Crina Damşa

Damşa, C., Rajala, A., Ritella, G., Brouwer, J. (2023, September). Re-Theorising Learning and Research Methods in Learning Research, Routledge series New Perspectives on Learning and Instruction. 

Araos, A. M. & Damşa, C. (2023) Affordances and agency in students’ use of online platforms and resources beyond curricular boundaries, Learning, Media and Technology, DOI: 10.1080/17439884.2023.2230124

Damşa, C.I., Uehara, D., Langford, M. & Scherer, R. (2021). Teachers’ agency and online teaching in times of crisis, Computers in Human Behaviour,   https://doi.org/10.1016/j.chb.2021.106793 

Damşa, C.  & Muukkonen, H. (2020). Conceptualizing pedagogies for learning through object-oriented collaboration in higher education. Research Papers in Education, https://doi.10.1080/02671522.2019.1677751    

Damşa, C., Nerland, M. & Andreadakis, Z. (2019). An ecological perspective on learner‐constructed learning spaces, British Journal of Educational Technology, https://doi.org/10.1111/bjet.12855 

Damşa, C., & Jornet, A. (2020). The unit of analysis in learning research: Approaches for imagining a transformative agenda, Learning, Culture and Social Interaction. https://doi.org/10.1016/j.lcsi.2020.100407

Jornet, Alfredo & Damşa, C. (2021). Unit of analysis from an ecological perspective: Beyond the individual/social dichotomy. Learning, Culture and Social Interaction,  doi: 10.1016/j.lcsi.2019.100329

Damşa, C. I. & Jornet G., A. (2017). Revisiting learning in higher education—Framing notions redefined through an ecological perspective, Frontline Learning Research, 4(4), 39-47, doi: http://dx.doi.org/10.14786/flr.v4i4.208

Damşa, C. I., & Ludvigsen, S. R. (2016). Learning through Interaction and Co-construction of Knowledge Objects in Teacher Education, Learning, Culture and Social Interaction, 11, 1-18, https://doi.10.1016/j.lcsi.2016.03.001  

Damşa, C. I. (2014). The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration. International Journal of Computer-Supported Collaborative Learning, 9(3), 247-281, https://doi.10.1007/s11412-014-9193-8  

Damşa, C. I., Kirschner, P. A., Andriessen, J. E. B., Erkens, G., Sins, P. H. M. (2010). Shared epistemic agency - An empirical study of an emergent construct. Journal of the Learning Sciences, 19(2), 143 – 186. https://doi.10.1080/10508401003708381

• Damsa, Crina I. (2023). Networks, Artifacts and Agency - Examining Engineering Students’ Collaborative Learning and Agency. I Damsa, Crina I.; Borge, Marcela; Koh, Elizabeth & Worsley, Marcelo (Red.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023. International Society of the Learning Sciences. ISSN 9783030895815.
• Damsa, Crina I.; Henriksen, Lise Toft & Christensen, Hege (2023). Dialogue and Artefacts as Instruments in Peer Group Mentoring and Supervision of Problem-Based Learning in Higher Education, Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. s. 63–77.
• Damsa, Crina I.; Rajala, Antti; Ritella, Giuseppe & Brouwer, Jasperina (2023). Introduction. I Damsa, Crina I.; Rajala, Antti; Ritella, Giuseppe & Brouwer, Jasperina (Red.), Re-theorising Learning and Research Methods in Educational Research. Routledge. ISSN 9781032071893. s. 1–13. Vis sammendrag

  Re-Theorising Learning and Research Methods in Educational Research explores the latest developments in the field of learning theory, offering an overview of emerging methods, and demonstrating how recent research contributes to furthering understanding of learning. This book illustrates how theory and methods inform one another, facilitating advancements in the field, while addressing the ways in which societal and technological change create a need for adapting approaches to examining learning. Drawing on an international team of contributors, this book comprises seventeen chapters and three commentaries, thematically organized into three broad sections: emerging theories and conceptualisations of learning and how they drive methodological development new methods or innovative use of existing methods and their contribution to theory development theories and methods that emerge in connection with societal changes Both novice researchers and more experienced scholars will benefit from an overview of recent theoretical and methodological advances in the learning research field. This is an invaluable resource for researchers in the learning and educational research field, and will also support Masters and PhD students to understand how learning theories and research methodology in the field have been evolving in recent years.

