Cornelia Brodahl

• Opheim, Linda Gurvin; Knutsen, Kristoffer Heggelund & Brodahl, Cornelia (2023). Pre-Service Teachers’ Self-efficacy as Future Mathematics Teachers in a Second Language Classroom. Journal of the International Society for Teacher Education. ISSN 1029-5968. 27(2). doi: 10.26522/jiste.v27i2.4427. Fulltekst i vitenarkiv Vis sammendrag

  This study contributes to the field of research on teacher self-efficacy by investigating a group of multilingual pre-service teachers' perceptions of self-efficacy in Norwegian mathematics classrooms. In recent years, several quantitative studies exploring teacher self-efficacy have been conducted, but according to Xenofontos and Andrews (2020) there are few qualitative studies addressing conceptualizations of self-efficacy across various contexts. Furthem1ore, the cultural and language dimensions related to self-efficacy are usually not addressed. Pertaining to this group of multilingual pre-service teachers, all enrolled in the multilingual teacher preparation program at the University of Agder, we found that it was not sufficient for them to focus solely on acquiring mathematical knowledge or developing their mathematics teaching skills. They also needed to navigate a different classroom culture and a language that is not their first language. As a result, this study contributes crucial insights to complement the theory of teacher self-efficacy. Keywords: Mathematics education, pre-service teachers, multilingual, self-efficacy, culture

• Brodahl, Cornelia; Aarek, Ingebjørg & Ask, Anne Merete Selvik (2022). The Covid-19 Pandemic - Experiences and Expectations about Attending International Seminars and Conferences Among Teacher Educators. Journal of the International Society for Teacher Education. ISSN 1029-5968. 26(2), s. 22–37. doi: 10.26522/jiste.v26i2.4007. Fulltekst i vitenarkiv Vis sammendrag

  During the Covid-19 pandemic, several international physical face-to-face conferences have been cancelled, and often substituted by online events. This situation may have led to different experiences among teacher educators and influenced their considerations on whether to travel to future conferences. The purpose of this study is to understand what factors are affecting teacher educators’ willingness to attend in-person or online conferences in the future. This study reports findings from an online questionnaire given to a strategic selection of respondents. All are teacher educators at universities and university colleges in Nordic countries, researching, publishing in international journals, and attending teacher education-related Nordic and international seminars and conferences. The qualitative data from the questionnaire are analyzed using a content analysis approach. The analysis revealed the university teacher educators’ goals for attending and how missing conferences during the pandemic influenced their professional situation. Considerations about attending in-person or online conferences in the future are presented. While the DOI not has been activated yet, the paper can already be read on the JISTE webside: https://journals.library.brocku.ca/index.php/jiste/article/view/4007/3116

• Brodahl, Cornelia; Larson, Niclas; Wathne, Unni & Bjørkestøl, Kirsten (2020). Developing further support for in-service teachers’ implementation of a reasoning-and-proving activity and their identification of students’ level of mathematical argumentation. Journal of the International Society for Teacher Education. ISSN 1029-5968. 24(2), s. 73–87. Fulltekst i vitenarkiv Vis sammendrag

  This is the third in a series of papers focusing reasoning-and-proving. Participants were in-service teachers enrolled in a continuing university education programme in teaching mathematics for grades 5–10. Data were collected from a course assignment in 2018 and 2019, where the in-service teachers reported about their students’ work with a reasoning-and-proving task. Their reports included an identification of the levels the students’ written argumentation reached, based on Balacheff’s taxonomy of proofs. The course assignment’s instructions were expanded for the 2019-cohort. Comparing in-service teachers’ proof level identifications to the researchers’ by statistical analyses, indicated an improvement of the general quality from 2018 to 2019. A higher consensus in 2019 included identifying generic arguments and an understanding that there might be examples falling outside of the taxonomy levels. Qualitative content analysis of the two cohorts’ justifications of their identifications revealed an improved understanding of what is considered generic argumentation. The results encourage and contribute to further developments of the concept.

• Wathne, Unni & Brodahl, Cornelia (2019). Engaging Mathematical Reasoning-and-Proving: A Task, a Method, and a Taxonomy. Journal of the International Society for Teacher Education. ISSN 1029-5968. 23(1), s. 6–17. Fulltekst i vitenarkiv Vis sammendrag

  This article is the second paper in a series of papers on studies focusing on teaching mathematical reasoning-and-proving in elementary mathematics classroom. Participants are in-service teachers enrolled in a continuing university education program in mathematics. Results from the first paper suggested the method of imaginary dialogues to have the potential to support in-service teachers in engaging their students in mathematical reasoning-and-proving, and Balacheff’s taxonomy of proofs to support in-service teachers in identifying students’ argumentation. This study is on the following years’ in-service teachers in the program. It examines their perceptions of the usefulness of two constituent parts of this approach, and what insights students’ written dialogues might provide. The study draws on G. J. Stylianides’ analytic framework for reasoning-and-proving. Main data were obtained from a questionnaire taken by 32 in-service teachers and follow-up interviews with four of them. The study reveals engaging students to reason, argue, and prove, while making students’ argumentation visible for teachers was perceived the most useful with imaginary dialogues. The teachers’ increasing awareness of levels of argumentation, was perceived to be the most useful with getting exposed to Balacheff’s distinctions. Keywords: Balacheff’s four levels of proofs, mathematical reasoning-and-proving, written imaginary dialogues

• Brodahl, Cornelia & Wathne, Unni (2018). Imaginary Dialogues – In-service Teachers’ Steps Towards Mathematical Argumentation in Classroom Discourse. Journal of the International Society for Teacher Education. ISSN 1029-5968. 22(1), s. 30–42. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of this qualitative study was to explore in-service teachers’ first experiences with imaginary dialogues – a form of mathematical writing where students are introduced to a written and unfinished dialogue between two imaginary persons discussing a mathematical problem. Students are supposed to continue working with the problem and to complete the initial dialogue between these persons. In-service teachers were enrolled in a continuing university education mathematics course. They were given the task to try out imaginary dialogues in their classes from grades 4 to 10. Based on in-service teachers’ responses in open-ended self-evaluation forms, the study examined how the in-service teachers perceived imaginary dialogues as a tool to approach students’ mathematical argumentation. The study also sought to investigate how they identified levels of argumentation in their students’ written dialogues based on the background of Balacheff’s levels of proofs in school mathematics practices.

