Irina Engeness

• Engeness, Irina (2020). Lecture 11. The phases of the formation of mental actions. Learning, Culture and Social Interaction.  ISSN 2210-6561. . doi: 10.1016/j.lcsi.2020.100431
• Engeness, Irina (2020). Lecture 12. The conditions for the development of the properties of the action. The phases of the development of the action. Learning, Culture and Social Interaction.  ISSN 2210-6561. . doi: https://doi.org/10.1016/j.lcsi.2020.100432
• Engeness, Irina (2020). Lecture 13. The process of internalisation. Theoretical and practical implications of the study on the phases of the development of mental actions. Learning, Culture and Social Interaction.  ISSN 2210-6561. . doi: https://doi.org/10.1016/j.lcsi.2020.100433
• Engeness, Irina (2020). Part 3: The study on the development of human mental activity: Lecture 10. The development of mental actions and the orienting basis of actions. Learning, Culture and Social Interaction.  ISSN 2210-6561. . doi: https://doi.org/10.1016/j.lcsi.2020.100430
• Engeness, Irina & Nohr, Magnus (2020). Engagement in Learning in the Massive Open Online Course: Implications for Epistemic Practices and Development of Transformative Digital Agency with Pre- and In-Service Teachers in Norway. Культурно-историческая психология.  ISSN 1816-5435.  16(3), s 71- 82 . doi: 10.17759/chp.2020160308
• Engeness, Irina; Nohr, Magnus; Singh, Ammar Bahadur & Mørch, Anders Irving (2020). Use of videos in the Information and Communication Technology Massive Open Online Course: Insights for learning and development of transformative digital agency with pre- and in-service teachers in Norway. Policy Futures in Education.  ISSN 1478-2103. . doi: https://doi.org/10.1177/1478210319895189
• Lund, Andreas & Engeness, Irina (2020). Galperin's legacy and some current challenges of educational research and practice: Agency, technology, and design. Learning, Culture and Social Interaction.  ISSN 2210-6561. . doi: 10.1016/j.lcsi.2020.100427
• Lund, Andreas & Engeness, Irina (2020). Galperin's legacy and some current challenges of educational research and practice: Agency, technology, and design. Learning, Culture and Social Interaction.  ISSN 2210-6561. . doi: https://doi.org/10.1016/j.lcsi.2020.100427
• Engeness, Irina (2019). Teacher facilitating of group learning in science with digital technology and insights into students’ agency in learning to learn. Research in Science & Technological Education.  ISSN 0263-5143. . doi: 10.1080/02635143.2019.1576604 Fulltekst i vitenarkiv.
• Engeness, Irina & Nohr, Magnus (2019). Videos as teaching and learning resources for developing pre- and in-service teachers’ professional digital competence in the ICTMOOC. CEUR Workshop Proceedings.  ISSN 1613-0073.  2356, s 128- 133 Fulltekst i vitenarkiv.
• Engeness, Irina; Nohr, Magnus; Singh, Ammar Bahadur & Mørch, Anders Irving (2019). Use of videos in the Information and Communication Technology Massive Open Online Course: Insights for learning and development of transformative digital agency with pre- and in-service teachers in Norway. Policy Futures in Education.  ISSN 1478-2103.  s 1- 20 . doi: 10.1177/1478210319895189 Fulltekst i vitenarkiv.
• Engeness, Irina (2018). What teachers do: facilitating the writing process with feedback from EssayCritic and collaborating peers. Technology, Pedagogy and Education.  ISSN 1475-939X.  27(3), s 297- 311 . doi: 10.1080/1475939X.2017.1421259 Fulltekst i vitenarkiv.
• Engeness, Irina & Lund, Andreas (2018). Learning for the future: Insights arising from the contributions of Piotr Galperin to the cultural-historical theory. Learning, Culture and Social Interaction.  ISSN 2210-6561.  25 . doi: 10.1016/j.lcsi.2018.11.004 Fulltekst i vitenarkiv.
• Engeness, Irina & Edwards, Anne (2017). The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools. Scandinavian Journal of Educational Research.  ISSN 0031-3831.  61(6), s 650- 667 . doi: 10.1080/00313831.2016.1173093 Fulltekst i vitenarkiv.
• Mørch, Anders Irving; Engeness, Irina; Cheng, Victor C.; Cheung, William K. & Wong, Kelvin C. (2017). EssayCritic: Writing to learn with a knowledge-based design critiquing system. Educational Technology & Society.  ISSN 1176-3647.  20(2), s 213- 223 Fulltekst i vitenarkiv. Vis sammendrag