• Markauskaite, Lina; Carvalho, Lucila & Damsa, Crina I. (2023). Ecological perspectives on learning and methodological implications for research and design. I Damsa, Crina I.; Rajala, Antti; Ritella, Giuseppe & Brouwer, Jasperina (Red.), Re-theorising Learning and Research Methods in Educational Research. Routledge. ISSN 9781032071893. s. 30–47. Vis sammendrag

  Re-Theorising Learning and Research Methods in Educational Research explores the latest developments in the field of learning theory, offering an overview of emerging methods, and demonstrating how recent research contributes to furthering understanding of learning. This book illustrates how theory and methods inform one another, facilitating advancements in the field, while addressing the ways in which societal and technological change create a need for adapting approaches to examining learning. Drawing on an international team of contributors, this book comprises seventeen chapters and three commentaries, thematically organized into three broad sections: emerging theories and conceptualisations of learning and how they drive methodological development new methods or innovative use of existing methods and their contribution to theory development theories and methods that emerge in connection with societal changes Both novice researchers and more experienced scholars will benefit from an overview of recent theoretical and methodological advances in the learning research field. This is an invaluable resource for researchers in the learning and educational research field, and will also support Masters and PhD students to understand how learning theories and research methodology in the field have been evolving in recent years.

• Araos Moya, Andres Arturo & Damsa, Crina I. (2023). Affordances and agency in students’ use of online platforms and resources beyond curricular boundaries. Learning, Media & Technology. ISSN 1743-9884. doi: 10.1080/17439884.2023.2230124. Fulltekst i vitenarkiv
• Araos Moya, Andres Arturo; Damsa, Crina I. & Gašević, Dragan (2022). Browsing to learn: How computer and software engineering students se online platforms in learning activities. Journal of Computer Assisted Learning (JCAL). ISSN 0266-4909. doi: 10.1111/jcal.12774.
• Damsa, Crina I.; Erstad, Ola Andres; Sefton-Green, Julian; hillman, Thomas; Araos Moya, Andres Arturo & Richter, Christoph [Vis alle 12 forfattere av denne artikkelen] (2022). Platformization in and of education ̶Exploring a new research agenda . Computer-Supported Collaborative Learning Series (CSCL). ISSN 1573-4552.
• Damsa, Crina I.; Gasevic, Dragan & Araos Moya, Andres Arturo (2022). Online platforms as sites for Learning: Exploring the use of online resources in Computer and Software Engineering Education. Computer-Supported Collaborative Learning Series (CSCL). ISSN 1573-4552.
• Damsa, Crina I.; Muukkonen, Hanni; Gasevic, Dragan; Janssen, Jeroen J. W. M.; Van Leeuwen, Anousckha & Esterhazy, Rachelle [Vis alle 9 forfattere av denne artikkelen] (2022). Contrasting analytical approaches to trace collaborative learning with knowledge object . Computer-Supported Collaborative Learning Series (CSCL). ISSN 1573-4552.
• Damsa, Crina I. (2022). Knowledge construction in teacher teams. I Harteis, Christian; Gijbels, David & Kyndt, Eva (Red.), Research approaches on workplace learning : insights from a growing field. Springer Nature. ISSN 9783030895815. s. 257–279.
• Damsa, Crina I. (2021). The multilayered nature of small-group learning: Productive interactions in object-oriented collaboration. I Stahl, Gerry (Red.), Theoretical Investigations Philosophical Foundations of Group Cognition. Springer Nature. ISSN 978-3-030-49157-4.
• Damsa, Crina I.; Christensen, Hege S & Hendriksen Tuft, Lise (2021). Kollegaveiledning for PBL-veiledere i farmasiutdanning. I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420.
• Damsa, Crina I. & Jornet, Alfredo (2021). The Unit of Analysis in Learning Research: Approaches for Imagining a Transformative Agenda. Learning, Culture and Social Interaction. ISSN 2210-6561. Fulltekst i vitenarkiv
• Esterhazy, Rachelle; de Lange, Thomas & Damsa, Crina I. (2021). Performing teacher feedback literacy in peer mentoring meetings. Assessment & Evaluation in Higher Education. ISSN 0260-2938. s. 1–14. doi: 10.1080/02602938.2021.1980768. Fulltekst i vitenarkiv
• Markauskaite, Lina; Damsa, Crina-Ioana; Muukkonen, Hanni; Thompson, Kate; Reimann, Peter & Papendieck, Adam (2021). Creating Research-Based Design Principles for Interdisciplinary Learning. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. s. 49–53.
