Anders Kluge

• Kluge, Anders & Hasle, Marlene (2023). Use of Augmented Reality to Integrate Knowledge. ID&A Interaction design & architecture(s). ISSN 1826-9745. doi: 10.55612/s-5002-058-004. Full text in Research Archive
• Litherland, Kristina Torine & Kluge, Anders (2023). Learning to program as empirical inquiry: using a conversation perspective to explore student programming processes. Computer Science Education. ISSN 0899-3408. doi: 10.1080/08993408.2023.2290410. Full text in Research Archive
• Kaliisa, Rogers; Rienties, Bart; Mørch, Anders & Kluge, Anders (2022). Social learning analytics in computer-supported collaborative learning environments: A systematic review of empirical studies. Computers & Education Open (CAEO). doi: 10.1016/j.caeo.2022.100073. Full text in Research Archive Show summary

  Social learning analytics (SLA) is a promising approach for identifying students’ social learning processes in computer-supported collaborative learning (CSCL) environments. To identify the main characteristics of SLA, gaps and future opportunities for this emerging approach, we systematically identified and analyzed 36 SLA related studies conducted between 2011 and 2020. We focus on SLA implementation and methodological characteristics, educational focus, and the studies’ theoretical perspectives. The results show the predominance of SLA in formal and fully online settings with social network analysis (SNA) a dominant analytical technique. Most SLA studies aimed to understand students’ learning processes and applied the social constructivist perspective as a lens to interpret students’ learning behaviours. However, (i) few studies involve teachers in developing SLA tools, and rarely share SLA visualizations with teachers to support teaching decisions; (ii) some SLA studies are atheoretical; and (iii) the number of SLA studies integrating more than one analytical approach remains limited. Moreover, (iv) few studies leveraged innovative network approaches (e.g., epistemic network analysis, multimodal network analysis), and (v) studies rarely focused on temporal patterns of students’ interactions to assess how students’ social and knowledge networks evolve over time. Based on the findings and the gaps identified, we present methodological, theoretical and practical recommendations for conducting research and creating tools that can advance the field of SLA.

• Litherland, Kristina Torine; Kluge, Anders & Mørch, Anders (2021). Interactive Screencasts as Learning Tools in Introductory Programming. In De Laet, Tinne; Klemke, Roland; Alario-Hoyos, Carlos; Hillinger, Isabel & Ortega-Arranz, Alejandro (Ed.), EC-TEL 2021: Technology-Enhanced Learning for a Free, Safe, and Sustainable World, Proceedings of the 16th European Conference on Technology Enhanced Learning. Springer Nature. ISSN 978-3-030-86435-4. doi: 10.1007/978-3-030-86436-1_32.
• Farsjø Aure, Caroline; Kluge, Anders & Moen, Anne (2021). Older Adults’ Engagement in Technology-Mediated Self-Monitoring of Diet: A Mixed-Method Study. Journal of Nursing Scholarship. ISSN 1527-6546. 53(1), p. 25–34. doi: 10.1111/jnu.12619. Full text in Research Archive
• Kaliisa, Rogers; Kluge, Anders & Mørch, Anders (2021). Overcoming Challenges to the Adoption of Learning Analytics at the Practitioner Level: A Critical Analysis of 18 Learning Analytics Frameworks. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2020.1869082. Full text in Research Archive
• Kaliisa, Rogers; Mørch, Anders Irving & Kluge, Anders (2021). ‘My Point of Departure for Analytics is Extreme Skepticism’: Implications Derived from An Investigation of University Teachers’ Learning Analytics Perspectives and Design Practices. Technology, Knowledge and Learning. ISSN 2211-1662. doi: 10.1007/s10758-020-09488-w. Full text in Research Archive
• Kaliisa, Rogers; Kluge, Anders & Mørch, Anders Irving (2020). Combining Checkpoint and Process Learning Analytics to Support Learning Design Decisions in Blended Learning Environments. Journal of Learning Analytics. ISSN 1929-7750. 7(3), p. 33–47. doi: 10.18608/JLA.2020.73.4. Full text in Research Archive
• Farsjø Aure, Caroline; Kluge, Anders & Moen, Anne (2020). Promoting dietary awareness: Home‐dwelling older adults’ perspectives on using a nutrition application. International Journal of Older People Nursing. ISSN 1748-3735. doi: 10.1111/opn.12332. Full text in Research Archive
• Kaliisa, Rogers; Mørch, Anders Irving & Kluge, Anders (2019). Exploring Social Learning Analytics to Support Teaching and Learning Decisions in Online Learning Environments. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 11722 LNCS, p. 187–198. doi: 10.1007/978-3-030-29736-7_14. Full text in Research Archive
• Kluge, Anders (2019). Learning science with an interactive simulator: negotiating the practice-theory barrier. International Journal of Science Education. ISSN 0950-0693. doi: 10.1080/09500693.2019.1590881.
• Farsjø, Caroline; Kluge, Anders & Moen, Anne (2018). Using a tablet application about nutrition in home care - Experiences and perspectives of healthcare professionals. Health and Social Care in the Community. ISSN 0966-0410. doi: 10.1111/hsc.12685.
• Saplacan, Diana; Herstad, Jo; Mørch, Anders Irving; Kluge, Anders & Pajalic, Zada (2018). Inclusion through design and use of digital learning environments: issues, methods and stories. In Bratteteig, Tone; Sandnes, Frode Eika & Berget, Gerd (Ed.), NordiCHI '18 - Proceedings of the 10th Nordic Conference on Human-Computer Interaction, Oslo, Norway — September 29 - October 03, 2018 . Association for Computing Machinery (ACM). ISSN 978-1-4503-6437-9. p. 956–959. doi: 10.1145/3240167.3240264. Show summary

