Halvdan Gaute Søvik Haugsbakken

• Haugsbakken, Halvdan Gaute Søvik (2026). Frontiers | Video design principles for video-making and learner engagement with videos in a MOOC. Frontiers in Education. doi: 10.3389/feduc.2026.1895636. Full text in Research Archive Show summary

  Video is a very common medium or modality used for delivering learning content in Massive Open Online Courses (MOOCs). Research on video in MOOCs has mainly ...

• Haugsbakken, Halvdan Gaute Søvik (2026). A New-Institutionalist Perspective: Re-thinking Digital Sovereignty as Distributed Digital Sovereignty and a Proposed Typology for Understanding Artificial Intelligence Across Socio-Technical Fields. In Misra, Sanjay; Kvalvik, Petter; Gran, Bjørn Axel; Kjølerbakken, Kai Morgan; Omerovic, Aida & Noori, Nadia Saad (Ed.), Artificial Intelligence in Context of Digital Sovereignty. Routledge. ISSN 9781003581581. doi: https:/www.routledge.com/Artificial-Intelligence-in-Context-of-Digital-Sovereignty/Misra-Kvalvik-Gran-Kjolerbakken-Omerovic-Noori/p/book/9781032945507. Full text in Research Archive Show summary

  The research field on digital sovereignty draws on a variety of perspectives to understand how actors exercise control and legitimacy in digital domains. These perspectives range from nation-states asserting autonomy over AI-related policy issues to the embedding of user-centric features within AI systems. This diversity makes room for the concept of distributed digital sovereignty, which proposes to treat sovereignty as a practice- and field-dependent phenomenon—produced, contested, and legitimized by actors in situated contexts. To my knowledge, within the broader research literature this chapter engages with, few contributions explicitly theorize the relationship between digital sovereignty and AI through a New-Institutionalist lens. The primary goal is therefore to develop a practice-based approach to digital sovereignty, grounded in core analytical concepts from New-Institutional theory. In addition, the chapter introduces a typology that serves as a framework for analyzing how digital sovereignty is negotiated and enacted across diverse settings. These are conceptualized as socio-technical fields, each shaped by distinct field logics. The typology identifies nine subfields, illustrating how digital sovereignty manifests in varied forms across AI-relevant domains.

• Nagel, Ilka; Haugsbakken, Halvdan Gaute Søvik; Pettersson, Fanny & Lindqvist, Marcia Håkansson (2026). Digitalization and school leadership: a scoping review. Frontiers in Education. 11, p. 1–18. doi: 10.3389/feduc.2026.1828426. Full text in Research Archive Show summary

  Research on digitalization and school leadership is emerging, but remains fragmented and under-researched, as indicated in recent reviews. Based on this, we conducted a scoping review of 38 empirical studies published between 2014 and 2024. The review focuses on the descriptive characteristics of the field, how digitalization and digital school leadership are defined, which themes researchers address, and how existing research can be organized into emerging research streams. The findings show that the field is expanding, but remains scattered across disciplines and journals, with a strong geographical focus on Europe, particularly Sweden, and parts of Asia. Although qualitative and quantitative approaches are relatively balanced, mixed-method, longitudinal, and comparative designs are underused. As a result, much of the literature provides snapshot accounts or examines the relationship between digital leadership and teachers’ technology use. Digital school leadership is often treated as complex, yet this complexity is rarely unpacked analytically, leading to few studies of how leadership is enacted in everyday practice. Furthermore, the field reveals limited theoretical engagement and an unclear understanding of digitalization. The review also identifies a paradoxical approach to digital leadership. On the one hand, studies often lack explicit definitions; on the other hand, their research designs and methods create two knowledge logics: a predefined, expectation-oriented logic and a situated, practice-oriented logic. Consequently, the review argues for research that moves beyond individualized understandings of digital leadership and examines how it is enacted across organizational, technological, and governance contexts. It concludes by proposing a research agenda to address these gaps and guide future studies in more coherent and theoretically grounded directions.

• Haugsbakken, Halvdan Gaute Søvik; Hagelia, Marianne & Nagel, Ilka (2025). The Role of Generative AI in SPOC-Making: Student Perception of Partially AI-Generated Learning Resources. In Hamonic, Ella & Sharrock, Remi (Ed.), Digital Education: Shaping Sustainable Lifelong Learning for All in the Era of AI: 9th European MOOCs Stakeholders Summit, EMOOCs 2025, Paris, France, June 30 – July 2, 2025, Proceedings | Springer Nature Link. Springer. ISSN 9783032000569. p. 3–13. doi: 10.1007/978-3-032-00056-9_1. Full text in Research Archive Show summary

  Abstract Since the introduction and rapid adoption of transformer-based generative Artificial Intelligence (Generative AI) technologies in 2022, such as ChatGPT, course creators have increasingly integrated these tools into learning design and MOOC-making (Massive Open Online Courses). Generative AI is argued to enhance the efficiency of MOOC-making, a time-consuming process. Responding to these shifts, this preliminary study investigates how a team of teacher educators employed generative AI to support the making of two Small Private Online Courses (SPOCs) and how online students perceived and engaged with partially AI-generated learning materials. Generative AI was used to develop various resources such as course texts, introductory paragraphs, images, and digital tests, with instructors adapting and refining the AI outputs. Using a simple quantitative survey approach, the study examines students’ evaluations of the quality, usability, and learning outcomes associated with these resources. The findings suggest that partially AI-generated textual resources are perceived as valuable. Digital tests are also considered useful, although students highlight the need for improved formative feedback mechanisms. In contrast, visual learning resources, such as images and videos, receive lower evaluations, indicating limitations in their ability to support learning. The study concludes that while generative AI can enhance the accessibility and quality of certain online learning materials and contribute to streamlining MOOC-making processes, its overall impact on the student learning experience remains moderate.