• Wathne, Unni & Brodahl, Cornelia (2017). Mathematics Video Podcasts as Integrated Elements of Online Lessons in Further University Education: In-Service Teachers’ Flow Experiences. Journal of the International Society for Teacher Education. ISSN 1029-5968. 21(1), s. 33–44. Fulltekst i vitenarkiv Vis sammendrag

  This case-study examined in-service teachers’ perceptions of learning by means of online mathematic lessons consisting of a mix of text and video podcasts. The investigation is part of further university education directed at practicing teachers in lower secondary schools. The course was a distant education course, with in-service teachers learning online only. The research, based on a series of questionnaires and follow-up interviews, examined whether in-service teachers perceived that video podcasts embedded in online lessons fostered their learning compared to reading similar material. The study focused on efficiency, enjoyment, and concentration as perceived conditions for learning in conjunction with flow theory

• Brodahl, Cornelia & Wathne, Unni (2016). In-Service Teachers’ Perceptions of the Design and Quality of Mathematics Videos in their On-Line Learning. Journal of the International Society for Teacher Education. ISSN 1029-5968. 20(2), s. 67–78. Fulltekst i vitenarkiv Vis sammendrag

  This investigation is part of a continuing education program in mathematics, directed at in-service teachers in lower secondary schools holding teacher certificates. Online mathematics lessons, offered through a distant education course, consisted of a combination of text and video podcasts. University educators’ podcast development was guided by research-based design principles related to e-learning and multimedia instruction. The question arose as to whether in-service teachers enrolled in the course would perceive the podcast design as supportive for their learning. Using questionnaires, this study monitored how in-service teachers perceived podcast quality based on design dimensions. It sought to identify participants’ preferences and their recommendations for video development improvement. Key factors for quality included podcast length and the speaker’s narration. Inservice teachers perceived the podcasts as being useful for their learning processes and indicated efficiency, enjoyment, and concentration as critical learning conditions.

• Brodahl, Cornelia & Hansen, Nils Kristian (2014). Education students’ use of collaborative writing tools in collectively reflective essay papers. Journal of Information Technology Education: Research (JITE: Research). ISSN 1547-9714. 13(1), s. 91–120. doi: 10.28945/1960. Vis sammendrag

  Google Docs and EtherPad are Web 2.0 tools providing opportunity for multiple users to work online on the same document consecutively or simultaneously. Over the last few years a number of research papers on the use of these collaborative tools in a teaching and learning environment have been published. This work builds on that of Brodahl, Hadjerrouit, and Hansen (2011) expanding its case study. The theoretical framework is the same as the one underlying Brodahl et al. (2011), drawing on two learning theories, the social-constructivist learning theory and the community of practice, and their relationships to collaborative tools. The literature review is extended to cover the recent research work in the field, related to Web 2.0 technologies in higher education. The case study of Brodahl et al. (2011) involved 201 education students who had just begun their four-year initial teacher education. However, 24 students are omitted in the current work, and the result tables from Brodahl et al. (2011) accordantly updated. Dis-regarding particular groups of students was due to their specific local dispersion, as they conducted their entire assignment and collectively reflective essay paper at the same physical location and, with respect to this, reported the use of collaborative tools as superfluous and unwanted in their setting. Partly based on the same survey, this work presents a case study investigating education students’ perceptions of collaborative writing reflective essay papers. However, where Brodahl et al. (2011) presented a solely quantitative study derived from closed-ended questions, this work incorporates the survey’s open-ended questions in a qualitative analysis. The analysis also draws on the students’ written reflections on their experiences. The qualitative analysis supports the conclusion of Brodahl et al. (2011) that technical problems were a major issue, mostly related to EtherPad. All but one complaint about tech-nical difficulties stemmed from EtherPad users during a limited period of time. Other major negative feedback concerned group size; several groups pointed out difficulties with organizing the work, problems of keeping track when editing simultaneously, and failure to produce a unified document. Positive issues frequently mentioned are the ability to work asynchronously and from different places. Furthermore, a majority of the reports on commenting on and editing each other’s work were positive, mentioning that it is an advantage to be able to correct spelling errors and bad formulations, that it is educational, that one may contribute with ideas that the others do not have, and that it improves the final text. Larger issues on the negative side were fear of insulting or misunderstanding, and difficulties because of various work modes. Also qualitative results indicate that females are more concerned with group size than males, but less preoccupied with technical difficulties. Furthermore, younger students appear more concerned about the importance of preparation and planning than older ones. The major conclusions are that EtherPad and Google Docs facilitate new ways of ap-proaching communication, for different collaborative writing work modes as well as in different settings. However, the setting in which the tool is used exerts an influence on the way students perceive its usefulness. Recommendations derived from students’ perception of factors of success for using the collaborative writing tool include the following: group size should preferably not exceed three persons; the students ought to be prepared for technical difficulties and have a contingency plan; and they should have time in advance to discuss their work mode and agree on rules for commenting on and editing each other’s work.

• Brock, Sabra E. & Brodahl, Cornelia (2013). A Tale of Two Cultures: Cross Cultural Comparison in Learning the Prezi Presentation Software Tool in the US and Norway. Journal of Information Technology Education: Research (JITE: Research). ISSN 1547-9714. 12, s. 95–119. doi: 10.28945/1781.
• Brodahl, Cornelia & Oftedahl, Heidi Mæsel (2012). Outsourcing Systems Development for e-Learning Applications. International Journal on E-learning. ISSN 1537-2456. 11(1), s. 5–22. Vis sammendrag

  This study investigated outsourcing of the development of visual, animated and interactive learning objects for mathematics education by a Norwegian university to software vendors in China. It sought to understand the challenges in this outsourcing engagement and competences needed to meet the challenges. The authors tested outsourcing strategies and summarized their experiences with the ordering and production process. The test design included preliminary prototyping with four software vendors and a test production with one of them. The outcome of the outsourcing engagement was five complex, game-like learning objects.

• Brodahl, Cornelia; Hadjerrouit, Said & Hansen, Nils Kristian (2011). Collaborative Writing with Web 2.0 Technologies: Education Students’ Perceptions. Journal of Information Technology Education: Research (JITE: Research). ISSN 1547-9714. 10, s. IIP73–IIP103. doi: 10.28945/1384.
• Ask, Anne S.; Hernes, Sigrunn; Aarek, Ingebjørg; Vik, Frøydis Nordgård; Brodahl, Cornelia & Haugen, Margaretha (2010). Serving of free school lunch to secondary-school pupils - a pilot study with health implications. Public Health Nutrition (PHN). ISSN 1368-9800. 13(2), s. 238–244. doi: 10.1017/S1368980009990772. Fulltekst i vitenarkiv
• Brodahl, Cornelia & Oftedahl, Heidi (2009). Experiences from Outsourcing Systems Development for Learning Applications, Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009. Association for the Advancement of Computing in Education (AACE). s. 1139–1147. Vis sammendrag

  Our R&D study investigates the possibility of establishing a development relationship on visual, animated and interactive learning objects for mathematics education, between Norwegian university teachers that order and describe new learning objects and potential producers of such artifacts in China. It seeks better comprehension of challenges that may come up in an outsourced production and competences needed to meet them. The test design includes a preliminary test with four different Chinese Flash-developing environments that contributed with first prototypes and a test production with one of them. The outcome was five complex and game-like learning objects. This paper summarizes our experiences with the ordering and production process

• Brodahl, Cornelia (2009). Feedback Loops: On the Accumulation of Didactic Experiences Regarding Eighth Graders' Use of Laptops, Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009. Association for the Advancement of Computing in Education (AACE). s. 1139–1147. Vis sammendrag

  The paper reports on student teachers' participation in an R&D project exploring strategies to enable in-service teachers and pupils in lower secondary school to engage in teaching and learning activities with laptops. In an action-learning approach, student and in-service teachers aimed to combine evolving pupils' digital and multimedial competence with subject-related work. They planned, acted, observed and reflected on their pedagogic-didactic experiences in the digitized practice field. The paper describes the underlying developmental experiments. It summarizes and reflects on the student and in-service teachers' didactic experience. The theoretical framework used is the model for teachers' digital literacy developed by Krumsvik (2008).