• Damsa, Crina-Ioana; Muukkonen, Hanni; van Leeuwen, Anouschka; Gašević, Dragan; Janssen, Jeroen & Esterhazy, Rachelle [Vis alle 10 forfattere av denne artikkelen] (2021). Analyzing and Conceptualizing Collaborative Learning with Digital Knowledge Objects . Proceedings of the annual meeting of the ISSS. ISSN 1999-6918. s. 41–44.
• Araos Moya, Andres Arturo; Damsa, Crina-Ioana & Gašević, Dragan (2021). Exploring Affordances Provided by Online Non-Curricular Resources to Uundergraduate Students Learning Software Development. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. s. 1063–1064.
• Henriksen, Lise Toft; Uehara, Dan & Damsa, Crina-Ioana (2021). Exploring University Students’ Ecologies of Digital Resources in the Context of Disciplinary Learning. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. s. 963–964.
• Damsa, Crina I.; Langford, Malcolm; Scherer, Ronny & Uehara, Dan (2021). Teachers’ agency and online education in times of crisis. Computers in Human Behavior. ISSN 0747-5632. 121(106793). doi: 10.1016/j.chb.2021.106793. Fulltekst i vitenarkiv
• Damsa, Crina-Ioana & Andreadakis, Zacharias (2020). Exploring Students’ Ecologies of Digital Resources in Higher Education. I Gresalfi, Melissa & Horn, I. (Red.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2. Nashville, Tennessee: International Society of the Learning Sciences.. International Society of the Learning Sciences (ISLS). ISSN 978-1-7324672-6-2.
• Markauskaite, Lina; Muukkonen, Hanni & Damsa, Crina-Ioana (2020). Researching the ecologies of interdisciplinary learning. I Gresalfi, Melissa & Horn, I. (Red.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3. International Society of the Learning Sciences (ISLS). ISSN 978-1-7324672-7-9.
• Damsa, Crina-Ioana; Sutphen, Mary; Esterhazy, Rachelle; Solbrekke, Tone Dyrdal; Sugrue, Ciaran & McCune, Velda (2020). Academic hospitality as a frame for interdisciplinary learning. I Gresalfi, Melissa & Horn, I. (Red.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2. Nashville, Tennessee: International Society of the Learning Sciences.. International Society of the Learning Sciences (ISLS). ISSN 978-1-7324672-6-2. s. 1084–1094.
• Lina, Markauskaite; Muukkonen, Hanni; Damsa, Crina-Ioana; Reimann, Peter & Thompson, Kate (2020). Interdisciplinary learning in undergraduate and graduate education: Conceptualizations and empirical accounts. I Gresalfi, Melissa & Horn, I. (Red.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2. Nashville, Tennessee: International Society of the Learning Sciences.. International Society of the Learning Sciences (ISLS). ISSN 978-1-7324672-6-2. s. 398–406. doi: 10.22318/icls2020.398.
• Damsa, Crina-Ioana; Richter, Christopher; Allert, Heidrun; Cerratto-Pargman, Teresa; Markauskaite, Lina & Arthars, Natasha [Vis alle 9 forfattere av denne artikkelen] (2020). Learning in Unbounded Landscapes ̶ Conceptualizations and Design from an Ecological Perspective. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. 1, s. 366–374. doi: 10.22318/icls2020.366.
• Damsa, Crina I. & Jornet, Alfredo (2020). The unit of analysis in learning research: Approaches for imagining a transformative agenda. Learning, Culture and Social Interaction. ISSN 2210-6561. s. 1–3. doi: 10.1016/j.lcsi.2020.100407.
• Cheng, Britte Haugan; Gresalfi, Melissa; Bell, Amanda; Brady, Corey; Vogelstein, Lauren & Damsa, Crina I. [Vis alle 18 forfattere av denne artikkelen] (2019). Theorizing and measuring collective productive disciplinary engagement. Computer-Supported Collaborative Learning Series (CSCL). ISSN 1573-4552. 2, s. 775–782.
• Lina, Markauskaite; Muukkonen, Hanni; Damsa, Crina I.; Reimann, Peter; Shaffer, David & Thompson, Kate [Vis alle 9 forfattere av denne artikkelen] (2019). Theories and Methods for Researching Interdisciplinary Learning, A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings. 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2.. International Society of the Learning Sciences (ISLS). ISSN 978-1-7324672-4-8. Fulltekst i vitenarkiv
• Cheng, Britte; Gresalfi, Melissa; Bell, Amanda; Damsa, Crina I.; Tuire, Palonen & Toni, Rogat [Vis alle 7 forfattere av denne artikkelen] (2019). Theorizing and Measuring Collective Productive Disciplinary Engagement, A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings. 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2.. International Society of the Learning Sciences (ISLS). ISSN 978-1-7324672-4-8. Fulltekst i vitenarkiv
• Damsa, Crina I. & Muukkonen, Hanni (2019). Conceptualizing pedagogies for learning through object-oriented collaboration in higher education. Research Papers in Education. ISSN 0267-1522. doi: 10.1080/02671522.2019.1677751. Fulltekst i vitenarkiv Vis sammendrag

