Kenneth Silseth

• Silseth, Kenneth; Steier, Rolf Erik Jorgenson & Arnseth, Hans Christian (2024). Exploring students’ immersive VR experiences as resources for collaborative meaning making and learning. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. doi: 10.1007/s11412-023-09413-0.
• Silseth, Kenneth & Furberg, Anniken (2023). Bridging group work and whole-class activities through responsive teaching in science education. European Journal of Psychology of Education. ISSN 0256-2928. doi: 10.1007/s10212-023-00770-w. Fulltekst i vitenarkiv
• Erstad, Ola Andres & Silseth, Kenneth (2023). Rethinking the boundaries of learning in a digital age. Learning, Media & Technology. ISSN 1743-9884. 48(4), s. 557–565. doi: 10.1080/17439884.2023.2260977.
• Hontvedt, Magnus; Prøitz, Tine Sophie & Silseth, Kenneth (2022). Collaborative display of competence: A case study of process-oriented video-based assessment in schools. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 121(January 2023). doi: 10.1016/j.tate.2022.103948. Fulltekst i vitenarkiv
• Pettersen, Kenneth; Silseth, Kenneth & Arnseth, Hans Christian (2022). Rethinking boundaries: Sociomaterial perspectives on digital technologies and early childhoods. I Kumpulainen, Kristiina; Kajamaa, Anu; Erstad, Ola Andres; Mäkitalo, Åsa; Drotner, Kirsten & Jakobsdottir, Solveig (Red.), Nordic Childhoods in the Digital Age. Insights into Contemporary Research on Communication, Learning and Education.. Routledge. ISSN 978-0-367-70252-6. doi: 10.4324/9781003145257-19.
• Erstad, Ola Andres & Silseth, Kenneth (2022). Transformations and unresolved tensions: Children, school and technology. I Kumpulainen, Kristiina; Kajamaa, Anu; Erstad, Ola Andres; Mäkitalo, Åsa; Drotner, Kirsten & Jakobsdottir, Solveig (Red.), Nordic Childhoods in the Digital Age. Insights into Contemporary Research on Communication, Learning and Education.. Routledge. ISSN 978-0-367-70252-6. s. 30–40.
• Pettersen, Kenneth; Arnseth, Hans Christian & Silseth, Kenneth (2022). Playing Minecraft: Young children’s postdigital play. Journal of Early Childhood Literacy. ISSN 1468-7984. s. 1–25. doi: 10.1177/14687984221118977. Fulltekst i vitenarkiv
• 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.
• Silseth, Kenneth & Erstad, Ola Andres (2022). Exploring opportunities, complexities, and tensions when invoking students' everyday experiences as resources in educational activities. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. doi: 10.1016/j.tate.2022.103633.
• Silseth, Kenneth; Hontvedt, Magnus & Mäkitalo, Åsa (2022). Teachers’ enactment of policy in classrooms: making students accountable through inscriptions from the curriculum in classroom interactions. European Journal of Psychology of Education. ISSN 0256-2928. 38(2), s. 881–902. doi: 10.1007/s10212-022-00610-3.
• Furberg, Anniken Larsen & Silseth, Kenneth (2022). Invoking student resources in whole-class conversations in science education: A sociocultural perspective. The Journal of the Learning Sciences. ISSN 1050-8406. doi: 10.1080/10508406.2021.1954521. Fulltekst i vitenarkiv
• Hanghøj, Thorkild; Silseth, Kenneth & Arnseth, Hans Christian (2021). Games, dialogue and learning: Exploring research perspectives. I Fotaris, Panagiotis (Red.), Proceedings of the 15th European Conference on Game Based Learning ECGBL 2021. Academic Conferences and Publishing International Limited. ISSN 978-1-914587-12-2. doi: 10.34190/GBL.21.111.
• Rusk, Fredrik Karl Henry; Ståhl, Matilda & Silseth, Kenneth (2021). Player Agency, Team Responsibility, and Self-Initiated Change: An Apprentice’s Learning Trajectory and Peer Mentoring in Esports. I Harvey, Miles & Marlatt, Rick (Red.), Esports Research and Its Integration in Education. IGI Global. ISSN 9781799870692. s. 103–126.
• Silseth, Kenneth & Arnseth, Hans Christian (2021). Weaving together the past, present and future in whole class conversations: Analyzing the emergence of a hybrid educational chronotope connecting everyday experiences and school science. Mind, Culture, and Activity. ISSN 1074-9039. doi: 10.1080/10749039.2021.1964534. Fulltekst i vitenarkiv
• Sandberg, Magnus H. & Silseth, Kenneth (2021). Being Peer Gynt: How students collaboratively make meaning of a digital game about a literature classic. E-Learning and Digital Media. ISSN 2042-7530. 18(6), s. 581–598. doi: 10.1177/20427530211022928. Fulltekst i vitenarkiv Vis sammendrag