• Brodahl, Cornelia (2009). Erfaringer fra et metodologisk eksperiment med myk systemtenkning i et pedagogisk utviklingsprosjekt. I Krogstie, John (Red.), Proceedings fra NOKOBIT 2009 - Norsk konferanse for organisasjoners bruk av informasjonsvitenskap. Tapir Akademisk Forlag. ISSN 9788251924931. s. 195–208. Vis sammendrag

  Soft Methodology for Academic Development (SMAD) er en metodologi under utvikling som anbefaler 'rike bilder' og andre myke metodiske verktøy fra Soft Systems Methodology brukt i akademiske utviklingsprosjekter. Artikkelen vil gi et bidrag til metodologiens utvikling ved å undersøke hvordan det med SMAD kan oppnås økt forståelse av komplekse problemstillinger i situasjoner som involverer mange aktører og innebærer samarbeid over fysisk avstand. Den er skrevet på bakgrunn av prosjektet Elev + bærbar = sant, et langsiktig og forskende samarbeid mellom Universitetet i Agder og en ungdomsskole i Agder ved at alle elever på åttendeklassetrinnet fikk bærbare datamaskiner. Universitetet og skolen ønsket å kombinere tre anliggender i ett: (1) Skolen skulle få hjelp til å starte med pc for alle elevene. (2) Studentene skulle få praksisorientert FoU-arbeid i sitt studium. (3) Didaktikerne ville forske side om side med studentene og formidle erfaringer ved å veve elevers bruk av bærbar pc inn i sine faglige arbeider og læringsstrategier. Artikkelen vil også foreslå praktiske grep for å overkomme avstand på, som har vist seg å støtte opp under metodologiens intensjon.

• Brodahl, Cornelia & Smestad, Bjørn (2009). A Taxonomy as a Vehicle for Learning. Interdisciplinary Journal of Knowledge and Learning Objects. ISSN 1552-2210. 5, s. 111–127. doi: 10.28945/67. Vis sammendrag

  In this article, we describe the development of a classification system providing a framework for analysis of, and communication about, a subgroup of learning objects. The objects we consider are highly visual, animated, interactive, and mathematics-related, and we call them VaniMaps. Secondly, we discuss the use of the system. In the first phase, the development was based on literature studies and discussions on examples of VaniMaps. In the second phase, the classification system was tested by students and their responses were analyzed to identify possible improvements. Now, the system is developed further based on experience gained while using it for different purposes. We see several possible uses of the classification system, or selected parts of it: (a) to facilitate communication between the orderer and the developer, (b) to initiate discussions on VaniMaps in teacher education, (c) to analyze and choose between VaniMaps for teaching and learning activities, and (d) to establish a database for VaniMaps labeled using classification statements. We will discuss all these uses and especially emphasize the use in teacher education, illustrated with a case study.

• Brodahl, Cornelia & Smestad, Bjørn (2009). Uenighet og diskusjon - bruk av påstander og elektronisk avstemming i undervisningen. I Bjørke, Gerd (Red.), Pedagogiske endringsprosesser : artikkelsamling fra Førstelektorprogrammet 2007-2009. Høgskolen i Oslo og Akershus. ISSN 978-82-579-4698-2. s. 36–48. Vis sammendrag

  Denne artikkelen beskriver utviklingen av en undervisningssekvens som kombinerer utprøving av digitale læringsressurser med gode diskusjoner. Den er innrettet mot kurset "IKT og læring", men vil også kunne brukes i lærerutdanningene generelt. Opplegget bygger på at læreren foretar et utvalg av læringsressurser og forbereder elektroniske spørreskjemaer til hver av dem med påstander studentene skal ta stilling til. De skal krysse av hvor treffende de mener utsagnene er. Undervisningen er delt inn i bolker, én for hver ressurs. Læreren viser resultatene til hver undersøkelse umiddelbart på storskjerm og bruker uenigheter svarfordelingen avdekker som et grunnlag for diskusjon. Ressursene og påstandene er nøye utvalgt ut fra empirisk materiale fra tidligere FoU-arbeid slik at det er forutsigbart at studentene vil krysse av forskjellig. Det viste seg at dette opplegget skapte mange muligheter for diskusjoner og at studentene var engasjerte. Vi beskriver også en del av det teoretiske grunnlaget for å velge diskusjon som et sentralt element i undervisningssekvensen, og for å bruke elektronisk avstemning som virkemiddel for å få til diskusjon

• Brodahl, Cornelia & Wergeland, Tor Jarle (2007). Digital Fortelling i et faglig og didaktisk perspektiv, Lager, R. (2007). Lek og læring: artikler skrevet av deltakere på kurs i universitetspedagogikk. Universitetet i Agder. s. 17–43. Vis sammendrag

  Artikkelen beskriver hvordan vi har utviklet og tilpasset bruk av Digital Fortelling som en del av et studium i læreutdannelsen. Vårt overordnede mål var å gi studentene økt digitalkompetanse i forhold til en faglig oppgavestilling i et pedagogisk perspektiv, der studenten tar ansvar for egen læring og for å lære å lære.

• Brodahl, Cornelia; Marit, Fagernes & Hadjerrouit, Said (2007). Applying and Evaluating Understanding-Oriented ICT User Training in Upper Secondary Education. Issues in Informing Science and Information Technology (IISIT). ISSN 1547-5840. 4(1), s. 473–490. doi: 10.28945/965. Vis sammendrag

  ICT training courses have recently undergone some important changes. These changes are made possible by new pedagogical approaches to ICT training. As a result, the focus has changed from memorizing, recall and reproduction of knowledge to conceptual understanding of the underlying software. One of these approaches is the Herskin's understanding-oriented ICT training method. This paper assesses students' learning when confronted with the task of implementing this method. More specifically, it addresses critical factors of success and potential obstacles when implementing the ICT training method in upper secondary schools. It also presents teacher students' common misconceptions and simplifications when practicing the method for the first time. Finally, the article outlines a framework for rethinking ICT training within constructivist learning environments.