  This article presents a study of EssayCritic, a computer-based writing aid for English as a foreign language (EFL) that provides feedback on the content of English essays. We compared two feedback conditions: automated feedback from EssayCritic (target class) and feedback from collaborating peers (comparison class). We used a mixed methods approach to collect and analyze the data, combining interaction analysis of classroom conversations during the writing process and statistical analysis of students’ grades. The grades of students in both classes improved from pre-test to post-test but in different ways. The students in the target class included more ideas (content) in their essays, whereas the students in the comparison class put more emphasis on the organization of their ideas. We discuss our findings to identify strengths and weaknesses of our approach, and we end the paper by suggesting some directions for further research.

• Engeness, Irina & Mørch, Anders Irving (2016). Developing Writing Skills in English Using Content-Specific Computer-Generated Feedback with EssayCritic. Nordic Journal of Digital Literacy.  ISSN 1891-943X.  11(2), s 118- 135 . doi: 10.18261/issn.1891-943x-2016-02-03

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• Engeness, Irina (2020). Tools and Signs in the Cultural Historical perspective: Implications for education and research.
• Engeness, Irina (2020). VIDEOS IN THE ICTMOOC AS RESOURCES FOR LEARNING AND DEVELOPMENT OF TEACHER TRANSFORMATIVE DIGITAL AGENCY.
• Engeness, Irina & Lund, Andreas (2020). The contribution of Piotr Galperin to the cultural-historical theory and implications for contemporary educational research and practice. Learning, Culture and Social Interaction.  ISSN 2210-6561. . doi: 10.1016/j.lcsi.2019.01.005
• Brynildsen, Stine Malin; Nagel, Ilka & Engeness, Irina (2019). How Teachers Learn: TeachMeets as a Possible Arena for Teachers' Development of Professional Digital Competence.
• Brynildsen, Stine Malin; Nagel, Ilka & Engeness, Irina (2019). TeachMeet som arena for å utvikle lærerens profesjonsfaglige digitale kompetanse.
• Brynildsen, Stine Malin; Nagel, Ilka & Engeness, Irina (2019). TeachMeetsas a PossibleArena for Teachers’ Development of Professional DigitalCompetence.
• Engeness, Irina (2019). 'Learning to Learn' in Digital Environments: Design principles informed by Galperin's concepts of orientation.
• Engeness, Irina & Nagel, Ilka (2019). Orchestrating Group Learning in Science with Digital Animations and Insights into Agency in Learning to Learn.
• Engeness, Irina & Nohr, Magnus (2019). Use of videos in ICTMOOC for teacher education and professional development in 21st century.
• Engeness, Irina (2018). Learning and Teaching with Digital Tools:Insights for Learning Arising from the Cultural-Historical Theory.
• Engeness, Irina & Mørch, Anders Irving (2016). The role of the teacher in facilitating writing process with peer feedback and automated feedback from EssayCritic.
• Engeness, Irina (2015). The complexity of learning: exploring the interplay of different mediational means in CSCL setting.
• Engeness, Irina & Mørch, Anders Irving (2015). Development of English writing skills for upper secondary school students in Norway using computer-based scaffolding based on semantic analysis of text documents. Vis sammendrag

