students. In Hillen, Andrea Stefanie & Aprea, Carmela (Ed.), Instrumentalism in Education - Where is Bildung left?. Waxmann Verlag. ISSN 9783830930549. p. 73–88. Full text in Research Archive
• Hillen, Andrea Stefanie & Aprea, Carmela (2015). Instrumentalism in Education - Is there Bildung left? What kind of educational spaces can one find in today's institutionalised educational situations? An initial rapprochement to the volume's theme. In Hillen, Andrea Stefanie & Aprea, Carmela (Ed.), Instrumentalism in Education - Where is Bildung left?. Waxmann Verlag. ISSN 9783830930549. p. 9–13. Full text in Research Archive
• Hillen, Andrea Stefanie (2015). IT-Integrated Approaches in Everyday Teaching in Higher Education: Supporting Interaction and Communication in High Enrollment Classes. In Conway, David F.; Hillen, Andrea Stefanie; Landis, Melodee; Schlegelmilch, Mary T. & Wolcott, Peter (Ed.), Digital Media in Teaching and its Added Value. Waxmann Verlag. ISSN 9783830932871. p. 67–82. Full text in Research Archive
• Hillen, Andrea Stefanie & Landis, Melodee (2014). Two perspectives on e-learning design: A synopsis of a U. S. and a European analysis. International Review of Research in Open and Distance Learning. 15(4), p. 199–225. doi: 10.19173/irrodl.v15i4.1783. Full text in Research Archive
• Hillen, Andrea Stefanie (2014). The role of discussion boards in e-collaborative learning environments (CSCL) – What kind of support can they provide? A conceptual discussion and a qualitative case study. Nordic Journal of Digital Literacy. 2014(2), p. 128–147. Full text in Research Archive
• Hillen, Andrea Stefanie (2013). What can research in technology and learning teach media didactics? In Beck, Klaus & Zlatkin-Troitschanskaia, Olga (Ed.), From diagnostics to learning success : Proceedings in Vocational Education and Training. Brill | Sense. ISSN 9789462091900. p. 101–113. Full text in Research Archive Show summary

  Information technology is essential in modern societies; this applies for educational institutions too who mirror the societies (schooling) values and intentions. Learners are influenced by the use of technology even information technology is sometimes not consciously or intentionally applied, it is literally an actual part of everyday-life. On the one hand it is quite popular to integrate learning and technology and on the other hand it is a necessity even some trends are to be reflected critically. The paper will discuss research findings in the field of applied technology in teaching and learning by using empirical and theory based research results related to four specific research approaches using different It-applications, and settings. A classification towards media didactics will be conducted as well as conclusions related the operative point of the IT based learning application will be derived.

• Hillen, Andrea Stefanie (2013). Acquisition of Higher Order Knowledge by a Dynamic Modeling Environment based on the Educational Concept of Self-Regulated Learning, Intelligent and Adaptive Educational-Learning Systems Achievments and Trends. Series: Smart Innovation, Systems and Technologies Series Editors: Howlett, Robert J., Jain, Lakhmi C Guest Editor: Alejandro, A. Pena. Springer Science+Business Media B.V.. ISSN 9783642301704. Full text in Research Archive Show summary

  The aim is to show that learning with this modeling based Educational Learning System (ELS) can accomplish the target of achieving higher order knowledge. The ELS is a system consisting of internal and external elements. The external prerequisites consist of technical and physical elements and the internal ones are shaped by the students pre-knowledge and the instructors teaching competencies including his/her social, emotional, and disciplinary knowledge necessary for teaching. The ELS is based on a theoretical framework of different theories and models such as concept mapping, elaboration of mental models, cognitive tool-approach, and self-regulated learning (SRL). Different features for visualization and modeling of the subject matter to be learned can be chosen by the students as well as the frequencies using the simulation feature to receive feedback to the model constructed. This enables the students to work self-regulated because of the feedback of the system, by providing the simulation results in desired graph-ical or analytical representation formats. The notation of the ELS, the symbols themselves are considered as an intuitive language because the symbols are con-nected to real world phenomena. It is assumed that the expression of knowledge is co-determined by the applied language. It is concluded that a less differentiated language does not hinder thinking but does not support thinking as a ‘cognitive tool’. Hence the hypothesis is: there are significant differences in the complexity of the expressed knowledge of the students using the notation in comparison to a control group using verbal protocols to express the knowledge acquired.

• Hillen, Andrea Stefanie & Päivärinta, Tero (2012). Perceived Support in E-Collaborative Learning - An Exploratory Study Which Make Use of Synchronous and Asynchronous Online-Teaching Approaches. In Popescu, E. (Eds.), Advances in Web-based Learning ICWL 2012- Lecture Notes in Computer Science Volume 7558. Springer Publishing Company. ISSN 9783642336423. p. 11–20. doi: 10.1007/978-3-642-33642-3_2. Full text in Research Archive Show summary

  This study compares four different learning environments for ecollaborative learning in two European countries related to the dimension of students` mutual support. The theoretical baseline is Vygotsky’s zone of proximal development (ZOPD) and the socio-genetic approach of Piaget. The analyzed data are based on questionnaires collected over the time period of an entire semester including four different courses at the master’s level. These courses applied different e-collaborative approaches including a variety of tools for supporting communication. It is assumed that these courses including communication tools e.g. virtual face-to-face meetings enhance the chances for better communication, and finally, for mutual support of students themselves. The objective is to investigate how the different environments have affected the students’ perception related to different e-collaborative learning platforms in the dimensions of social support, information exchange, and task support.