Se alle arbeider i Cristin

• Opheim, Linda Gurvin; Knutsen, Kristoffer Heggelund & Brodahl, Cornelia (2023). Multilingual Teacher Students’ Self-efficacy as Future Mathematics Teachers in a Second Language Classroom. Vis sammendrag

  The multilingual teacher program at the University of Agder is unique in a national perspective. It is the only Norwegian teacher education program tailored to students of a different mother tongue and a rich variety of cultural backgrounds. To get to know the 24 students, and to better understand their perspectives on learning and teaching mathematics, they were given a reflective questionnaire. Their responses to open-ended questions revealed aspects related to their self-efficacy as future mathematics teachers in Norwegian classrooms. In recent years, several quantitative studies exploring teacher self-efficacy have been conducted, but according to Xenofontos and Andrews (2020) there are few qualitative studies addressing conceptualization of self-efficacy in various contexts. Furthermore, the cultural and language dimensions related to self-efficacy is usually not addressed. This study contributes to the field of research by investigating multilingual teacher students’ perceptions of self-efficacy in the Norwegian mathematics classroom. For this group of teacher students, it is not sufficient to learn mathematics or how to teach mathematics. They also need to adapt to a different classroom culture and a language that is not their first language. Hence, this study adds essential dimensions to complement the theory of teacher self-efficacy.

• Brodahl, Cornelia; Aarek, Ingebjørg & Ask, Anne Merete Selvik (2022). Teacher Educators’ Expectations and Experiences about attending international Seminars and Conferences: before, during and after Covid-19 – an explorative Study. Vis sammendrag

  Due to the Covid-19 pandemic, physical Nordic and international seminars and conferences have been cancelled, and partly substituted by online events. This may have led to different experiences among teacher educators and influenced their considerations on whether to travel to future seminars and conferences. The purpose of this study is to explore teacher educators’ expectations and experiences about attending physical and online international events and obtain a deeper understanding what factors are affecting their willingness to attend in the future. This explorative study reports findings from an online qualitative questionnaire, given to a strategic selection of informants, to collect data of breadth and depth. Subjects are teacher educators in Nordic countries, doing research, publishing in international journals, and attending teacher education related Nordic and international seminars and conferences. The data from the written interviews are analyzed using a content analysis approach. --- Keywords: conferences, Covid-19, experiences, expectations, teacher educators.

• Brodahl, Cornelia; Larson, Niclas; Wathne, Unni & Bjørkestøl, Kirsten (2020). Measuring in-service teachers’ ability to analyse their students’ mathematical argumentation. Vis sammendrag

  This study draws on students’ report from a small project in an EVU-course for in-service teachers (IST) in school years 5–10. The IST should observe their students’ work with a reasoning-and-proving task and analyse their reasoning due to Balacheff’s taxonomy of mathematical proofs. The researchers scrutinised these analyses to categorise which Balacheff levels the IST concluded the students had reached. In addition, three researchers made their own Balacheff categorisation of the students’ reasoning. Thus, there are four categorisations for each student work, one derived from the IST’s analysis and three made by the researchers. Another researcher developed quantitative approaches to measure agreements between these identifications. Our framework for analysis contains nine categories, including Balacheff’s four levels, a precursor for each of these levels, as well as a “level 0” for reasoning falling outside of Balacheff’s framework. The current study draws on data from the project reports in 2018 and 2019. Based on our experiences from 2018, the project description was improved. The reports in 2019 demonstrated an increased proficiency in applying Balacheff’s taxonomy. Comparing their analyses to the researchers’ showed a significantly higher consensus in 2019. This presentation will introduce our statistical analyses of the data from 186 student works, generated by the categorisations made by IST and researchers.

• Brodahl, Cornelia (2019). Active Learning with Information and Communication Technology – Five Years after Summer School? Vis sammendrag

  This study examines long-term effects of a two-week summer school for and with professors and students from three participating institutions in Slovenia, Norway and Bulgaria. The EEA and Norway Grants supported Intensive Programme (IP) entitled “ALICT 2014”, offered a cross-disciplinary collaborative workshop on active forms of learning with ICT. Participants were students in a broad range of teacher education programmes, and students in science and technology disciplines. The study focuses on skills and habits of mind for the 21st Century that they relate to knowledge and experiences they perceive to have gained from the IP. The study is mainly based on retrospective, perspective and prospective questionnaires, implemented five years after the school completed. *Keywords*: active learning, collaborative learning, course organization, digital storytelling, evaluation of active learning resources, formative feedback, ICT, learning goals, serious games design.

• Brodahl, Cornelia & Wathne, Unni (2018). In-service teachers' implementing of imaginary dialogues for mathematical reasoning-and-proving in the classroom. Vis sammendrag

  In the context of teacher education, the method of imaginary dialogues, a form of mathematical writing where students continue a written and unfinished dialogue on a mathematical problem, may have the potential to support in-service teachers in engaging their students in mathematical reasoning, as well as Balacheff’s levels of proofs may support in-service teachers in identifying students’ argumentation. Subjects in this exploratory case study are in-service teachers, enrolled in a continuing university education program in mathematics. The study investigates in-service teachers’ implementing imaginary dialogues and adopting Balacheffs’ levels in their identification. It examines their perceptions of the usefulness of this approach, and what insights it might provide. Both quantitative and qualitative methods are applied to collect data. Main data were obtained from a questionnaire taken by 32 in-service teachers and follow-up interviews with four of them. The study reveals engaging students to reason, argument and prove, while getting students’ argumentation visible for teachers, was perceived the most useful with imaginary dialogues in class. Further, the teachers’ increasing awareness of levels of argumentation, was perceived to be the most useful with getting exposed to Balacheff’s distinctions. According to the implementation of imaginary dialogues in the mathematical classroom, the study also indicated challenges to be overcome in order to further develop and implement this approach in teacher education. Teacher educator-directed researcher recommendations for preparing teachers for designing a teaching segment, are included, with focus on mathematical reasoning-and-proving and with imaginary dialogues involved.