  Young people are quite apt in learning spoken English phrases but these abilities may have negative effect on vocabulary development. As a consequence, students’ reading and writing skills do not keep pace with listening, viewing and speaking. This study addresses the issue development of writing skills in English using computer-based scaffolding with the EssayCritic web application, and the work of adapting the technology to the requirements of the Norwegian curriculum in English at the upper secondary school level. Theoretical/methodological framework: Two types of theoretical framework inform this project: 1) a theory used to design the EssayCritic’s semantic matching component (Latent semantic analysis), and 2) a theory to inform the adaptation of the ICT in the classroom (Scaffolded writing). Our overall theoretical framework is rooted in both cognitive (LSA, HCI) and sociocultural (scaffolded writing) traditions. We collect data in October and November 2014 in the Upper Secondary School in Norway. 70 students aged 16-17 will participate in the experiment, divided into two groups – a focus group and a control group. The focus group will use EssayCritic to support their writing and the control group will not, but use peer feedback. Both of the groups will be split into smaller subgroups. The research methods are researchers’ observation in the classroom during the trial, video recording of students’ interactions, and interview with students after the experiment. We use interaction 60 Abstract book | Wednesday Parallel Session 2, 16.30-18.00 analysis for analyzing video data. Tentative conclusions/findings: To be reported in March, 2015 Relevance to Nordic educational research: Social learning theories are adopted in most Nordic schools and stress that learning occurs through interactions with others and that learning is an aspect of all human activity (Säljö, 2005). We use novel scaffolding techniques for investigating development of writing skills in English using subject-specific ICT support.

• Mørch, Anders Irving & Engeness, Irina (2015). Læremidler og arbeidsformer i prosessorientert skriving. Fulltekst i vitenarkiv.
• Furberg, Anniken Larsen; Dolonen, Jan Arild; Engeness, Irina & Jessen, Stian (2014). Læremidler og arbeidsformer i naturfag i ungdomsskolen. En casestudie i prosjektet ARK&APP, naturfag, 10. klasse.. Vis sammendrag

  I Læremidler og arbeidsformer i naturfag i ungdomsskolen følger vi én lærer og en gruppe med 74 elever på 10. trinn som jobbet med et naturfagsprosjekt om «Arv og miljø». Undervisningsopplegget bestod av en kombinasjon av helklasseaktiviteter, gruppeaktiviteter og individuelle aktiviteter der både elever og lærer brukte digitale og trykte læremidler og ressurser. Analysene viser en variert bruk av læremidler og -ressurser, og kan sies å stå i kontrast til tidligere forskning som viser at læreboka ofte dominerer naturfagundervisningen. Læreboka ble brukt som et strukturerende element, og digitale verktøy fungerte som komplementære ressurser både for lærer og elever. Undervisningsopplegget besto av varierte arbeidsformer, med lik fordeling av helklasseaktiviteter, gruppearbeid og individuelt arbeid. Selv om kombinasjonen av ulike arbeidsformer isolert sett bekrefter et velkjent undervisningsmønster i norske klasserom, så blir bildet mer komplekst og nyansert når elever og lærere også tar i bruk digitale læringsressurser. Når det gjelder elevenes læringsutbytte viser analysene av pre- og posttestresultatene at elevene hadde et stort læringsutbytte av det gjennomførte prosjektet. For det første viser analysene at det er viktig for elevene å vise fram for klassen den faglige forståelsen de har utviklet i gruppearbeidet. For det andre viste analysene hvor viktige visuelle representasjoner er for elevens forståelse av komplekse fenomener og begreper i naturfag. For det tredje viser denne casen hvordan bruk av varierte arbeidsformer og læringsressurser ga elevene mulighet til å overskride innholdet i læreboka. Dette ble mulig fordi læreren evnet å bygge videre på elevenes erfaringer i situasjoner der de fant motstridende forklaringer og perspektiver på faglige tema. Casen er derfor et bidrag til å forstå klasseledelse i teknologirike klasserom ved at den synliggjør betydningen av hvordan læreren strukturerer elevenes arbeidsforløp og støtter dem i deres utvikling av faglig forståelse.

• Mørch, Anders Irving & Engeness, Irina (2014). EssayCritic Norway Trial 2014.

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