  Henrik Ibsen’s play Peer Gynt digs deep into the question of what it means to be oneself. An upcoming computer game version invites players to take on the role of Peer and thereby raises new questions about identity and identification. By recording dyads of students who play an early version of the game and analysing their interaction during gameplay, we examine how students collaboratively make meaning of the computer game. This study employs a sociocultural and dialogic approach to meaning making. In the analysis, we draw on Gee’s theory on multiple player identities and see the dyads playing together as two real-world selves negotiating on creating one virtual self through a co-authorship of situated meaning in what Gee calls the projective stance. To better understand their cooperation in this undertaking, we also apply Goffman’s term activity frames. The analysis shows how the dyads approach the game in different ways by establishing frames in which they interpret, impersonate or recreate Peer, in order to make meaning of their gameplay.

• Rusk, Fredrik; Ståhl, Matilda & Silseth, Kenneth (2020). Exploring Peer Mentoring and Learning Among Experts and Novices in Online in-Game Interactions. Proceedings of the European Conference on Games Based Learning (ECGBL). ISSN 2049-0992. s. 461–468. doi: 10.34190/GBL.20.021. Fulltekst i vitenarkiv Vis sammendrag

  Becoming a competent player of online games involves complex processes and networks of online and offline life where the player is socialized into social norms and expectations. An important aspect of what constitutes gamers learning trajectories is guidance from experienced players. Games are public spheres where learning is social and distributed and where players often are enabled to learn new and advanced competencies. However, there is little educational research on how these competencies are cultivated and employed within a competitive gaming scene. In the current paper, we analyze the mentor-apprentice relationship between an expert and a novice in the multiplayer FPS CS:GO within an eSports and educational context. By assuming a dialogic approach to meaning making, we will examine how novices and experts uphold and talk the relationship into being and how the peer teaching and learning manifests in the in-game interaction. The ethnographic data was collected in collaboration with a vocational school with an eSports program in Finland in 2017-2018. Students (aged 17-18, all male) playing CS:GO shared screen recordings of their matches and took part in interviews. The participants play in two different teams. Here, we focus on Martin (expert) and John (novice) from team one. Martin was the highest ranked team member, something his team members are aware of and make relevant in interviews and in-game interactions. This position seems to provide him authority and leadership within the team. In the interviews, Martin aligns with being the leader and repeatedly mentions that he coached John to become part of the team. This relationship is also evident in the in-game data where Martin, together with the rest of the team, often provides feedback and support for John. The learning appears to be how to become competent in the game, and there are strong indications of other aspects of learning that relate to sociality and leadership.