• Opheim, Linda Gurvin; Brodahl, Cornelia & Hansen, Nils Kristian (2017). Nettstudier i Canvas. Vis sammendrag

  Canvas har vært brukt i ulike anledninger for nettstudier i matematikk, bl.a. MOOC på Bibsys sin server, og EVU kursene på inst. for matematiske fag har vært blant pilotene som har brukt Canvas på UiA. Vi utdypet hvorfor rene nettbaserte emner setter høye krav til funksjonalitet i Canvas. Vi ønsket i utgangspunkt å bruke designet til IKT-senteret for UiA sin MOOC på Canvas, og la fram hvorfor vi har gått bort fra det. Vi presenterte også de ulike hjemmesidene for nettstudiene og organisering av modulene. Presentasjonen ble streamet. Omtale: https://beta.uia.no/?p=2220

• Brodahl, Cornelia & Wathne, Unni (2017). Imaginary dialogues – In-service teachers’ steps towards mathematical argumentation in classroom discourse. Vis sammendrag

  The purpose of the study is to explore in-service teachers’ first experiences with imaginary dialogues, a form of mathematical writing where students are introduced to a written and unfinished dialogue between two thought persons discussing a mathematical problem. Students are supposed to continue working with the problem and to complete the initial dialogue between these persons. The dialogue is to be written while the students themselves are exploring and arguing the problem. In-service teachers were enrolled in a continuing university education mathematics online course. They were given the task to try out imaginary dialogue in their classes, from grade 4 to 11 respectively, with their students working in pairs. On the base of in-service teachers’ responses in self-evaluations forms with open-ended questions, the study examines how the in-service teachers perceived the benefits of introducing imaginary dialogues as a tool to approach students’ mathematical argumentation. The study also sought to investigate how they identified types and levels of argumentation in their students’ written dialogues, on the background of Balacheff’s framework of proofs in school mathematics practices. Students’ writing on the arithmetical “handshake problem” served to exemplify teachers’ reasoning on students’ line of argumentation.

• Brodahl, Cornelia & Wathne, Unni (2016). Math video podcasts as integrated parts of online lessons: Trained teacher students' perceptions of effective use and enjoyment in learning. Vis sammendrag

  This work examines students’ perceptions of learning by means of online Math lessons that consist of a mix of text and video podcasts. The investigation is part of further university education, directed at working teachers. The course was a distant education course, and the students were only learning online. The exploratory part of the study sought, by using questionnaires, to identify potentials for improvement for the further development of online lessons and video podcast resources. The research part, also based on questionnaires and follow-up interviews with five teacher students, focused on learning with video podcasts as integrated parts of online lessons. The paper discusses concentration, enjoyment and efficiency as perceived conditions for their learning.

• Brodahl, Cornelia (2014). Breaking the slide barriers. Vis sammendrag

  Presentasjon av et samarbeidsprosjekt innen profesjonsrettet forskning som er støttet med Pronett-FoU-midler. A cross culture comparison in learning the Prezi presentation software tool in the US and Norway with students in professional studies.

• Brodahl, Cornelia (2014). Evaluation of Active Learning Materials. Vis sammendrag

  The presentation introduced different purposes for digital learning resources (DLR) evaluation systems. It also covered the development and use of a system for descriptive evaluation statements for a math-related subgroup of DLRs. A series of five working sessions was integrated into the presentation. Students were exposed to a collection of highly interactive and visualized learning resources, within the field of mathematics, and had to compare and contrast them by using sets of evaluation criteria. Students submitted their evaluation in an electronic questionnaire, and results were shown on the screen and discussed. The last session also included a broader discussion on the analytic dimensions of the evaluation criteria used. The focus then shifted to serious games, and the development of a set of descriptive statements to be used to characterize and appraise serious games produced by non-professionals, such as students and teachers. The envisaged output was a set of descriptive evaluation statements for serious games. The quality criteria were intended as a guide in the development and evaluation of serious games. Their primary goal are to assist students and teachers in decision-making, to facilitate communication, to initiate discussions, and to analyze, label and develop serious games. Secondary, a subset of statements can be used for assessment on serious games , for self-evaluation and peer-assessment. The set of statements is a living document and to be updated and expanded as needed.

• Brodahl, Cornelia & Hansen, Nils Kristian (2014). Education students' use of collaborative writing tools in collectively reflective essay papers. Vis sammendrag

  A case study investigating education students’ perceptions of collaborative writing reflective essay papers, by means of a survey questionnaire and students’ written reflections on their experiences. Variables potentially being critical such as gender, age, digital competence and interest in digital tools are examined quantitatively. Further, based on qualitative data collected, the work explores what factors or practices students perceive to be important to make collaborative writing easy and effective, and motivate for future use of the tools in group work.

• Brodahl, Cornelia (2013). Assessment of students' work on addressing the impact of applying second generation web tools on education and learning environments.
• Vos, Pauline & Brodahl, Cornelia (2013). "SMART Board Show & Tell".
• Brodahl, Cornelia & Brock, Sabra E. (2013). Prezi-presentation: A tale of two cultures. Cross cultural comparison in learning the Prezi presentation software tool in the US and Norway. Vis sammendrag

  Voice-over version: http://prezi.com/bfisxrr-lq1s/a-tale-of-two-cultures-voice-over-version/

• Brodahl, Cornelia; Hansen, Nils Kristian & Hadjerrouit, Said (2011). Collaborative Writing with Web 2.0 Technologies: Education Students’ Perceptions.
• Brodahl, Cornelia (2009). Feedback Loops: On the Accumulation of Didactic Experiences Regarding Eighth Graders' Use of Laptops Presentasjon av paperet med samme tittel: ForskDok-ID r09018065. Vis sammendrag

  The topic of a two years' R&D study is how to enable teachers and pupils in lower secondary school to engage in teaching and learning activities with laptops. The focus in this presentation was on the action learning approach where student teachers and in-service teachers collaborated in developing productive teaching and learning situations and combined evolving pupils' digital and multimedial competence with subject-related work. More specifically, it was on the action loops' impact on the participating student and in-service teachers' learning and their level of practical and mental digital literacy.

• Brodahl, Cornelia & Oftedahl, Heidi (2009). Experiences from Outsourcing Systems Development for Visual, Animated and Interactive Learning Applications. Vis sammendrag

  The topic is the development of ordering and supply expertise on a global level. How do we go about developing mathematical learning objects when there are ideas about what to develop, but a lack of working environment to complete them? We presented (a) our R&D study investigating the possibility of establishing a development relationship between Norwegian university teachers that order and describe new learning objects and potential producers of such artifacts in China, and (b) the game-like learning objects for mathematics education as developed in the study's test production.

• Brodahl, Cornelia & Smestad, Bjørn (2009). A Taxonomy as a Vehicle for Learning - Fostering Discussion in Class. Vis sammendrag

  We defined VaniMaps to stand for highly visual, animated, interactive, and mathematics-related learning objects. The goal of our presentation was to (a) show how we have developed a classification system for VaniMaps, and (b) show how this can be used. Our method for developing a taxonomy for learning objects: First, we studied a lot of the available literature related to classification and evaluation systems of learning objects , and discussed how this could be connected to our VaniMaps. Secondly, we tested the taxonomy on students, to see which statements were understandable and which were not. Finally, we have begun to use the taxonomy for practical purposes. While doing this, we will continue developing the taxonomy further. We got a faceted taxonomy for VaniMaps with 11 main areas/facets, and a total of 220 statements. We used the taxonomy and the data collected during the development, to design a teaching segment in order to forster discussion in class. We made a selection of VaniMaps with an electronic questionnaire to each. The lecture was divided into sections, one for each VaniMaps. The teacher students explored the VaniMaps and made their judgments on the VaniMaps by filling in the survey. The results from each survey were immediately presented on the screen by the teacher, and important points were discussed in class. Careful selection of VaniMaps and statements created opportunities for discussion among future teachers on how VaniMaps may stimulate learning of mathematics.