• Hillen, Andrea Stefanie (2011). The Role of Worksheets in Media Based Instruction - A Didactic and Diagnostic approach. In Hillen, Andrea Stefanie; Sturm, Tanja & Willbergh, Ilmi (Ed.), Challenges facing contemporary didactics: Diversity of students and the role of new media in teaching and learning. Waxmann Verlag. ISSN 9783830925897. p. 169–184. Full text in Research Archive Show summary

  This paper discusses media based learning as a combination and interaction of instructional elements, that is, worksheets, teacher’s instruction and the application of technology. The main focus will be on worksheets supporting the learning process. Worksheets are described as instructional means or tools in teaching.The author assumes that the application of worksheets in instruction supports the elaboration of Mental Models. Using ‘elaboration’ as one cognitive procedure to support the acquisition of knowledge, the depiction or visualisation of thoughts is already the very first step for the development of Mental Models. The assumption is that an appropriate inherent structure of worksheets guides, supports, and fosters learning.

• Hillen, Andrea Stefanie; Breuer, Klaus, U. & Tennyson, Robert, D. (2011). Gaming and Learning: Theory, Research,and Practice. In Hillen, Andrea Stefanie; Sturm, Tanja & Willbergh, Ilmi (Ed.), Challenges facing contemporary didactics: Diversity of students and the role of new media in teaching and learning. Waxmann Verlag. ISSN 9783830925897. p. 185–198. Full text in Research Archive Show summary

  This chapter discusses the gap between gaming and learning activities in reference to theory, research, and practice from an educational perspective. By definition, learning in educational settings is considered to be purposeful and goal-oriented. Outcomes refer to subject matter. In opposition gaming is considered to be pure and open ended. Educationally relevant outcomes are in question. From that perspective a bridge can hardly be built between the two activities. There is a different perception on the two domains in regards to the outcomes of learning as well as gaming processes.

• Hillen, Andrea Stefanie; Sturm, Tanja & Willbergh, Ilmi (2011). Introducing didactic perspectives to contemporary challenges. In Hillen, Andrea Stefanie; Sturm, Tanja & Willbergh, Ilmi (Ed.), Challenges facing contemporary didactics: Diversity of students and the role of new media in teaching and learning. Waxmann Verlag. ISSN 9783830925897. p. 9–21. Full text in Research Archive Show summary

  Didaktik seems to be the core of the professional practice of school teachers. In their day-to-day work, teachers refer to didactical knowledge and concepts that structure their teaching routines. The perspectives taken embrace current empirical and theoretical challenges along with challenges modern societies are facing. To the extent that societies are changing, there is a need to address educational theory as well as educational practice: new issues and opportunities have to be reflected.

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• Hillen, Prof. Andrea Stefanie; Wolcott, Peter; Schaffer, Connie; Lazareva, Aleksandra & Jr, Robert Morris Gray (2021). Assessment theory, policy, and practice in higher education - Integrating feedback into student learning. Waxmann Verlag. ISBN 9783830944782. 150 p. Full text in Research Archive
• Conway, David F.; Hillen, Andrea Stefanie; Landis, Melodee; Schlegelmilch, Mary T. & Wolcott, Peter (2015). Digital Media in Teaching and its Added Value. Waxmann Verlag. ISBN 9783830932871. 235 p. Full text in Research Archive
• Hillen, Andrea Stefanie & Aprea, Carmela (2015). Instrumentalism in Education - Where is Bildung left? Waxmann Verlag. ISBN 9783830930549. 159 p. Full text in Research Archive
• Hillen, Andrea Stefanie; Sturm, Tanja & Willbergh, Ilmi (2011). Challenges facing contemporary didactics: Diversity of students and the role of new media in teaching and learning. Waxmann Verlag. ISBN 9783830925897. 200 p. Full text in Research Archive Show summary

  This anthology raises the issue on current empirical and theoretical research approaches in the field of didactics, in respect to diversity, gender and new media. The intention is to show the related contemporary use and the reflections on didactic approaches based on the tradition of Allgemeine Didaktik. The brainchild to use English as publication language pursues the idea to make the concept of didactics accessible for the English speaking world. The attempt is to mirror differences of provisions incurrent societal phenomena: new media, gender, and diversity which educational institutions are facing. It will reveal and demonstrate that this is a common issue which is to be addressed for satisfying the demands and necessities in today’s schooling out of the national educational perspectives given through the different educational systems. This anthology follows the idea to present approaches with their theoretical or empirical results. Thus, the reader will find a bunch of procedures, suggestions, and methods as well as critical questions shaped by the empirical and theoretical reflective work of the Norwegian, Austrian, US-American, and German authors, who contributed to the book.

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• Øgård, Monika; Suhonen, Riikka; Hillen, Prof. Andrea Stefanie; Teräs, Marianne & Virolainen, Maarit (2026). Journeys of Nordic Doctoral and ​ Early Career Researchers ​ Interested in VET - Presentation NordYrk conference 2026. Full text in Research Archive Show summary

  Presented at NordYrk 2026 in Jyväskylä, Finland, this study explores how supervision and support shape the experiences of Nordic doctoral and early career researchers interested in Vocational Education and Training (VET). Based on a survey (N=33) and interviews (N=13), the findings show that many researchers experience isolation in small and fragmented VET research environments, while supervisors and research networks play a crucial role in fostering learning, academic belonging, and career development. The study highlights the importance of collective, network-based support structures for strengthening VET research communities in the Nordic countries.