• Erstad, Ola & Silseth, Kenneth (2019). Futuremaking and digital engagement: From everyday interests to educational trajectories. Mind, Culture, and Activity. ISSN 1074-9039. 26(4), s. 309–322. doi: 10.1080/10749039.2019.1646290. Fulltekst i vitenarkiv
• Hontvedt, Magnus; Silseth, Kenneth & Wittek, Anne Line (2019). Professional Collaboration in Teacher Support Teams—A Study of Teacher and Nurse Educators’ Creative Problem-Solving in a Shared Space for Professional Development. Scandinavian Journal of Educational Research. ISSN 0031-3831. 65(2), s. 240–257. doi: 10.1080/00313831.2019.1665098. Fulltekst i vitenarkiv Vis sammendrag

  This paper reports on a study of Teacher Support Teams (TSTs) established to generate peer support and collaboration among teacher and nurse educators at a Norwegian university. In TST groups, educators share experiences from their own teaching practices and support one another in solving work-related problems. By the use of interaction analysis, three types of support were identified: (1) sharing solutions to teaching-related problems, (2) providing personal and emotional support and (3) creative problem-solving. The findings show that the participants’ dissimilar professional backgrounds and their positioning as “peers” rather than “experts” functioned as important drivers for creative problem-solving processes.

• Lofthus, Liv Gardsjord & Silseth, Kenneth (2019). Students choosing digital sources: Studying students' information literacy in group work with tablets. E-Learning and Digital Media. ISSN 2042-7530. 16(4), s. 284–300. doi: 10.1177/2042753019835882. Fulltekst i vitenarkiv Vis sammendrag

  The focus of this article is on digital literacy and students’ use of digital sources. We are examining how students choose digital video sources when doing group work with tablets in a social studies project. The analysis centers on how students collaboratively negotiate and reason around their choice of video sources during an assignment about environmental issues. The data corpus consists of videos of group work. A sociocultural perspective on learning is employed for analyzing student participation. We explore how the tablets influence the group interaction and how the group members negotiate the process of choosing the video sources found online. The findings show that students do not discuss digital sources only in terms of the formal criteria for digital literacy, but in relation to their perception of how the video sources are presented. It is important to shed light on this aspect of students’ use of tablets in school, because being aware of this facet could materialize in greater digital skills which in turn might expand digital literacy.

• Steier, Rolf; Kersting, Magdalena & Silseth, Kenneth (2019). Imagining with improvised representations in CSCL environments. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 14(1), s. 109–136. doi: 10.1007/s11412-019-09295-1. Fulltekst i vitenarkiv
• Krange, Ingeborg; Silseth, Kenneth & Pierroux, Palmyre (2019). Peers, teachers and guides: A study of three conditions for scaffolding conceptual learning in science centers. Cultural Studies of Science Education. ISSN 1871-1502. doi: 10.1007/s11422-018-9905-x. Fulltekst i vitenarkiv
• Gilje, Øystein & Silseth, Kenneth (2019). Unpacking FIFA play as text and action in literacy practices in and out of school. Learning, Media & Technology. ISSN 1743-9884. 44(2), s. 180–192. doi: 10.1080/17439884.2018.1563105. Fulltekst i vitenarkiv
• Arnseth, Hans Christian; Hanghøj, Thorkild & Silseth, Kenneth (2018). Games as Tools for Dialogic Teaching and Learning. I Arnseth, Hans Christian; Hanghøj, Thorkild; Henriksen, Thomas Duus; Misfeldt, Morten; Ramberg, Robert & Selander, Staffan (Red.), Games and Education: Designs in and for Learning. Brill Academic Publishers. ISSN 978-90-04-38882-6. s. 123–139. doi: 10.1163/9789004388826_008.
• Furberg, Anniken Larsen & Silseth, Kenneth (2018). Students’ everyday experiences as resources in whole-class conversations. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. 2(2018-), s. 989–992.
• Silseth, Kenneth & Erstad, Ola (2018). Connecting to the outside: Cultural resources teachers use when contextualizing instruction. Learning, Culture and Social Interaction. ISSN 2210-6561. 17, s. 56–68. doi: 10.1016/j.lcsi.2017.12.002. Fulltekst i vitenarkiv Vis sammendrag