• Brodahl, Cornelia (2009). Et metodologisk eksperiment med myk systemtenkning i et pedagogisk utviklingsprosjekt. Vis sammendrag

  SSM (Soft Systems Methodology) og SMAD (Soft Methodology for Academic Development) har til felles å ville være analytisk virkemiddel for å få oversikt over et komplisert og ofte tilsynelatende kaotisk problemområde, for å avdekke skjulte og ubevisste problemfaktorer, å identifisere mulige tiltak, undersøke dem på deres tekniske og kulturelle gjennomførbarhet og å gjennomføre tiltakene en kan enes om. Forskjellen mellom metodologiene ligger i hva som er gjenstand for utvikling. Mens SSM brukes i utvikling av informasjonssystemer og til prosessmodellering for å effektivisere verdiskapende arbeid, utvikles SMAD (Habib, 2006) for akademisk-pedagogisk utviklingsarbeid. Systemet som skal utvikles eller modelleres er læringsomgivelser og læringsprosesser. SMAD vil være en guide til handling for akademisk-pedagogiske utviklere som befinner seg i et metodisk veikryss av forskning, utvikling, rådgivning og prosjektstyring. SMADs strategi med informasjonsinnsamling av faktiske forhold og deltakernes verdier, oppfatninger og normer - som inkluderer tegning i fokusgruppeseminar, individuelle intervjuer og mer uformell innsamling av kommentarer - førte i prosjektet "Elev + bærbar = sant" til at informantene også ble informert om hva de andre har brakt inn av objektiv og subjektiv informasjon. Bruk av metodologien bidro til økt forståelse av problemstillingene. Andre intellektuelle verktøy som rotdefinisjoner og input-output-skissen forble mer perifere for de fleste, men dekket ytterlige informasjonsbehov for prosjektledergruppen. Min erfaring er at SMAD kan egne seg godt i starten av et pedagogisk utviklingsprosjekt og gir rik informasjon og en forståelse for hva som er gjennomførbar. I lys av egen erfaring kom jeg med forslag om videreutvikling av SMAD med tanke på samarbeid over fysisk avstand. .

• Brodahl, Cornelia (2009). Intervju i TEFT forskningsmagasin TEFT forskningsmagasin. ISSN: 1890-8055, 1891-4217. Nr 1 - Juni 2009, s. 34-35. Vis sammendrag

  Egen bærbar pc motiverer elevene på ungdomsskole til å være aktive på skolen.

• Brodahl, Cornelia & Johnsen, Veslemøy (2009). Elev + bærbar = sant! - Fra engstelse til lettelse og ikke ville tilbake til før. Resultater fra praksisnært FoU-prosjekt. Utvikling i praksisfeltet med studenter som medforskere. Vis sammendrag

  Problemstillinger: (1) Skolen: Hvordan kan skolen tilrettelegge for at faglighet/læring styrkes i nye teknologiske omgivelser? (2) Universitetet: Hvordan kan didaktikerne tilrettelegge for at studentenes erfaringer gir grunnlag for refleksjon og mening i deres studium? Aksjonstilnærming: Lærerne, didaktikerne og studentene ville utvikle kunnskap om undervisnings- og læringsaktiviteter med bærbar pc og skape ny praksis i form av "aksjoner". Utvikling, endring og nyvinning gjennom samarbeid mellom partnerskolen og universitetet: (a) Elevene har brukt nye arbeidsmåter og verktøy. (b) Lærerne har opplevd gjennombruddssoner. (c) Studentene har gjort meningsfull FoU-arbeid. (d) Didaktikerne har forsket side om side med studentene.

• Brodahl, Cornelia & Johnsen, Veslemøy (2009). Elev + bærbar = sant! - Posterpresentasjon Vassmyraelevene er ivrige pc-brukere. Vis sammendrag

  (1) En presentasjon av en spørreundersøkelse etter et halvt år med bærbar pc. Elevers bruk av bærbar pc på skolen, hjemme, til skolearbeid hjemme. Hva datamaskinen brukes til, og hvordan den brukes. (2) Hva sier elevene? Elevers vurdering av PC i læring. Utsagn fra elevessayer. (3) Hva sier lærerne? Intervju etter et halvt år og etter 16 måneder med pc. (4) Hva sier studentene om aksjonene/praksisøktene? Studenters refleksjonsnotater. (5) Smakebiter av elevers arbeid med bærbar pc.

• Brodahl, Cornelia; Haugan, Grethe & Isachsen, Sissel (2008). Dialog - kunst og kulturformidling i barnehage. Samtale med førstelektorstipendiat Ann-Hege Lorvik Waterhouse. [Internett]. http://pedit.hio.no/~1lektor/profile/iframe/intervjuer/serie.
• Haugen, Margaretha; Ask, Anne S.; Hernes, Sigrunn; Aarek, Ingebjørg; Vik, Frøydis Nordgård & Brodahl, Cornelia (2008). Implementation of a healthy school lunch to 9th graders in a secondary school. Vis sammendrag

  Serving of a healthy school lunch to 9th grade pupils in a Norwegian elementary school did not result in improved food score or had any impact on BMI. Having a positive approach to school correlated positively with a food score at study start.

• Hernes, Sigrunn; Ask, Anne S.; Aarek, Ingebjørg; Vik, Frøydis Nordgård; Brodahl, Cornelia & Haugen, Margaretha (2008). Introduction of free school lunch in an elementary school in Norway.
• Hernes, Sigrunn; Ask, Anne S.; Aarek, Ingebjørg; Vik, Frøydis Nordgård; Brodahl, Cornelia & Haugen, Margaretha (2008). "Public Health in School: Introduction of free school lunch in an elementary school in Kristiansand".
• Brodahl, Cornelia (2008). Challenges and choices in developing complete digital courses in upper secondary Mathematics education. Vis sammendrag

  The University of Agder (Norway) is developing internet-based learning resources in mathematics and physics at high school level in an ongoing project, parAbel. This is done because of failing interest and recruitment to university studies of mathematics, science and technology, and the need of teachers and learners for ICT-based resources. The intention is to develop a free and online national learning tool for the entire curriculum of mathematics and physics in high school. The project aims to have a high ratio of visualisation and multimedia learning objects. The key factors for success are considered to be the development of multimedia learning objects in large number and quality, to balance text and learning objects and to activate the students as much as possible by interactive design. This paper presents experiential insights from the development field. It outlines the present version of the mathematics part of the resource, a comprehensive course providing the central elements of the subject in the Norwegian curriculum at upper secondary level, and discusses issues relevant to authors and programmers when developing multimedia learning objects. Abstract: http://tsg.icme11.org/document/get/217

• Brodahl, Cornelia (2008). Elev + bærbar = sant. Utvikling i praksisfeltet med studenter som medforskere. Vis sammendrag