  This paper elaborates on the notion of object-oriented collaborative learning by building on empirical material from two case studies in higher education. Prior empirical findings show how knowledge objects are evolving entities, shaped by the interactions between participants, and how students learn from engaging in knowledge practice that involves different activities with knowledge objects. However, the pedagogy of teaching and learning with objects needs to be further explored and grounded in empirical data. Using two case studies, we examine how learning designs in higher education courses support students’ learning through work on shared knowledge objects, as well as how students experience these designs and the learning process. By means of complementary datasets, the learning design, enacted teaching practices, collaboration processes, experiences, and competence learned are mapped and analysed. The findings are helpful in elucidating the learning taking place through interaction and practices mediated by shared knowledge objects, as well as informing the development of principles of a pedagogy of object-oriented collaborative learning, which provide practical recommendations and invite further research endeavours.

• Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I. (2019). Designing for productive feedback: an analysis of two undergraduate courses in biology and engineering. Teaching in Higher Education. ISSN 1356-2517. doi: 10.1080/13562517.2019.1686699. Fulltekst i vitenarkiv
• Mirmotahari, Omid; Berg, Yngvar; Fremstad, Ester & Damsa, Crina I. (2019). Student engagement by employing student peer reviews with criteria-based assessment. IEEE Global Engineering Education Conference, EDUCON. ISSN 2165-9559. April-2019, s. 1152–1157. doi: 10.1109/EDUCON.2019.8725174. Fulltekst i vitenarkiv
• Damsa, Crina I. (2019). Learning with digital technologies in higher education. Journal of Educational Sciences & Psychology. ISSN 2247-6377. 9(1). Fulltekst i vitenarkiv
• Mirmotahari, Omid; Berg, Yngvar; Gjessing, Stein; Fremstad, Ester & Damsa, Crina I. (2019). A Case-Study of Automated Feedback Assessment. IEEE Global Engineering Education Conference, EDUCON. ISSN 2165-9559. April-2019, s. 1190–1197. doi: 10.1109/EDUCON.2019.8725249. Fulltekst i vitenarkiv
• Jornet, Alfredo & Damsa, Crina I. (2019). Unit of analysis from an ecological perspective: Beyond the individual/social dichotomy. Learning, Culture and Social Interaction. ISSN 2210-6561. s. 1–10. doi: 10.1016/j.lcsi.2019.100329. Fulltekst i vitenarkiv
• Damsa, Crina I.; Nerland, Monika & Andreadakis, Zacharias (2019). An ecological perspective on learner‐constructed learning spaces. British Journal of Educational Technology (BJET). ISSN 0007-1013. 50(5), s. 2075–2089. doi: 10.1111/bjet.12855. Fulltekst i vitenarkiv Vis sammendrag

  This paper argues for the need to develop a relational, emergent and plural understanding of learning spaces. We take an ecological perspective on learning, which allows us to conceptualize learning spaces as (co‐)constructed by learners; emerging through learners' practices, interactions and activities; and facilitated by pedagogical arrangements. In the co‐construction of spaces for learning, tapping into various ecologies of resources—whether intellectual, relational or digital material—becomes an organic, iterative, agentic endeavour for learners. This paper proposes a set of principles to synthesize this conceptualization and facilitates an understanding of such emergent learning spaces. An empirical illustration extracted from a collaborative student project in software engineering education contributes to grounding the conceptual argument and provides a clarifying example. Ultimately, this contribution suggests that in order to support the emergence of learning spaces that are resource‐rich and conducive to learning, educational contexts and pedagogical arrangements must provide both the framing conditions and also the flexibility and permeability required to access the wider ecologies of resources made available through digital technologies.