  The aim of this article is to examine what resources teachers mobilize when contextualizing instruction. In this instructional method, teachers use students' everyday experiences as tools for teaching subject matter at school. Research has documented that contextualizing instruction can support classroom learning. However, we do not know very much about what types of resources teachers view as relevant in this kind of instructional work. In this article, we analyze video data of student-teacher interactions in 43 lessons, which were collected when following four lower secondary teachers over one academic year. The analysis is based on a sociocultural perspective of learning and teaching in which the focus of analysis is on what kind of everyday experiences teachers orient to when supporting students' participation. The findings show that the resources teachers orient to can be grouped into five categories: (1) teachers orienting to characteristics of the local community, (2) teachers orienting to examples from everyday practices, (3) teachers orienting to personal issues, (4) teachers orienting to concrete objects, and (5) teachers orienting to knowledge from travelling abroad. These categories show variation and multiplicity of resources that teachers use when contextualizing instruction, and the implications of this multiplicity are discussed in the article.

• Wiig, Astrid Camilla; Silseth, Kenneth & Erstad, Ola (2018). Creating intercontextuality in students learning trajectories: Opportunities and difficulties. Language and Education. ISSN 0950-0782. 32(1), s. 43–59. doi: 10.1080/09500782.2017.1367799. Fulltekst i vitenarkiv Vis sammendrag

  This article explores how opportunities and limitations in creating intercontextualtiy between everyday and scientific ideas emerge in teacher–student interactions, with a particular focus on the teacher’s role. The article draws on data from an empirical, longitudinal, study in a lower secondary school in Norway to analyze student-teacher interactions in regular lessons. The analysis is based on sociocultural and dialogical approaches to meaningmaking and learning, in which video data is subjected to interaction analysis. Our main findings illustrate that creating intercontextuality in students’ learning trajectories, by building on everyday knowledge and experiences as resources for classroom interactions, remains a complex task. In the classrooms we have followed, the findings show that the teacher’s narratives of how to frame learning activities and position the students in meaning-making process are grounded in teachers’ norms and assumptions of what constitutes appropriate resources to engage students’ in the dialogic creation of intercontextuality. These findings have implications for how teachers frame learning activities where students get opportunities to build upon relevant resources for discussing ideas brought to life in complex social interactions.

• Silseth, Kenneth & Gilje, Øystein (2017). Multimodal composition and assessment: a sociocultural perspective. Assessment in Education: Principles, Policy & Practice. ISSN 0969-594X. 26(1), s. 26–42. doi: 10.1080/0969594X.2017.1297292. Fulltekst i vitenarkiv
• Silseth, Kenneth (2017). Students’ everyday knowledge and experiences as resources in educational dialogues. Instructional Science. ISSN 0020-4277. 46(2), s. 291–313. doi: 10.1007/s11251-017-9429-x. Vis sammendrag

  In this article, I analyze teachers’ use of students’ everyday knowledge and experiences as resources for learning in educational dialogues. By analyzing video data of teachers’ attempts to contextualize instruction in naturalistic settings in a lower secondary school, I examine how teachers use such resources to support and guide student learning. By employing a situated approach to learning, I provide a turn-by-turn analysis of how teachers use students’ everyday knowledge as resources to socially construct knowledge when working with academic subject matter. The concepts of intercontextuality and positioning function as analytical tools that enable an analysis of the relationships between the use of everyday experiences and the social organization of participation during teachers’ instructional work. The findings show that attempts at contextualizing instruction were identified in many of the lessons. The findings also document that teachers face both challenges and opportunities when contextualizing instruction. A turn-by-turn analysis shows that the function of everyday experiences in educational dialogues depends on how such resources are mobilized, how they are brought into the conversations, as well as the roles assigned to students in the dialogues. In the article, issues contributing to the productive use of everyday resources in educational dialogues are displayed and discussed.