  Vårt praksisnære forsknings- og utviklingsarbeid involverer faglærere og studenter i lærerutdanningen og lærere og elever fra en partnerkole der alle 8.klassinger fikk bærbare PC-er midt i høstsemesteret. Vi har en unik mulighet til å følge 4 klasser over en periode på 3 år, der skolen har godt utstyr og gode muligheter både teknisk og faglig, samtidig som skolen har lang erfaring som praksisarena for allmennlærerstudenter. Både lærere og ledelse har et perspektiv på at bruk av IKT i undervisningen er et nødvendig gode. De melder imidlertid om behov for hjelp og idéer for å kunne utnytte muligheter og få inn faglighet - under tidspresset i den daglige undervisningen. Vi har en todelt problemstilling: (1) Vi antar at elevene vil ha et faglig utbytte ved bruk av egen bærbar PC i undervisningen. Hvordan kan skolen tilrettelegge for at faglighet/læring styrkes i nye teknologiske omgivelser? (2) Vi antar at studenter har utbytte av å medvirke i faglærers forskningsarbeid i praksisfeltet. Hvordan sikre at studentenes erfaringer gir grunnlag for refleksjon og mening i deres studium? Det empiriske materiale omfatter omfangsrike spørreundersøkelser på skolen, elevers logg i undervisning og studenters refleksjonsnotater til hvert praksisbesøk. Prosjektet bruker Soft Methodology for Academic Development for å beskrive strukturer, prosesser og problemer i den komplekse situasjonen og forholdene mellom de forskjellige aktører. Sentralt er snapshots av stemmer og verdensperspektiver som grunnlag for rotdefinisjoner og handlingsplaner.

• Aarek, Ingebjørg; Ask, Anne S.; Hernes, Sigrunn; Brodahl, Cornelia; Haugen, Margaretha & Vik, Frøydis Nordgård (2008). Conscientious students comply with healthy diet.
• Ask, Anne S.; Brodahl, Cornelia; Aarek, Ingebjørg & Vik, Frøydis Nordgård (2008). IKT-aktiviteter i mat og helse - Teori på en ikke teoretisk måte. Vis sammendrag

  I FoU-prosjektet Friskere ungdom undersøkte vi kosthold og læringsmiljø til elever på 9.trinn ved tre ungdomsskoler i Vest-Agder. En skole fikk servert gratis lunsj i 4 måneder, en skole fikk tilbud om intensivert bruk av IKT-aktiviteter i Mat og helse og den tredje skolen fungerte som kontrollskole. Målet var å påvirke ungdomskoleelevene til et bedre kosthold. Effekten ble registrert ved hjelp av vekt/høyde (BMI) og spørreskjema om kosthold og læringsmiljø før og etter intervensjonen. Resultatene ble lagt inn i SPSS og analysert ved hjelp av statistiske metoder. I denne presentasjonen konsentrerte vi oss om IKT-aktivitetene i prosjektet. Det ble vist en film som ble tatt opp på IKT-skolen og eksempler på noen av IKT-aktivitetene som ble utviklet. Prosjektet har vært et tverrfakultært samarbeid mellom fagseksjonene IKT og læring og Ernæring og folkehelse på universitet i Agder (UiA). I prosjektet har studenter bidratt både gjennom sine FoU-oppgaver og gjennom oppdrag i studentbedrifter. Studenter har også deltatt med utprøving av IKT-aktiviteter i praksisfeltet. Da vi ønsket å videreutvikle studentarbeidene til mer ¿proffe¿ aktiviteter, utarbeidet firmaet Valero et pilotprosjekt for oss for å vise hvordan aktivitetene kunne bli.

• Vik, Frøydis Nordgård; Ask, Anne S.; Aarek, Ingebjørg & Brodahl, Cornelia (2008). IKT i mat og helse: Teori på en ikke-teoretisk måte. Vis sammendrag

  Målet med prosjektet: Utvikle et nettbasert, interaktivt undervisningsopplegg i Mat og helse, for elever på 9.årstrinn i skolen med fokus på sunt kosthold, kostvaner og matvarekunnskap. Metode/Gjennomføring: Vi utviklet et nettbasert, interaktivt læringsprogram i Mat og helse. Programmet ble kalt ¿Frisk ungdom¿, og ble utviklet i samarbeid med studenter i Mat og helse og IKT og læring, som begge er del av lærerutdanningen ved Universitetet i Agder. Vi har presentert ¿Frisk ungdom¿ for 50 lærere i Mat og Helse i grunnskolen i Agder-regionen. Disse gav en meget god tilbakemelding på programmet. Videre arbeid/perspektiver: Det er blitt mer vanlig i Norge at elevene har sin egen datamaskin i skolen. Bruk av IKT er beskrevet i læreplanen som en grunnleggende kompetanse som elevene skal inneha og kunne nyttiggjøre seg i alle fag. Det er derfor viktig at elevene i Mat og helse også har en mulighet til å bruke IKT for å lære om kosthold og kostvaner, i tillegg til tradisjonell undervisning i praktisk matlaging. Det er også viktig for lærerutdanningen å være i front i utviklingen av digital kompetanse hos lærere. Vi har blitt oppfordret av lærere i grunnskolen å utvikle et læringsprogram som er enkelt å bruke for elevene, fordi det ikke finnes tilgengelig digitalt materiell på dette fagområdet. Derfor er ¿Frisk ungdom¿ nyskapende, og vi vil gjerne teste det grundig ut blant elever i 9. klasse i skolen. Vi har allerede testet litt av programmet i en 9. klasse, men vi ønsker å gjøre en grundigere utprøving for å få tilbakemelding fra elever.

• Haugen, Margaretha; Ask, Anne Merete Selvik; Hernes, Sigrunn; Aarek, Ingebjørg; Vik, Frøydis Nordgård & Brodahl, Cornelia (2008). Implementation of Healthy School Lunch did not improve dietary intake among secondary school pupils. Vis sammendrag

  **Objective : Interventions aimed at establishing healthy dietary intake are grounded on epidemiological evidence of the link between diet and non-communicable diseases. We wanted to study if a healthy school lunch would improve the dietary intake, and performed a controlled intervention study with implementation of a free healthy school lunch for four months to 9th grade pupils. Weight and height were measured before study entry and after four months of intervention. At the same time were a short food frequency questionnaire (FFQ) and a questionnaire concerning self perceived school behaviour and class environment completed. A healthy food score was calculated with use of the FFQ registrations. Subjects : Fifty-three pupils (90%) from the intervention school and 78 pupils (78%) from two control schools participated. **Results : At study entry food score was significantly higher in girls (P=0.003) and correlated positively with those who scored high on school content (P<0.001). The healthy school lunch served for four months had no impact on weight or food score analysed with repeated measures ANOVA. Weight and BMI increased statistically significant during the study period, except for BMI among the girls in the intervention school. **Conclusion : Implementation of a healthy school lunch to 9th grade pupils in a Norwegian elementary school did not result in improved food score or had any major impact on BMI.