• Dolean, Dacian; Melby-Lervåg, Monica; Tincas, Ioana; Damsa, Crina I. & Lervåg, Arne (2019). Achievement gap: Socioeconomic status affects reading development beyond language and cognition in children facing poverty. Learning and Instruction. ISSN 0959-4752. 63. doi: 10.1016/j.learninstruc.2019.101218. Fulltekst i vitenarkiv
• Damsa, Crina I. & de Lange, Thomas (2019). Studentsentrerte perspektiver og tiltak i høyere utdanning : et forskningsbasert innspill til kvalitetsarbeid i praksis . UNIPED. ISSN 1500-4538. 42(1), s. 5–8. doi: 10.18261/issn.1893-8981-2019-01-01.
• Damsa, Crina I. & de Lange, Thomas (2019). Student-centred learning environments in higher education - From conceptualization to design. UNIPED. ISSN 1500-4538. 42(1), s. 9–26. doi: 10.18261/issn.1893-8981-2019-01-0. Fulltekst i vitenarkiv
• Nerland, Monika & Damsa, Crina I. (2019). VET as Lifelong Learning: Engagement With Distributed Knowledge in Software Engineering. I Guile, David & Unwin, Lorna (Red.), The Wiley Handbook of Vocational Education and Training. Wiley-Blackwell. ISSN 9781119098591. s. 395–414. doi: 10.1002/9781119098713.ch20.
• Damsa, Crina I. (2018). Research and Development Tasks in Teacher Education: Institutional Framing and Student Experiences. I Maassen, Peter; Nerland, Monika & Yates, Lyn (Red.), Reconfiguring Knowledge in Higher Education. Springer Nature. ISSN 978-3-319-72831-5. s. 149–167.
• Mirmotahari, Omid; Berg, Yngvar; Langmyhr, Dag; Fremstad, Ester & Damsa, Crina I. (2018). Studentaktivisering gjennom bruk av hverandrevurdering for førstesemesters studenter i Canvas LMS: en forsøksstudie. NIKT: Norsk IKT-konferanse for forskning og utdanning. ISSN 1892-0713. 1(1). Fulltekst i vitenarkiv
• Mirmotahari, Omid; Hiorth, Kristian Andreas; Gjessing, Stein; Fremstad, Ester & Damsa, Crina I. (2018). En eksempel-studie av automatisk tilbakemelding for programmeringsfag i høyere utdanning. NIKT: Norsk IKT-konferanse for forskning og utdanning. ISSN 1892-0713. 1(1). Fulltekst i vitenarkiv
• Afdal, Hilde Wågsås & Damsa, Crina I. (2018). Research-Based Education: An Exploration of Interpretations in Two Professional Higher Education Programmes. . I Maassen, Peter; Nerland, Monika & Yates, Lyn (Red.), Reconfiguring Knowledge in Higher Education. Springer Nature. ISSN 978-3-319-72831-5. s. 129–148. doi: 10.1007/978-3-319-72832-2_8.
• Mirmotahari, Omid; Berg, Yngvar & Damsa, Crina I. (2018). Innovating Assessment Practices Using Automated Feedback in Software in Computer Science Education. CEUR Workshop Proceedings. ISSN 1613-0073. 2128. Fulltekst i vitenarkiv
• Mirmotahari, Omid; Damsa, Crina I. & Berg, Yngvar (2018). Formative Feedback for Learning. Case Studies of Automated Feedback in Undergraduate Computer Science Education. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. 3, s. 1577–1578. Fulltekst i vitenarkiv
• Cerratto-Pargman, Teresa; Jahnke, Isa; Damsa, Crina I.; Nussbaum, Miguel & Säljö, Roger (2017). Emergent practices and material conditions in tablet-mediated collaborative learning and teaching. Computer-Supported Collaborative Learning Series (CSCL). ISSN 1573-4552. 2, s. 905–908.

Se alle arbeider i Cristin

• Damsa, Crina I.; Borge, Marcela; Koh, Elizabeth & Worsley, Marcelo (2023). Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023. International Society of the Learning Sciences. ISBN 9783030895815.
• Damsa, Crina I.; Rajala, Antti; Ritella, Giuseppe & Brouwer, Jasperina (2023). Re-theorising Learning and Research Methods in Educational Research. Routledge. ISBN 9781032071893. 300 s. Vis sammendrag

  Re-Theorising Learning and Research Methods in Educational Research explores the latest developments in the field of learning theory, offering an overview of emerging methods, and demonstrating how recent research contributes to furthering understanding of learning. This book illustrates how theory and methods inform one another, facilitating advancements in the field, while addressing the ways in which societal and technological change create a need for adapting approaches to examining learning. Drawing on an international team of contributors, this book comprises seventeen chapters and three commentaries, thematically organized into three broad sections: emerging theories and conceptualisations of learning and how they drive methodological development new methods or innovative use of existing methods and their contribution to theory development theories and methods that emerge in connection with societal changes Both novice researchers and more experienced scholars will benefit from an overview of recent theoretical and methodological advances in the learning research field. This is an invaluable resource for researchers in the learning and educational research field, and will also support Masters and PhD students to understand how learning theories and research methodology in the field have been evolving in recent years.