• Hillen, Prof. Andrea Stefanie (2025). ECER Panel session Network 16 ICT and Learning: AI in Education and Training : Shaping the Future of Learning and Teaching. Full text in Research Archive Show summary

  Panel discussion Network 16 ECER 2025, Beograd 12.03.2025 Stefanie A. Hillen «Classroom learning activities using generative AI by students and teachers in higher education» Abstract The introductory presentation for the panel discusses classroom learning activities using generative AI by students and teachers in higher education. The approach focuses on grassroots initiatives where the classroom itself becomes a research field for exploring how AI can support teaching and learning. One central idea is the use of generative AI to support teachers in providing feedback on students’ written assignments. AI can assist with routine tasks, allow more frequent formative assessment, and help structure feedback more clearly while not replacing the teacher’s professional role. Another key activity is that students redo assignments with AI, which encourages reflection by comparing AI-generated answers with their own work. This pedagogical approach draws on theories of reflective thinking and reflective practice. The study investigates how students perceive the added value of AI, how redoing tasks with AI contributes to critical thinking and learning success, and what teachers learn when guiding students to use AI constructively. Student reflections show that AI responses can be too general and therefore require careful prompting and verification using other academic sources. The pilot study suggests that comparing student answers with AI responses increases engagement and supports self-regulated and collaborative learning. The conclusion emphasizes that generative AI should be used as a cognitive tool that requires critical thinking and professional judgment rather than as a shortcut for completing tasks. Literature Biesta, G. (2017). The Rediscovery of Teaching. Dewey, J. (1910). How We Think. Boston: D.C. Heath. Hillen, S.A., et al. (2022). Assessment Theory, Policy, and Practice in Higher Education: Integrating Feedback into Student Learning. Waxmann. Hillen, S.A. (2025). An Exploratory Study on the Use of GenAI in Higher Education as Support for Teachers’ Assessment and Feedback of Written Assignments . In G. Tchibozo (Ed.), International Perspectives of Generative AI in Education. Springer. Holmes, W., Bialik, M., & Fadel, C. (2019/2023). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Salomon, G. (1988). AI in Reverse: Computer Tools That Become Cognitive . AERA Conference Paper. Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action Basic Books. Schön, D. A. (1987). Educating the Reflective Practitioner Jossey-Bass. Zawacki-Richter, O., et al. (2019). Systematic Review of Research on Artificial Intelligence Applications in Higher Education. International Journal of Educational Technology in Higher Education.

• Hillen, Prof. Andrea Stefanie (2025). Re-doing Students’ Classroom Learning Activities by AI in Higher Education. doi: https:/eera-ecer.de/conferences/ecer-2025-belgrade. Full text in Research Archive Show summary

  The agenda for teaching and learning in higher education has been transformed by the emergence of AI. University teachers and leaders have begun to rewrite how to teach and assess student work. The more or less helpless idea to abandon AI in education, as some nations still do, will not solve this situation. One knows that innovations cannot be taken back. Instead, most educators are aware that integrating AI into their studies is a possible way forward for the sake of all parties, students and teachers (Tchibozo; in press). A systematic review identified five main environments for applying AI in higher ed: (1) assessment/evaluation, (2) prediction, (3) AI assistant, (4) intelligent tutoring system (ITS), and (5) student learning management. In terms of academic fields, education as a research affiliation was highest with 28% (Crumpton & Burke, 2023). Anyhow, one of the overarching learning objectives is the proper, reflected and critical use of GenAI for all parties involved. However, one of the overarching learning objectives is the appropriate, reflective, and critical use of GenAI for all stakeholders. Analyzing current studies on the challenges and key benefits of AI (Rasul et al. 2023), one need to conclude that adapted learning and individual feedback is the key to be subsumed as assisted AI. The challenges are ethical and equity considerations as well as academic integrity and finally the potentially falsified information. (Rasul, 2023, p.10). Taking a closer look at the day-to-day challenges in the classroom, it is necessary to emphasize the individualized use of AI as intelligent tutoring is often referred to as assist AI (Atlas, 2023). Therefore, one idea is to consider how to make students constructive, creative and critical users for the sake of their own learning. One proposal in this paper is to redo the more or less analogically conducted student work in classrooms. Since it is impossible to control what students do outside the classroom, this quasi-experimental design inside might work. But since teaching is a genuine dialogical activity, it is also necessary to emphasize the role of teachers and their didactic competence to create an appropriate framework and methods for this kind of lecturing. The three questions are: 1. How do students experience the added value of using AI in the classroom as a support tool? 2. How does the re-doing of learning tasks supported by AI assist contribute to students' critical thinking and learning success? 3. What does the teacher learn from the instruction to use AI as a constructive critical tool for student learning? Atlas; S. (2023)."ChatGPT for Higher Education and Professional Development: A Guide to Conversational AI. https://digitalcommons.uri.edu/cba_facpubs/548 Braun, V. & Clarke, V. (2006) Using thematic analysis in psychology, Qualitative Research in Psychology, 3:2, 77-101, DOI: 10.1191/1478088706qp063oa Crompton, H. & Burke. D. (2023). Artificial intelligence in higher education: the state of the field: IN International Journal of Education Technology in Higher Education 20(22);1-22. https://doi.org/10.1186/s41239-023-00392-8 Boydston, J. A. (ed.) (1969). The Collected Works of John Dewey, 1882-1953 (37 Volumes). Southern Illinois Up. Loeng, S. (2020). Self-Directed Learning: A Core Concept in Adult Education, Education Research International, 2020, 3816132. https://doi.10.1155/2020/3816132 McNiff, J. (2017). Action research: All you need to know. Rasul, T., Nair, S., Kalendra, D., Robin, M., de Oliveira Santini, F., Ladeira, W. J., Sun, M., Day, I., Rather, R. A. & Heathcote, L. (2023). The role of ChatGPT in higher education: Benefits, challenges, and future research directions. Journal of Applied Learning and Teaching, 6(1), 41-56. Tchibozo, G. (2025). Education and Artificial Intelligence. Springer.