  Sustainable Development Goal 4 (SDG 4) from United Nations refers to the inclusion and quality of education. This implies providing equal access to all levels of education. While a lot of focus has been on inclusion and accessibility through universal design with a focus on disabilities, the aim of this workshop was to explore the role of inclusion for learners of all ages, shifting from a strong disability-oriented focus. We targeted in this workshop discussions around the design and use of Digital Learning Environments (DLE) with equal access and rights to participate. DLE are tools employed in educational institutions (from schools to higher education) for teaching and learning purposes, but also in workplaces, edutainment, and e-commerce. The participants had the chance to present different viewpoints on inclusion in education through issues, methods and stories obtained from design experiences and/or from empirical studies on use of DLE.

• Kluge, Anders (2015). The friends and foes of deeper learning in science with technology. ICERI Proceedings. ISSN 2340-1095.
• Dolonen, Jan Arild & Kluge, Anders (2015). Algebra Learning through Digital Gaming in School. In Lindwall, Oskar; Häkkinen, Päivi; Koschman, Timothy; Tchounikine, Pierre & Ludvigsen, Sten Runar (Ed.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL). Vol. 1. International Society of the Learning Sciences. ISSN 978-0-9903550-6-9. p. 252–260. Show summary

  Digital games have sparked research interest into how they can be used in school to enhance learning. This study identifies the variation in engagement and learning outcomes when two groups of students use two different digital learning resources for algebra: a game and a web-based resource. Further, the study explores how the digital learning resources create different conditions for social interaction and learning among students and their teacher in a classroom. The setting includes a class of 75 students (age 13–14) in two groups who receive identical instruction from their teacher. Field observations and pretests and posttests show that students playing the game are more engaged, yet their performance on posttests are significantly worse than the other group. Episodes of interaction between participants and technology suggest that they struggle with the symbolic world of the digital game, which constrains the mathematical meaning making that is relevant in schools.

• Kluge, Anders & Dolonen, Jan Arild (2015). The Good and the Bad of a New Math Language. In Crompton, Helen & Traxler, John (Ed.), Mobile Learning and Mathematics: Foundations, Design and Case Studies. Routledge. ISSN 978-0-415-74280-1. p. 106–121.
• Kluge, Anders & Dolonen, Jan Arild (2014). Algebra som spill. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. 25(3), p. 23–30,44.
• Kluge, Anders (2014). Combining Laboratory Experiments with Digital Tools to Do Scientific Inquiry. International Journal of Science Education. ISSN 0950-0693. 36(13), p. 2157–2179. doi: 10.1080/09500693.2014.916456.
• Furberg, Anniken Larsen; Kluge, Anders & Ludvigsen, Sten Runar (2013). Student sensemaking with science diagrams in a computer-based setting. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 8(1), p. 41–64. doi: 10.1007/s11412-013-9165-4.
• de Jong, Ton; Weinberger, Armin; Girault, Isabelle; Kluge, Anders; Lazonder, Ard & Pedaste, Margus [Show all 22 contributors for this article] (2012). Using scenarios to design complex technology-enhanced learning environments. Educational technology research and development. ISSN 1042-1629. 60(5), p. 883–901. doi: 10.1007/s11423-012-9258-1.
• Jahreie, Cecilie Flo; Arnseth, Hans Christian; Krange, Ingeborg; Smørdal, Ole & Kluge, Anders (2011). Designing for play-based learning of concepts in science – Technological tools for bridging school and science museum contexts. Children, Youth and Environments. ISSN 1546-2250. 21(2). Full text in Research Archive
• Kluge, Anders (2011). Interaction design and science discovery learning in the future classroom :. Digital kompetanse. ISSN 0809-6724. p. 158–173.
• Pierroux, Palmyre & Kluge, Anders (2011). Bridging the Extended Classroom: Social, Technological and Institutional Challenges. Nordic Journal of Digital Literacy. ISSN 1891-943X. 6(3), p. 115–121.
• Kluge, Anders & Bakken, Sven Magne (2010). Simulation as Science Discovery: Ways of Interactive Meaning-Making. Research and Practice in Technology Enhanced Learning (RPTL). ISSN 1793-2068. 5(3), p. 245–273. doi: 10.1142/S1793206810000876. Show summary