• Gilje, Øystein & Silseth, Kenneth (2017). Mobiltelefonens lange vei fra fritid til skole. I Erstad, Ola & Smette, Ingrid (Red.), Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid. Cappelen Damm Akademisk. ISSN 978-82-02-53333-5. s. 55–73.
• Silseth, Kenneth; Wiig, Camilla & Erstad, Ola (2017). Elevers hverdagserfaringer og kunnskaper som ressurser for læring. I Erstad, Ola & Smette, Ingrid (Red.), Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid. Cappelen Damm Akademisk. ISSN 978-82-02-53333-5. s. 37–54.
• Silseth, Kenneth & Smette, Ingrid (2017). Utviklingssamtalen. Elevens ansvar mellom skole og hjem. I Erstad, Ola & Smette, Ingrid (Red.), Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid. Cappelen Damm Akademisk. ISSN 978-82-02-53333-5. s. 94–112.
• Smette, Ingrid; Stefansen, Kari & Silseth, Kenneth (2017). Å koble seg på elevers livsverden - betraktninger fra lærere. I Erstad, Ola & Smette, Ingrid (Red.), Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid. Cappelen Damm Akademisk. ISSN 978-82-02-53333-5. s. 23–36.
• Aagaard, Toril & Silseth, Kenneth (2017). Teachers’ assessment of digital stories: challenges and dilemmas. Nordic Studies in Education. ISSN 1891-5914. 37(3-4), s. 231–242. doi: 10.18261/issn.1891-5949-2017-03-04-08.
• Silseth, Kenneth & Arnseth, Hans Christian (2016). Frames for learning science: analyzing learner positioning in a technology-enhanced science project. Learning, Media & Technology. ISSN 1743-9884. 41(2), s. 396–415. doi: 10.1080/17439884.2015.1100636.
• Erstad, Ola; Silseth, Kenneth & Gilje, Øystein (2014). Mediekompetanse i spenningsfeltet mellom skole, hjem og fritid. I Carlsson, Ulla (Red.), Medie- och informationskunnighet i Norden: En nyckel till demokrati och yttrandefrihet. Nordicom. ISSN 978-91-86523-88-6. s. 123–129.
• Silseth, Kenneth (2014). Dialogisme som tilnærming til læring. I Wittek, Line & Stray, Janicke Heldal (Red.), Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISSN 978-82-02-41424-5. s. 149–161.
• Swensen, Kaja Vembe; Silseth, Kenneth & Krange, Ingeborg (2014). Tweeting as a tool for learning science: The credibility of student-produced knowledge content in educational contexts. I Sánchez, Inmaculada Arnedillo & Isaías, Pedro (Red.), Proceedings of the 10th international conferences on Mobile Learning 2014. IADIS Press. ISSN 978-989-8704-02-3. s. 247–251.
• Vasbø, Kristin Beate; Silseth, Kenneth & Erstad, Ola (2014). Being a Learner Using Social Media in School: The Case of Space2cre8. Scandinavian Journal of Educational Research. ISSN 0031-3831. 58(1), s. 110–126. doi: 10.1080/00313831.2013.773555.
• Arnseth, Hans Christian & Silseth, Kenneth (2013). Tracing learning and identity across sites: Tensions, connections and transformations in and between everyday and institutional practices. I Erstad, Ola & Sefton-Green, Julian (Red.), Identity, Community, and Learning Lives in the Digital Age. Cambridge University Press. ISSN 978-1-107-00591-4. s. 23–38. doi: 10.1017/cbo9781139026239.003.
• Hontvedt, Magnus; Sandberg, Magnus & Silseth, Kenneth (2013). På spill for læring: Om dataspill som læringsressurs i skolen. I Knudsen, Susanne V (Red.), Pedagogiske tekster og ressurser i praksis. Cappelen Damm Akademisk. ISSN 978-82-02-42696-5. s. 199–221.
• Silseth, Kenneth (2013). Surviving the impossible: Studying students' constructions of digital stories on World War II. Learning, Culture and Social Interaction. ISSN 2210-6561. 2(3), s. 155–170. doi: 10.1016/j.lcsi.2013.04.004.
• Silseth, Kenneth; Vasbø, Kristin Beate & Erstad, Ola (2012). Sosiale medier i undervisningen: Space2cre8 i et multietnisk klasserom. I Hauge, Trond Eiliv & Lund, Andreas (Red.), Små skritt eller store sprang? Om digitale tilstander i skolen. Cappelen Damm Akademisk. ISSN 978-82-0236438-0. s. 156–178.
• Silseth, Kenneth (2012). The multivoicedness of game play: Exploring the unfolding of a student's learning trajectory in a gaming context at school. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 7(1), s. 63–84. doi: 10.1007/s11412-011-9132-x.
• Silseth, Kenneth & Erstad, Ola (2012). Mirroring the surfaces of the self: Exploring literacy practices of digital storytelling. I Østerud, Svein; Gentikow, Barbara & Skogseth, Egil G. (Red.), Literacy practices in late modernity: Mastering technological and cultural convergences. Hampton Press. ISSN 978-1612890678. s. 225–244.
• Silseth, Kenneth & Arnseth, Hans Christian (2011). Learning and identity construction across sites: A dialogical approach to analysing the construction of learning selves. Culture & Psychology. ISSN 1354-067X. 17(1), s. 65–80. doi: 10.1177/1354067X10388842.
• Erstad, Ola & Silseth, Kenneth (2008). Agency in digital storytelling: Challenging the educational context. I Lundby, Knut (Red.), Digital Storytelling, Mediatized Stories: Self-representations in New Media. Peter Lang Publishing Group. ISSN 978-1-4331-0273-8. s. 213–232.