• Damsa, Crina I. & Barany, Amanda (2023). Advances in Quantitative Ethnography. Proceedings of the 4th International Conference, ICQE 2022, Copenhagen, Denmark. Springer Nature. ISBN 9783031317255. 430 s.
• Goller, Michael; Paloniemi, Susanna; Kyndt, Eva & Damsa, Crina I. (2022). Methods for researching professional learning and development: Challenges, applications, and empirical illustrations. Springer Nature. ISBN 9783031085178. 627 s.
• van Aalst, Jan; Mu, Jin; Damsa, Crina I. & Msunde, Sydney E. (2022). Learning Sciences Research for Teaching. Routledge. ISBN 9781138902909. 372 s.

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• Damsa, Crina I. & Barany, Amanda (2023). Preface . I Damsa, Crina I. & Barany, Amanda (Red.), Advances in Quantitative Ethnography. Proceedings of the 4th International Conference, ICQE 2022, Copenhagen, Denmark. Springer Nature. ISSN 9783031317255.
• Esterhazy, Rachelle; Kaliisa, Rogers; Sanchez, Daniel; Langford, Malcolm & Damsa, Crina I. (2023). Multimodal collaboration analytics in collaborative problem solving – a scoping review.
• Damsa, Crina I.; Muukkonen, Hanni & Rummel, Nikol (2023). MULTIMODAL ANALYTICAL APPROACHES IN RESEARCHING COLLABORATIVE PROBLEM SOLVING.
• Sanchez, Daniel; Esterhazy, Rachelle & Damsa, Crina I. (2023). Automated Feedback and Learning Design for Collaborative Problem Solving in Simulation Scenarios.
• Kaliisa, Rogers & Damsa, Crina I. (2023). Supporting teachers in hybrid learning environments: The role of learning analytics.
• Damsa, Crina I. (2023). Together for learning: Understanding the ecosystem of collaborative learning. Vis sammendrag

  More than ever before, collaboration and dialogue have become means to address major challenges we are currently facing - pandemic, conflict, humanitarian crises. At the macro societal level but also at the micro-level of workplaces and classrooms, knowing how to collaborate and how to solve problems together is paramount. Yet, while the value of working and learning together with others is widely acknowledged, meaningful and productive collaboration remains difficult to accomplish, gauge and guide. In this keynote, I will reflect on the complexity of the collaborative learning process and what it implies for researching these processes from an ecological perspective using new analytics techniques. Outcomes of collaborative learning have been examined extensively through scaled assessments and sociocultural studies continue to reveal new knowledge about the dialogical nature of collaborative learning. Yet remaining are questions about how individual cognitions are joined into productive interaction, how collaboration dynamics are shaped or what drives collaboration when difficulties occur. Against this backdrop, and taking departure in empirical research on small group collaboration in higher education contexts, I will discuss (i) the need for examining the collaborative process as an interrelated set of actions, people and resources – the ecosystem of collaborative learning, (ii) individual and collective factors salient to collaborative learning, and (iii) the multimodal nature of in-situ collaboration. Further, I will elaborate on how digital technologies and data-based analytic techniques offer new opportunities to examine some of the ‘black-boxed’ aspects of collaborative learning. This presentation will also consider the challenges of researching collaborative learning processes. First, I will address methodological challenges, primarily focusing on the pitfalls of reductionistic interpretation and the need for methodological triangulation. Second, I discuss a combined empirical and conceptual challenge; as digital traces of collaboration are disclosed through new digital technologies and analytical techniques, the question of what constitutes collaboration becomes highly relevant. I will conclude by exploring the implications of examining the ecosystem of collaborative learning for how we are framing education to prepare a young generation to jointly engage with present and future hardships.

• Damsa, Crina I. & Barany, Amanda (2023). Preface 2022. Communications in Computer and Information Science (CCIS). ISSN 1865-0929. 1785, s. v–vi.
• Sutphen, Mary; Damsa, Crina I. & Solbrekke, Tone Dyrdal (2022). Strong dissatisfaction of university pedagogy courses? [Avis]. Khrono - https://khrono.no/strong-dissatisfaction-of-univers.
• Damsa, Crina I. (2022). Digital undervisning er både en utfordring og en gevinst. [Avis]. Universitas - https://www.universitas.no/nyhetsintervju/digi.
• Damsa, Crina I. & Rosenberg, Gulbrand (2022). Pedagogisk bruk av digital teknologi.
• Damsa, Crina I. & Winstone, Naomo (2022). Conceptual, methodological and topical considerations for research on learning and assessment: towards an integrative research agenda.
• Stensaker, Bjørn & Damsa, Crina I. (2022). Digitalisering av utdanning – før, under og etter pandemien. Khrono.no. ISSN 1894-8995.
• Damsa, Crina I. (2022). NOKUT-frokost: Lansering av Studiebarometeret. [Internett]. NOKUT-YouTube kanal: https://www.nokut.no/hendelser/ar/febru.
• Damsa, Crina I. (2022). Lærerne manglet både kompetanse og støtte da undervisningen ble heldigital. [Internett]. Forskning.no:https://forskning.no/partner-pedagogikk-skole-o.
• Damsa, Crina I. (2021). Alltid digitalt beredt – på en pandemi? [Internett]. https://www.uv.uio.no/iped/forskning/aktuelt/aktuelle-saker/.
• Esterhazy, Rachelle; de Lange, Thomas & Damsa, Crina I. (2021). Performing teacher feedback literacy in peer mentoring meetings.
• Christensen, Hege Staaland; Damsa, Crina I. & Henriksen, Lise Toft (2021). Kollegaveiledning for PBL-veiledere i farmasiutdanning. I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420.
• Damsa, Crina I. (2021). The multilayered nature of small-group learning: Productive interactions in object-oriented collaboration. I Stahl, Gerry (Red.), Theoretical Investigations Philosophical Foundations of Group Cognition. Springer Nature. ISSN 978-3-030-49157-4. s. 223–256. doi: 10.1007/s11412-014-9193-8.. Vis sammendrag