• Suhonen, Riikka; Øgård, Monika; Virolainen, Maarit; Teräs, Marianne & Hillen, Prof. Andrea Stefanie (2025). Symposium NordYrk: Experiences of Nordic doctoral researchers and early career researchers with focus on VET research. Full text in Research Archive
• Øgård, Monika; Hillen, Andrea Stefanie; Binfield-Skøie, Tina & Øgård-Repål, Anita (2025). Symposium NordYrk: Balancing the Ph.D: A qualitative study of Ph.D. candidates’ experiences of balancing the Ph.D. work. Full text in Research Archive
• Hillen, Prof. Andrea Stefanie (2024). The Prompt, A Crucial Component for the Use of the Chatbots to Support Written Feedback and Assessment Routines. Full text in Research Archive
• Hillen, Prof. Andrea Stefanie (2024). Ph.d. seminar - Participative Research. Full text in Research Archive
• Hillen, Prof. Andrea Stefanie (2024). MMR use for organizational development. Full text in Research Archive
• Hillen, Prof. Andrea Stefanie (2024). Sense making for VET Education Students through guided practice. Full text in Research Archive
• Kverneggen, Kari-Anne Helleberg & Hillen, Prof. Andrea Stefanie (2023). Yrkesfagelevenes mulighet til trene selvregulering. Full text in Research Archive
• Hillen, Prof. Andrea Stefanie (2023). An Exploratory Study on the Use of Chatbots in Higher Education as Support for Teachers’ Assessment of Written Midterm Assignments. Full text in Research Archive
• Kverneggen, Kari-Anne Helleberg; Egeland, Frank & Hillen, Prof. Andrea Stefanie (2023). Vocational teachers adapting their instruction in times of changes and challenges regarding the phenomenon of self-regulation. Full text in Research Archive Show summary

  In the south of Norway, teachers and students were asked about the pandemic by interviews, focus-groups, and questionnaire. When the lock-down started no measures were given by the school administration with the exception to teach digitally. Hence, teachers on their own needed to developed ways and methods to teach and reach their students. The study relates to students with have chosen a professional subject in upper secondary school. Students' own responsibility is mentioned in the core curriculum, but it is the teacher who has most of responsibility for students to become self-regulated. When parents are working and teachers online, it may be difficult that students establish responsibility for themselves. Hence, the experiences from homeschooling are important to take further in the student's learning process. Against this background we ask, how did the teachers change their own (digital) teaching that student could practice self-regulated learning (SRL) and responsibility for themselves? Videoclip: https://video.uia.no/media/t/0_cdjae23u

• Hillen, Prof. Andrea Stefanie & Christ, Rainer (2022). Extracurricular Activities in Political Adult Education. Full text in Research Archive
• Hillen, Prof. Andrea Stefanie & Christ, Rainer (2022). Evaluation study of innovations in non-formal democratic education. Full text in Research Archive
• Øgård, Monika & Hillen, Prof. Andrea Stefanie (2022). Experiences made with ‘subject matter assignments’ as boundary objects in VET education - Presentasjon av PhD prosjekt, NordYrk Conference. Full text in Research Archive
• Egeland, Frank & Hillen, Prof. Andrea Stefanie (2021). IKT-basert egenvurdering i yrkeslærerutdanningen (PPUy). Full text in Research Archive
• Hillen, Prof. Andrea Stefanie & Christ, Rainer (2021). Evaluation of civic and democratic education initiatives in out-of-school education. Full text in Research Archive
• Hillen, Prof. Andrea Stefanie & Christ, Rainer (2021). Experiences made within the German adult democratic education – a pilot qualitative study by experts' interviews and document analysis. Full text in Research Archive
• Hillen, Prof. Andrea Stefanie & Christ, Rainer (2021). Toleranse og demokratisk deltakelse i kampen mot hatytringer og grupperelatert mistro: En evaluering av utdanningstiltak utenfor skolen i en tysk kontekst. Full text in Research Archive Show summary

  Sammendrag fra programmdag arrangert fra Aslaug Kristiansen og Nils Hallvard Korsvold (UiA): Demokrati og medborgerskap er ett av de tverrfaglige satsningsområdene både ved UiA og for Fakultet for humaniora og pedagogikk. Tematikken tangerer mye forskning som skjer ved fakultetet allerede, men fra og med 2021 ønsker dekanatet en særlig satsning på forskning omkring demokrati og medborgerskap, knytta til barnehage- og skoleforskning. Som en overordna tilnærming går satsningen under navnet: Å bygge en demokratisk kultur: Barnehage, skole og høyere utdanning som verktøy og arena. Men å gjennomføre demokrati opplæring og å bygge demokratiske miljøer og kulturer er ikke bare noe som skjer i en barnehage- og skole kontekst. Vi skal på dette seminaret lære mer om ulike regionale og kommunale initiativ hvor dialog og demokrati opplæring står på dagsorden. I tillegg samtale om hva som står på spill, hvilke utfordringer som finnes og hvordan disse kan gripes an.