  This article addresses how computer-based simulations may support conceptual learning in science education. The study investigates how these interactions unfold, and explores how it may inform design. The article reports on project-based learning in schools where four pairs of students from upper secondary school use a future climate simulator integrated in a web-based learning environment. Our analytical focus is on how the students make use of the simulator to make meaning through the process. The analysis shows a considerable variety in how the students interact with the simulator, and in how they engage in a conceptual level of understanding. The findings indicate that the design was engaging, and three main modes of surprisingly stable uses were identified: utilizing the simulator as a way to get facts, enjoying the aesthetics of interaction as playability, and finally, making use of the simulator as a tool for discovery through cumulative micro-experiments.

• de Jong, Ton; van Joolingen, Wouter; Giemza, Adam; Girault, Isabelle; Hoppe, Ulrich & Kindermann, Jörg [Show all 42 contributors for this article] (2010). Learning by creating and exchanging objects: The SCY experience. British Journal of Educational Technology (BJET). ISSN 0007-1013. 41(6), p. 909–921. doi: 10.1111/j.1467-8535.2010.01121.x.

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• Kaliisa, Rogers; Anna, Gillespie; Herodotou, Christothea; Kluge, Anders & Rienties, Bart (2021). Teachers’ Perspectives on the Promises, Needs and Challenges of Learning Analytics Dashboards: Insights from Institutions Offering Blended and Distance Learning. Springer Nature. ISBN 978-3-030-81222-5. 20 p.
• Kluge, Anders (2021). Læring med digital teknologi: Teorier og utviklingstrekk. Cappelen Damm Akademisk. ISBN 978-82-02-45454-8. 217 p.
• Kluge, Anders; Krange, Ingeborg; Ludvigsen, Sten Runar; Lantz-Andersson, Annika & Säljö, Roger (2014). Lärarens roll och design av lärandemiljöer i Lärare i den uppkoblade skolan. Gleerups Utbildning AB. ISBN 9789140687159. 259 p.