  This article presents a study of small-group interaction in the context of collaborative learning in undergraduate education. The student groups participated in collaborative projects, which involved setting up, conducting, and reporting on empirical research studies. This study sheds light on the nature of productive interactions, the joint efforts to co-construct knowledge, and the shared epistemic agency expected to emerge when groups are addressing ill-structured, complex problems in a collaboration over time. In-depth qualitative analysis and descriptive statistics were used to analyze and interpret interaction data and developing knowledge objects (i.e., research reports) collected during a 20-week project period. The findings show that productive interactions can take different forms, with discourse-based and object-oriented being the most relevant patterns arising. In the latter case, the emergent knowledge objects also influence the course and productivity of the interaction. Finally, groups manifesting shared epistemic agency produce knowledge objects more complex and suitable to the problems addressed. These findings contribute to a better understanding of the collaborative learning process that includes work on knowledge objects over time. The implications for the educational practice and further research point toward the need for a better understanding of the way groups function when challenged to address complex problems and to participate in knowledge production, how these processes can benefit learning, and what is needed in terms of pedagogical and technological support, to enable students to be more than mere course-takers but also producers of knowledge.

• Damsa, Crina-Ioana (2021). Online Teaching and Learning.
• Damsa, Crina-Ioana (2021). Digital learning in pandemic times.
• Damsa, Crina-Ioana (2021). Unit of analysis in learning research.
• Esterhazy, Rachelle; Damsa, Crina I. & de Lange, Thomas (2021). University teachers’ enactment of feedback literacy during peer mentoring meetings .
• Uehara, Dan; Damsa, Crina I. & Toft Henriksen, Lise (2021). Students’ Ecologies of Digital Resources. A mixed methods study.
• Damsa, Crina I.; Gudmundsdottir, Greta Björk; Ragnarsdòttir, Hanna & Rodrigues, Carol Paul (2021). Knowledge integration and coordination of collaboration in interdisciplinary learning design teams. .
• Rajala, Antti; Damsa, Crina-Ioana; Roger, Säljö; Van den Bossche, Piet; Bagga-Gupta, Sangeeta & Malmberg, Lars Erik [Vis alle 7 forfattere av denne artikkelen] (2021). How to Do a Peer Review? A Workshop on Learning to Review for EARLI Conferences and Journals. .
• Araos Moya, Andres Arturo & Damsa, Crina-Ioana (2021). Online learning practices and affordances in undergraduate education: a mixed method study.
• Esterhazy, Rachelle; Damsa, Crina-Ioana & Nerland, Monika Bærøe (2021). Co-creation of knowledge objects in undergraduate education – a qualitative analytical approach .
• Damsa, Crina-Ioana; Lina, Markauskaite & Muukkonen, Hanni (2021). Analytical Approaches on Collaborative Learning with Digital Knowledge Objects.
• Damsa, Crina-Ioana (2021). Course on Research Supervision.
• Damsa, Crina I. & Langford, Malcolm Stroud (2020). Melder både om ny mestring, men også bekymring og stress.
• Langford, Malcolm Stroud; Larsen, Johanna Marie; Damsa, Crina I. & Stensaker, Bjørn (2020). Nå trenger vi en krisepakke for undervisningen til høsten. Khrono.no. ISSN 1894-8995.
• Damsa, Crina-Ioana (2020). Qualitative analysis of multimodal data, EARLI Special Interest Group 17 ‘Methods in Learning Research’ .
• Damsa, Crina-Ioana (2020). Conference of EARLI Special Interest Groups, ‘Assessment in learning’ and ‘Higher Education'.
• Damsa, Crina-Ioana (2020). Conference of EARLI Special Interest Groups: ‘Methods in Learning Research’.
• Damsa, Crina-Ioana (2020). Student-centered Learning Approaches.
• Damsa, Crina-Ioana & Wittek, Anne Line (2020). Group work in higher education. Pedagogical designs for fostering student engagement. I Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (Red.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 978-3-030-41756-7. s. 115–134. doi: 10.1007/978-3-030-41757-4.
• Nerland, Monika Bærøe & Damsa, Crina-Ioana (2019). VET as Lifelong Learning: Engagement With Distributed Knowledge in Software Engineering. I Guile, David & Unwin, Lorna (Red.), The Wiley Handbook of Vocational Education and Training. Wiley-Blackwell. ISSN 9781119098591. s. 395–414. doi: 10.1002/9781119098713.
• Damsa, Crina I. (2019). The challenge of bridging paradigms through editorial work .
• Damsa, Crina I.; Esterhazy, Rachelle & Nerland, Monika (2019). Analyzing learning through co-creation of knowledge objects in software engineering education.
• Damsa, Crina I. & Tuire, Palonen (2019). Forms of collaborative engagement in software engineering education, In Lund, K., Niccolai, G., Lavoué, E., Hmelo-Silver, C., Gweon, G., and Baker, M. (Eds.). (2019). A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1. Lyon, France: International Society of the Learning Sciences. . Vis sammendrag