• Hillen, Prof. Andrea Stefanie & Egeland, Frank (2021). Self-assessement and feedback in Pre-Service Teacher Training (VET) supported by an LMS. Full text in Research Archive
• Hillen, Andrea Stefanie (2020). Collegium Driven School-development on a Systemic Level by Using Combined Collaborative Working Methods. Full text in Research Archive Show summary

  Collegium Driven School-development on a Systemic Level by Using Combined Collaborative Working Methods Nowadays, the quality of school development is seen as context related (Langfeldt, 2015; Horrigmo & Midtsundstad, in preparation). The objective of the paper, presented here, is to look on the effects of combined working methods of the school staff-driven inclusive activities to relate to the local environment. As sources for the analysis recorded discussions during the ‘Reflection-Cycle’ and the ‘Dialogue-Café’ are used. These discussions are analyzed by a constant comparative method open coding (Glaser & Strauss, 1967). As well as ‘reports’ written by the school staff themselves, are taken as additional data on how planned measures have been actually enacted. One theoretical platform is Habermas’ paradigm of communicative action (1984) which implies social action as a prerequisite for consentaneous collaboration. ‘Communicative action’ is an understanding-oriented approach (Habermas, 1999, p. 143). Language is used as a source of social integration (Habermas, 1999, pp. 142f). This means that the listener of free will is motivated and recognizes the matter being discussed (Habermas, 1999, p. 140). The school staff’s collaboration understood as collegial collaboration (Hargreaves, 1995a, b) can become a communicative action where the actors jointly try to create a mutual understanding and agreement by critical reflection. Agreement does not mean unreflected or forced consent. Agreement cannot be imposed on one party by the other, but it must come from within and contributes to build trust. This understanding builds the platform for the actors' actions. The content analysis using the application Nvivo will focus on discussions and on provisions, the actors’ actions connecting the school towards local community. References: Glaser, B. & Strauss, A. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. New York: Aldine De Gruyter. Habermas, J. (1984). The theory of communicative action. Volume 1: Reason and the Rationalization of society. Boston: Beacon Press. Hargreaves, D. H. (1995a). School Culture, School Effectiveness and School Improvement, School Effectiveness and School Improvement; An International Journal of Research, Policy and Practice 6(1), 23‐46. Hargreaves, D.H. (1995b). Beyond Collaboration: Critical Teacher Development in the Postmodern Age. In Smyth, J. (Ed.), Critical Teacher Development (pp. 149‐180.) London: Cassell, Buffalo: SUNY Press. Hillen, S. (2019). The Impact of Local Communities on the School Development - A Case Study Examining Expectations and Inclusion on a Systemic Level. International Journal of Learning Technology and Research pp. 23-38 htttp://www.ijlter.org/index.php/ijlter/article/view/1349/pdf Horrigmo, K. J. & Midtsundstad, J. H. (in preparation). The interplay between school and place – drivers and barriers for school’s development as inclusive communities. Langfeldt, G. (2015). Skolens kvalitet skapes lokalt: Presentasjon av funn fra forskningsprosjektet "Lærende regioner". Fagbokforlaget. In English: [School’s quality is created locally]

• Egeland, Frank & Hillen, Prof. Andrea Stefanie (2020). Self-assessment as feedback for student learning in Higher Education (VET). Full text in Research Archive
• Hillen, Prof. Andrea Stefanie & Midtsundstad, Jorunn H. (2020). Mental Mapping Respons Metoden (Modellering). Full text in Research Archive
• Hillen, Prof. Andrea Stefanie (2020). School Development by Stimulating School Staff’s ‘Communicative Action’. Full text in Research Archive
• Midtsundstad, Jorunn H.; Hillen, Prof. Andrea Stefanie; Sæbø, Grethe Ingebrigtsvold; Dalehefte, Inger Marie & Horrigmo, Kirsten Johansen (2020). Prosjekt School-In. Inkluderende læringsmiljø. Bruk av kartlegging som grunnlag for tiltak i arbeid med inkluderende læringsmiljø. Full text in Research Archive
• Hillen, Prof. Andrea Stefanie (2019). International Workshop for School Development. Full text in Research Archive Show summary

  The worksshop seeks to shed light on the question of context based school development by the international contributions. As well as networking activities are supported to anker joint research projects and to enhance researcher mobility.

• Hillen, Prof. Andrea Stefanie (2019). Feedback as Part of a Pedagogic Process: Reintegrating Assessement in Student Learning using digital Tools. Full text in Research Archive Show summary

  The symposium intends to stress the importance of feedback opportunities integrated into the learning process (Engh, 2011; Hattie & Timperley, 2007). Hereby, we refer to Autio too as a tipping point for our research endeavor. It is based on the fact that assessment is seen as a crucial part of learning or simply to reintegrate the meaning of assessment and evaluation as natural part of pedagogic processes and teachers’ work (see Autio, 2017). The symposium aims to contribute towards an understanding that feedback is necessary and crucial in student learning. To enable formative assessment, we make use of digital tools to facilitate feedback, self-assessment and communication with and between the students. The symposiums overarching research question is therefore: How can learning approaches be designed to integrate formative assessment and feedback for learning in preservice-teacher training?

• Hillen, Prof. Andrea Stefanie & Egeland, Frank (2019). Self-assessment in Pre-service vocational Teacher Training. Full text in Research Archive Show summary

  This is an explorative study with a student group in part-time vocational teacher-education in Norway. To offer learning feedback is laid down by the Norwegian Directory of Education (2015) in a white paper called “Vurdering for læring”. By using an LMS like 'CANVAS' or ‘TEAMS,’ student self-assessment and teacher feedback can be conducted at once. In addition, these students meet just 10 times during one semester. In between, the students are not at the University and need to learn off-campus on their own. “Therefore, it is vital that the course instructors maintain connections with the students online and adjust lessons and other teaching activities to the students’ needs during the f2f meetings. Self-assessment and continuous teacher feedback help students to reflect on their learning process and achieved learning results. However, this is seldom reported and documented by and for the students themselves in teaching processes. We introduce and apply this self-assessment and feedback approach to help students receive feedback on their performance (achieved learning goals).