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• Kaliisa, Rogers; Mørch, Anders & Kluge, Anders (2021). Correction to: ‘My Point of Departure for Analytics is Extreme Skepticism’: Implications Derived from An Investigation of University Teachers’ Learning Analytics Perspectives and Design Practices (Technology, Knowledge and Learning, (2021), 10.1007/s10758-020-09488-w). Technology, Knowledge and Learning. ISSN 2211-1662. doi: 10.1007/s10758-021-09574-7.
• Farsjø Aure, Caroline; Moen, Anne & Kluge, Anders (2020). Aktivisering av eldre i ernæringsarbeid.
• Kluge, Anders (2020). Med oppstartsbedrifter i utdanning: Erfaringer fra prosjekter med skole, forskere og bedrifter – et eksempelprosjekt med programmering i skolen .
• Kluge, Anders (2020). Hva tenker vi på når vi tenker digitalt? In Engen, Bård Ketil (Eds.), Digitalisering, kompetanse og læring. Gyldendal Akademisk. ISSN 978-82-05-53831-3.
• Kluge, Anders; Litherland, Kristina Torine; Borgen, Per Harald & Langslet, Gløer Olav (2019). Combining programming with audio explanations.
• Kluge, Anders (2019). Skole: Teknologi er ikke enten-eller . Klassekampen. ISSN 0805-3839. 51(79), p. 22–22.
• Kluge, Anders & Dolonen, Jan Arild (2018). Kritisk tenkning og problemløsning i norsk skole: Integrert, målbart, og lærbart?
• Kluge, Anders (2017). Om læring og klassestørrelse. Dagsavisen. ISSN 1503-2892.
• Kluge, Anders (2016). Bridging in Mathematics: Learning Algebra by Using Games in School. In Elstad, Eyvind (Eds.), Educational Technology and Polycontextual Bridging. Brill|Sense. ISSN 978-94-6300-643-9. p. 107–127.
• Farsjø, Caroline; Kluge, Anders & Moen, Anne (2016). Designvurderinger i APPETITT - app for eldre om ernæring.
• Kluge, Anders (2016). Teknologi og programmering for alle: En faggjennomgang med forslag til endring i grunnopplæringen .
• Kluge, Anders (2016). Utfordringer for lærere og for ed-tech bedrifter.
• Kluge, Anders & Mørken, Knut Martin (2016). Nytt skolefag nødvendig. Dagens næringsliv. ISSN 0803-9372.
• Kluge, Anders (2016). Med spill på timeplanen.
• Farsjø, Caroline; Kluge, Anders; Wensaas, Gro Hilde; Skulberg, Vigdis Brit & Moen, Anne (2015). Uten mat og drikke.
• Kluge, Anders (2014). Scientific inquiry and digital representations.
• Kluge, Anders; Dolonen, Jan Arild & Gilje, Øystein (2014). Læring og spill i skolen. Dagens næringsliv. ISSN 0803-9372. Show summary

  Debattinnlegg knyttet til to tilsvar til kronikk av samme forfattere datert 23.04.2014

• Kluge, Anders; Dolonen, Jan Arild & Gilje, Øystein (2014). Dataspill og læringsutbytte. Dagens næringsliv. ISSN 0803-9372.
• Furberg, Anniken Larsen & Kluge, Anders (2013). Exploring computer-environments as support for students’ reflection on lab-Experiments. Paper presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI).
• Leister, Wolfgang & Kluge, Anders (2012). Inntrykk fra INREMO studietur til California. Norsigd Info. ISSN 0803-8317. p. 7–9.
• Kluge, Anders & Krange, Ingeborg (2012). How to link different interactive models of the same phenomena.
• Kluge, Anders (2012). Teknologi for læring.
• Kluge, Anders (2011). Fra 'fridag' til engasjert læring.
• Furberg, Anniken Larsen & Kluge, Anders (2011). Elever løser gamle krimgåter. [Newspaper]. Aftenposten.
• Kluge, Anders & Krange, Ingeborg (2011). "How to link different interactive modelsof the same phenomena across technology, sites, and contexts for productive learning?".
• Kluge, Anders (2010). The Dyad and the simulator.
• Kluge, Anders (2009). Hvordan ta i bruk digitale ressurser i undervisningen?
• Kluge, Anders (2008). Luring med læring. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116.
• Dolonen, Jan Arild; Kluge, Anders; Toussaint, Jeremy; Drevon, Thomas & Roaldset, Live K (2008). Elevprodukt.
• Ludvigsen, Sten Runar; Kluge, Anders; Krange, Ingeborg & Ulfsnes, Kari-Anne (2008). På nett med framtida i ti år. [Newspaper]. UniForum.
• Kluge, Anders (2008). Lettere å lære med ny teknologi? [Internet]. Forskning.no.
• Kluge, Anders (2008). Får 5,5 millionar til forsking på naturfag. [Newspaper]. UniForum.
• Kluge, Anders (2008). Overgangsproblemer. [Newspaper]. Drammens Tidende. Show summary

  Om bruk av IKT i skolen

• Qvale, Knut & Kluge, Anders (2008). Elevprodukt.
• Kluge, Anders (2008). Simuleringer i naturvitenskap og matematikk.
• Kluge, Anders (2008). Integrering av IKT i skolen.
• Kluge, Anders (2008). Interaksjonsdesign og læring.
• Kluge, Anders (2003). Construction, consumption and creation � the convergence of medium and tool.
• Kluge, Anders (2003). Exploring Medium-Tool Relations: Field Trials in Construction of Hypermedia in Schools.
• Kluge, Anders & Mørch, Anders Irving (2003). Konvergens i bruk av datamaskinen som medium og verktøy.
• Kluge, Anders (2002). Hva er Interaktivitet ?
• Kluge, Anders (2002). LAVA - hvordan stimulerer teknologi ?
• Kluge, Anders (2002). Interactivity in new media.
• Kluge, Anders (2002). Technology as interactive media.
• Kluge, Anders (2002). User Activity in New Media: Stimulation by Design.
• Kluge, Anders (2002). Trenger datamaskiner å være så vanskelige å bruke?
• Kluge, Anders (2001). Interaction Design of Multimedia Content and Tools.
• Kluge, Anders (2001). Designing for an Active User.
• Kluge, Anders (2000). Trenger datamaskiner å være så vanskelig å bruke ? Show summary