Se alle arbeider i Cristin

• Furberg, Anniken & Silseth, Kenneth (2023). Læreres undervisning om tverrfaglige tema - erfaringer fra en klasseromsstudie. Bedre Skole. ISSN 0802-183X.
• Domanchin, Morgane Barbara; Arnseth, Hans Christian; Silseth, Kenneth & Steier, Rolf (2023). Co-designing for Immersive Learning Experiences in the Classroom . Vis sammendrag

  This research draws on a teacher-led innovation project to create digitally mediated learning experiences targeting the theme of “Health and Wellbeing”. Over a year, high school teachers, students and researchers co-designed three interdisciplinary learning activities involving immersive technologies such as virtual reality (VR) and augmented reality (AR) as well as social media. Each of the three learning activities represents flexible innovative learning ecologies targeting students’ deep learning. By adopting a design-ethnographic approach and social interaction analysis of the development process, the findings provide insight into the designed activities as reflective of broader learning ecologies. In addition, we discuss the potential of immersive technologies to support students’ talk and engagement in small groups. The study documents the development of new teaching and learning practices targeting societal level challenges.

• Silseth, Kenneth; Domanchin, Morgane Barbara & Arnseth, Hans Christian (2022). Engasjerende dybdelæring med AR og VR​ .
• Arnseth, Hans Christian; Silseth, Kenneth & Steier, Rolf (2022). Co-developing Immersive Learning Experiences in Interdisciplinary Projects in Upper Secondary Education.
• Vasbø, Kristin Beate; Silseth, Kenneth & Arnseth, Hans Christian (2022). Building community in the classroom through interdisciplinary health and life skills education.
• Fundingsrud, Marthe Wiseth; Silseth, Kenneth & Furberg, Anniken (2022). Teachers' orientation to students' personal experiences in an instructional design about life skills and well-being.
• Silseth, Kenneth & Furberg, Anniken (2022). Bridging group work and whole-class activities through responsive teaching.
• Pettersen, Kenneth; Arnseth, Hans Christian & Silseth, Kenneth (2021). Ecotones and connected block play in a Nordic pre-school .
• Furberg, Anniken & Silseth, Kenneth (2021). Invoking student resources in whole-class conversations in science education.
• Silseth, Kenneth (2021). Dialogisme som tilnærming til læring, Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISSN 9788202710248.
• Rusk, Fredrik Karl Henry; Ståhl, Matilda & Silseth, Kenneth (2021). Peer mentoring and learning in esports: An apprentice’s learning in online in-game interactions.
• Rusk, Fredrik; Ståhl, Matilda & Silseth, Kenneth (2020). Exploring peer mentoring and learning among experts and novices in online in-game interactions.
• Silseth, Kenneth & Furberg, Anniken (2019). Interactive whiteboard activities as means for facilitating productive whole-class conversations.
• Silseth, Kenneth & Hontvedt, Magnus (2019). Studying assessment practices from an interactional perspective.