• Dalehefte, Inger Marie & Hillen, Prof. Andrea Stefanie (2019). Describing and explaining effects and non-effects of the innovation in School-In. Full text in Research Archive
• Midtsundstad, Jorunn H.; Sæbø, Grethe Ingebrigtsvold; Dalehefte, Inger Marie; Hillen, Prof. Andrea Stefanie & Horrigmo, Kirsten Johansen (2019). Nettverkssamling. Arbeidsmåter i School-In. Full text in Research Archive
• Hillen, Prof. Andrea Stefanie (2018). Why is a culture of assessment important in an educational institution? Full text in Research Archive
• Hillen, Prof. Andrea Stefanie (2018). Mapping as a visualization, reflection, and response technique. Full text in Research Archive
• Hillen, Prof. Andrea Stefanie (2018). Hillen, S.(2018). Local communities and school development— examining expectations and inclusion on a systemic level.Paper accepted. Full text in Research Archive Show summary

  To be able to support a school for their development and improvement one needs first to identify the characteristics and derive indicators. In the second phase an analysis is needed to show the school’s developmental potential. The research project’s objective is to improve inclusion on a systemic level (Project Proposal, 2016). Hereby we refer to the importance of developing the school's collective capacity for inclusion as means to develop a school, a school district and the national culture to take joint responsibility for all students' learning (Fullan, 2010). The project will focus on inclusion as a shared and joint pursuit. Therefore, we expand the concept of inclusion with the systemic level approach.

• Hillen, Prof. Andrea Stefanie; Wolcott, Peter; Dalehefte, Inger Marie; Lazareva, Aleksandra & Schaffer, Connie (2018). Hillen et al.: (2018): Assessment and Evaluation Culture in (Higher)Education. Accepted Paper. Full text in Research Archive Show summary

  The project intends to conduct a comparative approach to better understand the culture of assessment in higher education institutions. Starting with a well developed, frequently applied and validated English-language 14-item survey instrument, measuring the ‘culture of assessment’ in higher education, the project addresses two core challenges. First, the field of evaluation and assessment contains a diverse set of concepts, and these concepts often do not translate easily from one language to another. We had to address the language challenge because one knows that language mirrors a nation’s culture, that is, “… language fixes concepts” (Le Metais, 2001, p.201). Second, while the concept ‘culture of assessment’ is a well-established concept and approach in American education, in Europe the concept of ‘culture of assessment’ is used less frequently or is interpreted and applied in distinct ways. For instance, in Norway a ‘vurderingskultur’ is strongly related to learning approaches. This conceptualization started with the Norwegian educational policy initiative in 2010 and following (Directory of Education, 2010, 2011a,b, 2012, 2014, 2015). One core objective of these whitepapers is to stress the aspect of ‘assessment for learning’ by feedback. Moreover, the concepts of ‘evaluation and “reporting found in the Norwegian language reflect some important aspects of assessment that are not necessarily addressed by ‘assessment’.

• Hillen, Andrea Stefanie; Sæbø, Grethe Ingebrigtsvold; Horrigmo, Kirsten Johansen; Dalehefte, Inger Marie; Myrann, Maria Kristianne & Midtsundstad, Jorunn H. (2017). Tydelige forventninger er best for alle elever. Samfunnets holdninger til skolen er like viktig som foreldrenes utdanningsnivå. p. 39–39. Full text in Research Archive
• Hillen, Andrea Stefanie (2016). Inclusion on a systemic level and its influence on teachers’ expectations. Full text in Research Archive Show summary

  This paper is reporting on a Scandinavian inclusion project which focuses on school culture and its framing condition resulting in a structure of expectations in and about school. In specific, the project investigates on the relationships between the structure of expectations inside school, the local community, and vice versa. One central assumption is that the conscious reflection on expectations will contribute to improve inclusion on a systemic level. The opportunity to rearrange these structures is to implicitly (re-)construct a role model for the students for an inclusive school. This will create a better working situation for teachers concerning their teaching and the learning opportunities for their students respectively. A working SD-model is derived by using an educational change theory (Goodson, 2001) and sociological and educational studies (Pritchard, Morrow & Marshall, 2007; Langfeldt, 2015). As starting point, a conceptual model was constructed on qualitative data, already collected by a pilot study (School-In, 2015).

• Dalehefte, Inger Marie & Hillen, Andrea Stefanie (2016). Can awareness of expectations towards students contribute to a more inclusive school? First findings from the project School-In. Full text in Research Archive
• Hillen, Andrea Stefanie (2016). Virtual Teambuilding for Research Purposes. Full text in Research Archive Show summary

  The project involved two parallel team building processes by two interacting different teams. The 'inner team' (the participants of the research workshop) and the 'outer team' which is the organizing, editorial, research team. A characteristic of the outer team is its interdisciplinarity and that of their different roles in the academic community. This heterogeneity of competences of the outer team could be seen as distributed knowledge which might be shared and developed related to Vygotsky’s proximal zone of development (Vygotsky, 1978). Research questions: RQ1: In which ways does the teambuilding processes and results correspond to the established virtual team building model(s)? RQ 2: What distinguishes our online based knowledge building team, tools and processes form traditional ones and what added actually value? The phenomenon of virtual distance (Sobel Lojeski, 2009) has been addressed by short time mutual visits (2 times a year) by the outer team. This is in concordance to Sobel Lojeski's model which shows that f2f meetings even if short and not frequently reduce the perceived virtual distance in global teams. Research on the inner team has already started and will be presented as a project approach at EdMedia (Unpublished conference paper EdMedia, 2016).