  This symposium aims to explore current research working toward conceptualizing and measuring productive disciplinary engagement (PDE) contextualized in diverse learning and project contexts. Disciplinary engagement is critical for fostering students’ deep, integrated understanding of STEM content and disciplinary practices. However, there are significant challenges to reaching this engagement quality, with CSCL environments providing opportunities and supports for engagement, but also posing challenges. This symposium aims to account for recent developments, as presenters showcase rich range in exploring application of PDE in diverse domains, grade bands, and learning contexts. The presentations also showcase a range of methods to analyze PDE as collective, situated, cross-contextual, dynamic, and generative.

• Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I. (2019). Course designs that cater for productive feedback.
• Damsa, Crina I. (2018). Project-based learning in Computer Engineering Education (pp.39-57). I Nerland, Monika & Prøitz, Tine Sophie (Red.), Pathways to quality in higher education : Case studies of educational practices in eight courses. Nordic Institute for Studies in Innovation, Research and Education (NIFU). ISSN 978-82-327-0319-7. s. 39–57. doi: ISSN%201892-2597. Vis sammendrag

  This report is produced in the framework of the project “Quality of Norwegian Higher Education: Pathways, Practices and Performances”, funded through the program Research and Innovation in the Educational Sector (FINNUT), Research Council Norway (RCN). The focus of the study is on exploring quality issues related to the educational provision of higher education. The overarching questions in the project are: What factors and mechanisms are important for realizing the aims of quality work in Norwegian higher education? What is the relationship between structural/systemic and institutional conditions, and educational practices?This report presents findings from one of the sub-projects with focus on educationalpractices. The report presents eight in depth case studies focusing on teaching and learning practices at the course level. These studies were designed to focus on aspects that matter for the quality of education in course design that employ student-centred approaches.

• Damsa, Crina I. & de Lange, Thomas (2018). Student-centered Learning in Norwegian and Finnish higher education: a research-based perspective to quality .
• Fremstad, Ester; Damsa, Crina I. & Mirmotahari, Omid (2018). Promoting active learning through developing and using a digital tool for assessment.
• Esterhazy, Rachelle & Damsa, Crina I. (2017). Unpacking the feedback process: An analysis of undergraduate students’ interactional meaning-making of feedback comments.
• Langford, Malcolm Stroud; Damsa, Crina-Ioana; Larsen, Johanne Maria Rohde; Slåttå, Kristin Steen; Westbye, Hilde & Wulff, Sophia Susanne Traub (2020). Første uken med digital undervisning I koronatiden: Jusstudenters erfaring. Universitetet i Oslo.
• Langford, Malcolm Stroud & Damsa, Crina-Ioana (2020). Online teaching in the time of COVID-19 times: Academic Teachers’ experiences in Norway. Universitetet i Oslo.
• Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I. (2019). Productive feedback practices in higher education. Investigating social and epistemic relations in two undergraduate courses (PhD thesis). Universitetet i Oslo. Fulltekst i vitenarkiv
• Damsa, Crina I. & Fremstad, Ester (2018). PEDAGOGICAL USE OF CANVAS. Report on the use of Canvas in pilot courses at the Faculty of Educational Sciences. LINK - Universitetet i Oslo.

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