• Silseth, Kenneth & Arnseth, Hans Christian (2019). Chronotope and narrative in classroom dialogue: Aspects of meaning making in science education.
• Arnseth, Hans Christian; Silseth, Kenneth & Hanghøj, Thorkild (2018). Chronotope, identity and science learning.
• Hontvedt, Magnus; Silseth, Kenneth & Prøitz, Tine Sophie (2018). How are learning outcomes enacted and negotiated in process-oriented assessment?
• Hontvedt, Magnus; Silseth, Kenneth & Prøitz, Tine Sophie (2018). How are learning outcomes enacted and negotiated in process-oriented assessment?
• Hegna, Kristinn & Silseth, Kenneth (2018). Det grenseløse klasserommet: Ungdom i og utenfor - og på tvers .
• Hontvedt, Magnus; Prøitz, Tine Sophie & Silseth, Kenneth (2018). Tracing Learning Activities Across Policy and Practice.
• Furberg, Anniken & Silseth, Kenneth (2017). “So, what do you know about genetics?” - A dialogic approach to consolidating activities in an inquiry-based learning project in science.
• Hontvedt, Magnus; Prøitz, Tine Sophie & Silseth, Kenneth (2017). Tracing learning outcomes across policy and practice.
• Silseth, Kenneth (2016). Analyzing teachers' use of students' everyday knowledge and experiences as resources for learning in classroom interactions.
• Wiig, Camilla; Erstad, Ola & Silseth, Kenneth (2016). Creating Intercontextuality in Students Learning Trajectories: Opportunities and Difficulties.
• Wittek, Anne Line; Silseth, Kenneth & Hontvedt, Magnus (2016). Professional Collaboration in teacher Support Teams - a study of creative problem-solving processes among teacher and nurse educators.
• Wittek, Anne Line; Thompson, Ian; Daniels, Harry; Makitalo, Åsa; Hontvedt, Magnus & Silseth, Kenneth [Vis alle 10 forfattere av denne artikkelen] (2016). Collaboration matters - symposium.
• Krange, Ingeborg; Silseth, Kenneth & Pierroux, Palmyre (2016). Facilitating Students’ Conceptual Learning on Science Center Fieldtrips.
• Silseth, Kenneth; Gilje, Øystein & Erstad, Ola Andres (2015). Negotiating assessment interactionally in a school project on multimodal writing.
• Wiig, Astrid Camilla; Silseth, Kenneth & Erstad, Ola Andres (2015). Teacher’s use of student’s everyday knowledge and experiences as resources in classroom interaction.
• Gilje, Øystein & Silseth, Kenneth (2015). Continuities and discontinuities between gamers lives inside and outside school: Knowledge and identity in game-related practices.
• Pierroux, Palmyre; Krange, Ingeborg; Silseth, Kenneth; Jornet, Alfredo & Arnseth, Hans Christian (2014). Field Trips to Science Museums: A Study of Students’ Sense-Making when Interacting with Exhibits.
• Silseth, Kenneth (2013). Spillbasert læring i skolen: Muligheter og utfordringer for læreren.
• Silseth, Kenneth (2013). Knowledge in Motion across Contexts of Learning (KnowMo): Investigating Knowledge Practices In and Out of School.
• Silseth, Kenneth (2011). Expressing “oneself” in school: A dialogical approach to studying digital storytelling in educational settings.