• Hillen, Andrea Stefanie & Landis, Melodee (2016). Use of digital collaboration tools Research and publication by virtual team building in a US-Norwegian collaboration. Full text in Research Archive
• Hillen, Andrea Stefanie; Wolcott, Peter & Frivold, Ellen (2015). Interdisciplinary Mini-Workshops. Full text in Research Archive
• Hillen, Andrea Stefanie & Schlegelmilch, Mary T. (2015). Use of digital Collaboration Tools - Research and Publishing by Virtual Team building. Full text in Research Archive
• Hillen, Andrea Stefanie & Hølterhoff, Tobias (2015). Symposium: European Perspectives on Instructional Design of eLearning. Full text in Research Archive Show summary

  Even if eLearning approaches are manifold, specific theoretical and methodological distinctions can be made. Looking at such approaches, they are guided and inspired by Instructional Design or by European didactics. Because of the growing need to develop frameworks, guidelines and to provide support for the development of eLearning, these methodologies need to be examined in detail. Whereas Instructional design models focus mainly on the structural and systematic planning (Reigeluth, 1999) of eLearning the didactics tradition concentrate on the content to be selected, structured and to be offered meaningfully to the learner (Klafki, 2002). Both methodologies seeking to support the development, planning and conduction of eLearning. It is apparent that these methodologies based on different educational traditions are influencing each other: in the recent past the U.S. e-learning design theories have become a meaningful part in rich or complex learning environments in Europe (Hillen & Landis, 2014). The analysis of both frameworks will help to detect the essential elements for eLearning applications and reflect mutually unsolved problems within their frameworks themselves. This seems to be urgent because eLearning itself becomes internationalized without scrutinizing specifically its underlying diverse roots. One example of a European trend, which can be observed in eLearning, is the so-called didactic design. Didactic design is seen as the development of an environment that supports learning from its conceptualizing phase until its evaluation (Kerres, 2007). It is somehow valued as a prescriptive approach that aims at the design and construction of environments to offer learning (Reinmann, 2013). One could ask if this trend is a new semantics that points to a partly inclusion of patterns of ID or if this trend create a platform for aEuropean perspective on eLearning didactics? The symposium's objective is to discuss and analyze the today?s approaches for eLearning, within their methodological frameworks. In specific, it will be asked how eLearning and eLearning situations are framed and shaped by these educational methodologies. In addition, the existing discussion on the change of educational paradigms (content vs outcome) will be included, because it influences today?s eLearning approaches as well.

• Hillen, Andrea Stefanie (2015). E-learning Design and Shifts of educational paradigms. Full text in Research Archive Show summary

  Looking to the developments in teaching one has to admit that learning-outcome based teaching is on today?s educational agenda. This applies for technology based teaching too. One European trend, which can be observed in e-learning, is the so-called didactic design (Gissel, 2011, p. 17; Ballstaedt, 1997; Kerres, 2006). Didactic design is to be described as the development of an environment that supports learning from its conceptualizing phase until its evaluation. These definitions have a strong affinity to the planning oriented instructional design approaches. One explanation is that ICT based learning needs explicit advanced planning for the application of media. Educators seek to prescribe the opportunities for interaction between the learner and the media, which have to be determined a priori (see Kerres, 2006). Reinmann extended this definition to a rather general use. She writes that Didactic Design is a prescriptive approach that aims at the design and construction of environments to offer learning (2013, p. 5f). The concept of didactic design is been used in a variety of meanings in Scandinavia too, for instance of Selander (2009) or Meyer (2011). A short overview will be given to show the distinctions and the interrelations to the instructional design paradigm (Hillen & Landis, 2014). However, it seems that the measurement of learning outcome and the objective of competence-based teaching have been a strong baseline or a shaping factor for instructional design approaches (Tennyson, 2010). This contribution will revisit and analyze approaches of Instructional Design and of Didactic Design. It will take up the exiting discussion of changes of educational paradigms and its potential influence on e-learning design in Europe.

• Hillen, Andrea Stefanie (2015). The Equipment of the upcoming generation with IT literacy, skills and competencies: Starting early in Norway and Germany. Full text in Research Archive
• Hillen, Andrea Stefanie & Midtsundstad, Jorunn H. (2015). Teacher's expectation- shaped and reshaped by the local environment. Full text in Research Archive
• Hillen, Andrea Stefanie (2015). The Relative Autonomy of Teachers is Challenged - Does the Educational Change by Accountability Trends Influence Reflective Teaching and Leraning? Full text in Research Archive
• Hillen, Andrea Stefanie (2015). Assessment report. Member of international assessment committee for the NRO Open and online higher education research programme(Netherlands). Full text in Research Archive
• Hillen, Andrea Stefanie (2014). Using digital tools in high size class teaching in Higher Education. Full text in Research Archive
• Hillen, Andrea Stefanie (2014). Why do students ask: How much do I need to read to pass the exam? Full text in Research Archive
• Hillen, Andrea Stefanie (2014). ICT(cognitive) tools for learning and better examination results in Higher Education? Full text in Research Archive
• Hillen, Andrea Stefanie (2014). Digital compedium - an integrative learning approach in Higher Education. Full text in Research Archive
• Hillen, Andrea Stefanie (2014). "Outcome based learning, assessment and prescriptive approaches - Is reflective teaching and learning in danger?". Full text in Research Archive
• Hillen, Andrea Stefanie (2014). „ICT in Higher Education and the impact of Formative Assessment“ Gjesteforelesning hos Universitetet DUE. Full text in Research Archive
• Wagner, Nicole & Hillen, Andrea Stefanie (2013). Roundtable: oppdrager vi til fusk? Andrea Stefanie Hillen deltok på roundtable. Full text in Research Archive
• Hillen, Andrea Stefanie (2013). Attitude towards money and depts (social networks and financial literacy). Full text in Research Archive
• Hillen, Andrea Stefanie & Päivärinta, Tero (2012). E-collaborative learning- an empirical study on prerequisites in online-learning. Conference Paper Presentation. Full text in Research Archive
• Hillen, Andrea Stefanie (2012). Attitude, Satisfaction and Support in Blended Learning Approaches. Conference Paper Presentation. Full text in Research Archive
• Hillen, Andrea Stefanie (2012). Digitale ferdigheter som grunnleggende ferdigheter over alle fag. Full text in Research Archive
• Hillen, Andrea Stefanie (2012). Hillen, S. 2012 The role of discussion boards in e-collaborative learning. The European Conference on Educational Research (ECER) Cadiz, Spain. Accepted paper. Full text in Research Archive
• Hillen, Andrea Stefanie (2012). Experiences in Online learning and teaching - a theoretical reflection on challenges in practice. Full text in Research Archive
• Hillen, Andrea Stefanie (2012). Opposisjonsinnlegg om doktordisputas Knut Arne Strand ”Concurrent Design Approach to the Design of Customized Corporate E-Learning”. Full text in Research Archive
• Hillen, Andrea Stefanie (2012). «Comparative educational reflections». Full text in Research Archive
• Hillen, Andrea Stefanie (2011). Kognitive og motivasjonale grunnlag for profesjonsorientert læring KogMoT (profesjonsdidaktikk). Full text in Research Archive Show summary