  En analyse av hvorfor datamaskiner er utformet slik de er, hvorfor så mye vekt er lagt på teknologi og så lite på brukskvalitet, mekamismer i teknologiutvikling og programvareutvikling, standardisering, og hvilke mulige utveier et er av uføret.

• Dolonen, Jan Arild; Kluge, Anders; Litherland, Kristina & Mørch, Anders Irving (2019). Litteraturgjennomgang av programmering i skolen. Universitetet i Oslo. Full text in Research Archive
• Dolonen, Jan Arild & Kluge, Anders (2019). Macroscope prosjektet - Bruk av EdTech-tjenesten Macroscope i høyere økonomisk utdanning. Universitetet i Oslo.
• Kluge, Anders; Dolonen, Jan Arild; Scherer, Ronny & Ludvigsen, Sten Runar (2018). Testing and Teaching Critical Thinking and Problem Solving in a Changing World. Summative report from the PROBE-project: Critical thinking and problem-solving skills in a changing world. An approach to the design of classroom-based assessment and teaching. Universitetet i Oslo.
• Kluge, Anders; Boothby, Russel Clark; Dolonen, Jan Arild; Scherer, Ronny & Ludvigsen, Sten Runar (2017). Critical Thinking in a Changing World: ASSESSMENT FRAMEWORK. Universitetet i Oslo.
• Kluge, Anders; Boothby, Russel Clark; Dolonen, Jan Arild; Scherer, Ronny & Ludvigsen, Sten Runar (2017). Critical Thinking in a Changing World: A Formative Report of the Conceptualization, Assessment, and Implementation of Critical Thinking Skills in 21st Century Education. Universitetet i Oslo.
• Gilje, Øystein; Ingulfsen, Line; Dolonen, Jan A.; Furberg, Anniken Larsen; Rasmussen, Ingvill & Kluge, Anders [Show all 10 contributors for this article] (2016). Med ARK&APP. Bruk av læremidler og ressurser for læring på tvers av arbeidsformer. Universitetet i Oslo.
• Sanne, Anders; Berge, Ola; Bungum, Berit; Jørgensen, Eva Celine; Kluge, Anders & Kristensen, Tor Espen [Show all 9 contributors for this article] (2016). Teknologi og programmering for alle : En faggjennomgang med forslag til endringer i grunnopplæringen - august 2016. Utdanningsdirektoratet. Full text in Research Archive
• Naalsund, Margrethe; Dolonen, Jan Arild & Kluge, Anders (2015). Læremidler og arbeidsformer i algebra på mellomtrinnet. En casestudie i prosjektet ARK&APP, matematikk, 5. klasse. Universitetet i Oslo. ISSN 978-82-569-7016-2.
• Dolonen, Jan Arild; Naalsund, Margrethe & Kluge, Anders (2015). Læremidler og arbeidsformer i matematikk 1T vgs. En casestudie i prosjektet ARK&APP, matematikk 1T, studieforberedende utdanningsprogram, videregående skole. Universitetet i Oslo. ISSN 978-82-569-7012-4. Show summary

  I caserapporten Læremidler og arbeidsformer i matematikk 1T vgs følger vi 21 Vg1-elever og en lærer på studieforberedende utdanningsprogram som arbeider med algebra. Analysene i denne casen legger særlig vekt på hvordan læreren utfordret elevene til å resonnere, diskutere og løse problemer sammen i helklassediskusjoner. Diskusjonene ga rom for at elevene kunne problematisere ulike måter å løse algebra. Læreren brukte ulike typer læremidler og -ressurser for å illustrere at det finnes flere måter å tenke matematisk på, og vektla at elevene i fellesskap fikk prøve ut ulike metoder for samme type oppgaver. Analysene viser også at oppgaveløsning med digitale læremidler ga mer dynamiske interaksjonsformer og noe mer engasjement hos elevene. I denne casen brukte elevene GeoGebra og Graph. Videre viser casen hvordan vektlegging av prosedyrekunnskap og fleksibilitet i løsningsstrategier fungerer som et virkemiddel for å utvikle matematisk forståelse. Analysene av videodata viser hvor viktig det er å bruke varierte læremidler og ressurser for å skape forståelse for elevene. En slik praksis er i tråd med prinsipper for god matematikkundervisning, og disse dagsaktuelle prinsippene blir diskutert i rapportens drøfting. Pre- og posttesten viste at en slik framgangsmåte ikke gir noen signifikant bedring i elevenes prestasjoner på kort sikt, men tidligere forskning har vist at en slik undervisningspraksis kan gi god uttelling på lengre sikt.