• Erstad, Ola; Silseth, Kenneth & Vasbø, Kristin Beate (2011). Negotiating cultural identity in school: When a social networking site enters a multiethnic classroom.
• Silseth, Kenneth; Vasbø, Kristin Beate & Erstad, Ola (2010). Space2cre8: Sosiale medier i klasserommet. [Internett]. www.uio.no.
• Silseth, Kenneth; Vasbø, Kristin Beate & Erstad, Ola (2010). The Multiple Voices of Space2cre8: Negotiating Cultural Identity in the Classroom.
• Silseth, Kenneth (2010). Mixed Voices in the Classroom: Exploring Digital Storytelling for Learning in School.
• Silseth, Kenneth & Vasbø, Kristin Beate (2010). Bruk av nettsamfunnet Space2cre8 i norsk skole.
• Silseth, Kenneth (2009). Digital Storytelling i klasserommet. I Mangen, Anne (Red.), Lesing på skjerm. Nasjonalt senter for leseopplæring og leseforsking. ISSN 9788276490633. s. 42–45.
• Silseth, Kenneth (2009). The multivoicedness of game play: Computer games as facilitators for learning in educational contexts.
• Silseth, Kenneth (2008). Dialogue and Conflict: The Case of Using Computer Games for Learning in Schools.
• Pettersen, Kenneth; Silseth, Kenneth & Arnseth, Hans Christian (2023). Early Childhoods in the Postdigital: Inquiry into the Literacies of Young Children’s Contemporary Play with New Media Technologies. Universitetet i Oslo. ISSN 1501-8962. Fulltekst i vitenarkiv
• Furberg, Anniken; Rødnes, Kari Anne; Silseth, Kenneth; Arnseth, Hans Christian; Kvamme, Ole Andreas & Lund, Andreas [Vis alle 12 forfattere av denne artikkelen] (2023). Fagfornyelsen i møte med klasseromspraksiser: Læreres planlegging og gjennomføring av undervisning om tverrfaglige tema. Universitetet i Oslo. ISSN 978-82-93847-11-3. Fulltekst i vitenarkiv
• Erstad, Ola; Amdam, Synnøve Hedemann; Arnseth, Hans Christian & Silseth, Kenneth (2014). Om fremtidens kompetansebehov: En systematisk gjennomgang av internasjonale og nasjonale initiativ. Kunnskapsdepartementet.
• Gilje, Øystein; Silseth, Kenneth & Ingulfsen, Line (2014). Tømmerfløtingens tradisjoner som digital historie - En casestudie i prosjektet ARK&APP, samfunnsfag, 8. klasse. Universitetet i Oslo.
• Silseth, Kenneth (2013). Constructing learning dialogically; learners, contexts and Resources: Exploring how students and teachers participate in game-based learning and digital storytelling in educational settings. Universitetet i Oslo. ISSN 1501-8962.
• Erstad, Ola; Silseth, Kenneth & Vasbø, Kristin Beate (2011). Sosiale medier, flerkulturell ungdom og læring - Brukerstyrt medieproduksjon og navigering med 'Space2cre8'. Medietilsynet.
• Erstad, Ola & Silseth, Kenneth (2007). Et digitalt kompetanseløft for alle? En midtveisrapport for Program for digital kompetanse 2004-2008. Utdanningsdirektoratet.
• Erstad, Ola; Silseth, Kenneth & Dalaaker, Dina (2007). Evaluation of the Youth community action programme 2000-2006 - Norway. Ministry of Children and Equality.
• Silseth, Kenneth (2006). Unge, Medier & Intersubjektivitet: filosofiske refleksjoner. Universitetet i Oslo.

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