  There are a lot of demanding tasks in today's working life. Motivation as a baseline for leraning as well as cognitive capacities and resources are challenced by this. To be aware and knowledgeable of underlaying theories, models as well as empirical results in the research related, is one prerequsite to takle those tasks independent from the role as teacher, student, trainee or apprentice.

• Hillen, Andrea Stefanie & Conway, David (2011). Presentation: Teacher Preparation and Beyond: UNO – UiA Collaboration in Education. Full text in Research Archive
• Hillen, Andrea Stefanie (2011). Virtuell realitet i undervisning og utdanning. Full text in Research Archive Show summary

  There are various educational objectives using VR or AR. VR or AR can provide users with a better understanding of abstract concepts. Moreover, VR or AR allow users to manipulate and scale virtual objects to create a better understanding of the subject or target. In general one can say that VR/AR offer students the ability to visit and interact at locations that normally the distance, the time and for safety reasons would prevent. Constructivist learning approaches like situated learning, role playing, as well as cooperative, and collaborative learning (ZOPD sensu Vygotsky) and problem based learning can be seen as its theoretical baseline.

• Hillen, Andrea Stefanie (2011). Europeiske Institusjonene i yrkesfaglige utdanning. Full text in Research Archive Show summary

  Educational administrative institutions construct the framwork for learning in school and worklife. This gains even more attention because of the expansion of the European Union and the application and realization of the Bologna process.

• Hillen, Andrea Stefanie (2011). Curriculum and Instructional Design – a missing link? Full text in Research Archive Show summary

  Research has been done on the relationship between the North American tradition of Curriculum theory and German Didaktik. Research groups (Westbury et al., 2000; Gundum, & Hopman, 2002) revealed that both traditions have different underlying paradigms influenced e.g. by culture, history etc.; nevertheless a mutual influence has been proved. This intensive discussion has been done by almost excluding the aspect of Instruction and Instructional Design (IS). “Instructional design comprises the task of the description and analysis of knowledge and skills, the sequencing of the concepts and theories, the design of the learning environment and the evaluation of learning results.” (Dijkstra, 1997, p. 2.) Dijkstra mentions that Curriculum Development and Instructional Design are to sides of the same coin. "A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice." (Stenhouse , 1975, p.4). This deficit has been discussed and its interconnectivity in research has been already shown (Achtenhagen, 1992). One reason might be the multifaceted field of instructional design and the theory related which is originally rooted in the behaviorist learning paradigm. In addition, the linkage to technology (ISD) might have led to an even stronger confusion. The criticism in the early days of Instructional Design is the primarily use of presenting information and /or the focus on the systematically production of materials and courses rather than on learning processes. Putman (1987) and Rowland & Cheng (1993) stress the importance of a kind of a ‘curriculum script’ for teaching. Hence, disintegration can be seen between Curriculum Design and Instructional Design (Dijkstra, 2004). This paper will revisit the exiting discussions and is seeking for an argumentation of a stronger integration of both sides related to newer approaches of Instructional Design (Tennyson, 2002).

• Hillen, Andrea Stefanie; Sæbø, Grethe Ingebrigtsvold; Skagen, Kaare; Øvensen-Vesøen, Ruth & Frydenlund, Erling (2017). PROGRAMEVALUERING​ ​2017 Bachelorprogram​ ​i​ ​pedagogikk. Universitetet i Agder. Full text in Research Archive
• Hillen, Andrea Stefanie (2011). VR/AR for Educational purposes? (pp.61-64) in: Development of Vidzeme Continuing Education Technology Centre (2011). Vidzemes Augustskola. ISSN 9789984633176. Full text in Research Archive Show summary

  Focusing on educational issues and strategies applying VR, the term ‘Virtual Reality Learning Environments’ (VRLE) and virtual reality learning systems appeared. It is reported that there are few empirical studies about the use of VR for learning purposes. The central question remains: What makes the application of VR in learning and training useful and how can its application be supported by the reflection of educational principles and learning theories?The basic constructivist paradigm is that learning means constructing an internal representation of the world, viz. the construction of a subjective ‘knowledgebase’ from individual experiences. The social constructivist approach can be realized in VRLE by instructional strategies e.g. situated learning, role playing, problem based learning and collaborative learning.

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