• Hernes, Sigrunn; Ask, Anne Merete Selvik; Aarek, Ingebjørg; Brodahl, Cornelia; Vik, Frøydis Nordgård & Haugen, Margaretha (2008). Public Health in School: Introduction of free school lunch in a Norwegian Elementary School.
• Brodahl, Cornelia; Johnsen, Veslemøy; Oftedahl, Heidi & Knutsen, Anita Aasheim (2007). Elev + bærbar = sant? - Formidling av forskning og utvikling under Forskningsdagene 2007. Vis sammendrag

  Formidling av pågående arbeid med forsknings- og utviklingsprosjekter på Fakultetet for Teknologi og Realfag. Fokus på læringsutbytte av IKT i alle skolefagene og spesielt i matematikk. Bod på "Forskningstorg" med smakebiter av nettbaserte interaktive læringsressurser, utviklet på UiA, henholdsvis i prosjektet parAbel og av studenter i studiet IKT og læring. Intervju av publikum: Hva tenker du kan bli mulig hvis all elevene i en klasse hadde bærbar datamaskin og Internett?

• Brodahl, Cornelia & Wergeland, Tor Jarle (2007). Digital Fortelling i et faglig og pedagogisk perspektiv - Formidling av et samarbeidsprosjekt på Universitetsdagen. Vis sammendrag

  Formidling av et samarbeidsprosjekt på Universitetsdagen i "kunnskapstelt" på torget etter invitasjon av Kristiansand kommune som ønsket å presenterer universitets betydning for Sørlandet. Presentasjon av konseptet Digital Fortelling, fremvisning av studentarbeider og formidling i dialog med besøkende.

• Brodahl, Cornelia (2007). Digital Storytelling as Educational Genre. Vis sammendrag

  Introduction in the genre and concept of Digital Storytelling. Educational uses, skills and literacy, to learn to learn. Objectives and learning outcomes for use of Digital Storytelling as educational genre in teacher education. Examples of digital stories narrated by teacher students in Norway. Hvordan konseptet Digital Fortelling kan utvikles og som en del av et studium i læreutdannelsen med et overordnet mål om å fremme studentenes digitalkompetanse i et pedagogisk perspektiv og i forhold til en faglig oppgavestilling, der studenten tar ansvar for egen læring og for å lære å lære. Eksempler av lærerstudenters digitale fortellinger og narrativ dokumentasjon av arbeidsprosessen.

• Brodahl, Cornelia (2007). Digital Storytelling as Educational Genre in Teacher Education (2). Vis sammendrag

  Introduction in the genre and concept of Digital Storytelling. Educational uses, skills and literacy, to learn to learn. Objectives and learning outcomes for use of Digital Storytelling as educational genre in teacher education. Examples of digital stories narrated by teacher students in Norway. Hvordan konseptet Digital Fortelling kan utvikles og som en del av et studium i læreutdannelsen med et overordnet mål om å fremme studentenes digitalkompetanse i et pedagogisk perspektiv og i forhold til en faglig oppgavestilling, der studenten tar ansvar for egen læring og for å lære å lære. Eksempler av lærerstudenters digitale fortellinger og narrativ dokumentasjon av arbeidsprosessen.

• Brodahl, Cornelia & Smestad, Bjørn (2007). The MathWiz project - Design, technologies and future perspectives (2). Vis sammendrag

  The main issues and objectives of the MathWiz prosject: 1. Developing a taxonomy providing a comparative framework for analysis of Mathematical visualisations and interactive learning applications. 2. Testing the taxonomy as an instrument in practice. 3. Strengthening Chinese-Western Academic Exchange in e-learning oriented teacher-training programs. 4. Developing digital tools to support the classification of applications using this taxonomy

• Brodahl, Cornelia & Smestad, Bjørn (2007). The MathWiz project - Design, technologies and future perspectives. Vis sammendrag

  The main issues and objectives of the MathWiz prosject: 1. Developing a taxonomy providing a comparative framework for analysis of Mathematical visualisations and interactive learning applications. 2. Testing the taxonomy as an instrument in practice. 3. Strengthening Chinese-Western Academic Exchange in e-learning oriented teacher-training programs. 4. Developing digital tools to support the classification of applications using this taxonomy

• Brodahl, Cornelia (2007). Komme i gang med eportfolio.
• Brodahl, Cornelia & Hadjerrouit, Said (2007). Applying and Evaluating Understanding-Oriented ICT User Training. Vis sammendrag

  The presentation outlines a framework for rethinking ICT training within constructivist learning environments.

• Brodahl, Cornelia & Oftedahl, Heidi (2004). Matematikk ved pc-en. Muligheter og utfordringer. Vis sammendrag

  I forhold til Sørlands Kompetansesenter sin målsetting om å utvikle pedagogikk og gode verktøy for e-læring med basis i bredbåndsteknologi, presenterte vi prosessen fra idémyldring og fram til resultatet i utvikling av nettleksjoner og multimediakomponenter til kurspakken for matematikk 1MY. Den inngår i studiekompetansekurs til voksne ("six-pack") i Vest-Agder og flere andre fylker, organisert som nettilbud kombinert med klasseromsamlinger (fjern- og nærundervisning). Demonstrasjon av nettleksjoner i MentorKit og multimediakomponenter utviklet i samarbeidet Kvadraturen/HiA. Status og veien videre. Handout i deltakermappen til konferansen "Utfordringer og erfaringer knyttet til utvikling av nettleksjoner i matematikk med multimedia": http://home.uia.no/cornelib/rapport/cb-ho-04.pdf

• Brodahl, Cornelia & Fagernes, Marit (2004). Forståelsesorientert Hands-On-undervisning.
• Brodahl, Cornelia (2004). E-læring med bredbånd. Evaluering og utvikling av nettressurser. Sluttrapport Del 2 - Animasjoner i nettundervisning - utvikling og bruk. Høykom. Vis sammendrag

  Det rapporteres om prosessen og resultatet av et samarbeid mellom HiA og Kvadraturen skolesenter om utvikling av nettressurser i studiekompetansekurset for matematikk. De faglige ansatte fra instituttet for matematikk bidro med utvikling av Flash- og Java-animasjoner som støtte i matematisk begrepsforståelse. De arbeidet sammen med leksjonsforfatterne fra videregående skole om idéutvikling for den enkelte animasjonen, hvordan den vil integreres i nettleksjonen og dens bruk kan kombineres sammen med andre læremidler. To studenter fra Fagdidaktikk Informatikk var knyttet til prosjektet. De undersøkte hvordan elever arbeider med nettleksjoner, alene og i gruppe, og tar imot animasjoner og andre didaktiske elementer. Metode: etnografisk tilnærming og avsluttende intervju.

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