• Leister, Wolfgang; Fuglerud, Kristin Skeide; Kluge, Anders; Skaar, Bjørn; Evreinov, Grigori & Ruschin, Detlef [Show all 11 contributors for this article] (2014). Development of a Haptic Interface for Communication via the Skin - Literature Review and Related Matters. Norsk Regnesentral.
• Dolonen, Jan Arild & Kluge, Anders (2014). Læremidler og arbeidsformer for algebra i ungdomsskolen: En casestudie i prosjektet ARK&APP, matematikk, 8. klasse. Utdanningsdirektoratet.
• Kluge, Anders; Furberg, Anniken Larsen; Dolonen, Jan Arild; Ludvigsen, Sten Runar; Strømme Aanesland, Torunn & Zacharia, Zacharias [Show all 28 contributors for this article] (2012). SCY Summative evaluation report DIX.4. European Commission (SCY - Project number IST-212814).
• Kluge, Anders; Furberg, Anniken Larsen; Dolonen, Jan Arild; Ludvigsen, Sten Runar; Zacharias, Zacharia & Xenofontos, Nikoletta [Show all 18 contributors for this article] (2011). SCY second formative evaluation report. European Commission (SCY - Project number IST-212814).
• Kluge, Anders; Lazonder, Ard; Ludvigsen, Sten Runar; Weinberger, Armin; de Jong, Ton & Vold, Vibeke [Show all 14 contributors for this article] (2010). SCY evaluation planning and methods. SCY research project / European Commission.
• Geraedts, Caspar; Girault, Isabelle; Hovardas, Tasos; Julien, Rachel; Kluge, Anders & Lazonder, Ard [Show all 18 contributors for this article] (2010). SCY-mission 1. SCY-project / European Commission.
• Kluge, Anders; Furberg, Anniken Larsen; Ludvigsen, Sten Runar; Dolonen, Jan Arild; Norenes, Svein Olav & Vold, Vibeke [Show all 29 contributors for this article] (2010). SCY first formative evaluation report. European Commission (SCY - Project number IST-212814).
• van Joolingen, Wouter; Kluge, Anders; Giemza, Adam; Næss, Børge; Geraedts, Caspar & Bollen, Lars [Show all 11 contributors for this article] (2009). Specifications of the SCY set of scaffolds and tools DII.1. EU Comission.
• van Joolingen, Wouter; Kluge, Anders; Giemza, Adam; Wichmann, Astrid; Wesselink-Fliervoet, Marita & Sikken, Jakob (2009). The SCY Style Book DVI.2. EU Comission.
• Mork, Sonja M; Kluge, Anders & Sørborg, Øystein (2009). Elevprodukt: Fra informasjonssøk på Internett til kunnskapsintegrasjon. ITU / Naturfagsenteret / InterMedia.
• Weinberger, Armin; Wichmann, Astrid; Vold, Vibeke; Rinket, Marieke; Pedaste, Margus & Ney, Muriel [Show all 24 contributors for this article] (2009). SCY-Lab Component Specification. EU-IST-212814 EU.
• Weinberger, Armin; Dolonen, Jan Arild; Hovardas, Anastasios; Pedaste, Margus; Kluge, Anders & Ludvigsen, Sten Runar [Show all 14 contributors for this article] (2009). SCY Scenario handbook and pedagogical plans, version 1. EU-IST-212814 EU.
• Mork, Sonja M; Kluge, Anders & Sørborg, Øystein (2009). Elevprodukt. Fra informasjonssøk på Internett til kunnskapsintegrasjon. Sluttrapport. Naturfagsenteret.
• Ludvigsen, Sten; Kluge, Anders; Rasmussen, Ingvill; Solheim, Ivar & Foyn, Bent (2001). Multimedia og læring - erfaringer fra LAVA Læring første feltforsøk våren 2000. ISSN 82-539-0483-5.

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