• Haugsbakken, Halvdan Gaute Søvik; Hagelia, Marianne & Bergsjø, Leonora Onarheim (2025). Learning ethics through the Metaverse: challenges and responsible educational design solutions. Frontiers in Education. 10. doi: 10.3389/feduc.2025.1698260. Full text in Research Archive Show summary

  This conceptual paper explores the potential of learning and teaching ethics in the Metaverse. This argument will be developed by exploring two different perspectives. The first perspective situates the paper within a broader context and discusses five challenges that arise from using the Metaverse. These challenges include the impact of new technologies on ethics, establishing trust in the Metaverse, accessibility to Metaverse technologies, how institutions engage in power plays to influence and set norms for ethical standards, and issues related to data ownership and intellectual property. The second perspective considers and conceptualizes four responsible educational design solutions that can be applied to facilitate learning ethics within the Metaverse. This means addressing the extent to which the Metaverse can support transformative learning, identity experimentation, immersive technology-enhanced learning, and collaborative approaches. Taken together, these perspectives provide a starting foundation and research contribution for creating an alternative pedagogical and practical framework that reconceptualizes the Metaverse as pedagogical space for reflective–practical sensemaking and exploration about ethics in education.

• Haugsbakken, Halvdan Gaute Søvik (2024). A MOOC ABOUT MOOC MAKING PEDAGOGIES, ICERI2024 Proceedings. International Academy of Technology, Education and Development (IATED). ISSN 9788409630103. doi: 10.21125/iceri.2024.0499. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik & Hagelia, Marianne (2024). A New AI Literacy For The Algorithmic Age: Prompt Engineering Or Eductional Promptization? In Ogul, Hasan & Moræus, Jonas Aamodt (Ed.), 2024 4th International Conference on Applied Artificial Intelligence (ICAPAI). IEEE (Institute of Electrical and Electronics Engineers). ISSN 9798350349764. doi: 10.1109/ICAPAI61893.2024.10541229. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2024). A MOOC ABOUT MOOC MAKING – FINDINGS AND RESULTS, 16th International Conference on Education and New Learning Technologies. International Academy of Technology, Education and Development. ISSN 9788409629381. doi: 10.21125/edulearn.2024.2410. Full text in Research Archive
• Singh, Ammar Bahadur & Haugsbakken, Halvdan Gaute Søvik (2023). Engendering Transformative Learning in an Institutional xMOOC. In Pinheiro, Romulo; Tømte, Cathrine Edelhard; Barman, Linda; Degn, Lise & Geschwind, Lars (Ed.), Digital Transformations in Nordic Higher Education. Palgrave Macmillan. ISSN 9783031277580. doi: 10.1007/978-3-031-27758-0_6. Full text in Research Archive
• Brynildsen, Stine & Haugsbakken, Halvdan Gaute Søvik (2023). An agentic perspective on teachers’ enactment of professional digital competence. Digital Culture and Education. 14(4), p. 53–69. Full text in Research Archive Show summary

  Understanding digital competence in teaching is challenging because technology and teachers’ workdays are moving targets. Previous research suggests using professional digital competence (PDC) as an approach for better understanding how teachers develop a deep understanding of technology, learning processes and subjects. Accordingly, inspired by a short-term design-based research methodology, a project was conceived to have a group of teachers and teacher educators collaborate on developing digital teaching environments using Microsoft Class Teams and OneNote Class Notebook at a lower secondary school in Norway. To investigate the outcomes, this paper adopts an agentic socio-cultural perspective to examine how the teachers enacted digital teaching environments to develop PDC. The results show that the teachers employed negotiation strategies and used different material and immaterial resources in their local school contexts to enact digital teaching environments. The study suggests adding new research to two emerging and relevant research streams—teachers’ digital competence and Microsoft Class Teams and the OneNote Class Notebook—by emphasising a strong human-centric agency approach and that teachers’ digital competence can be made visible through acts of collaboration.

• Haugsbakken, Halvdan Gaute Søvik (2023). Implementation as a constitutive entanglement: Framing sociomaterial pedagogical practices emerging from the implementation of a learning management system. First Monday. 28(10). Full text in Research Archive
• Langseth, Inger Dagrun; Jacobsen, Dan Yngve & Haugsbakken, Halvdan Gaute Søvik (2023). Institutional Entrepreneurship in Loosely Coupled Systems: The Subject Position of MOOC Entrepreneurs and Their Interpretive Struggles in a Norwegian Context. Technology, Knowledge and Learning. ISSN 2211-1662. doi: 10.1007/s10758-023-09647-9. Full text in Research Archive Show summary

  While technological change in organizations is fast and eminent to most people, the adoption of Massive Open Online Courses, micro-credentials, and flexible and scalable online courses, appear to be comparatively slow in Higher Education in the Nordic countries. To explore this phenomenon, we completed 10 qualitative interviews at ten different higher education institutions across Norway in fall 2020. The informants were strategically selected among employees who had been involved in open platform technology, MOOC production and support for faculties. Adopting thematic analyses, we found entrepreneurs who positioned themselves in pockets of innovation with the intention to transform teaching and learning. Rather than seeing technological innovations as “more of the same”, the entrepreneurs embraced the possibilities emerging in new educational practices. Inspired by New Institutionalism, we focused on the organizational conditions for MOOC production. The entrepreneurs often entered interpretive struggles at higher organizational levels in competition with other stakeholders. Despite national initiatives and funding, many stakeholders questioned the value of MOOCs. Our study points to discrepancies in understanding the disruptive and transformative change that new technology can bring to study programs and lifelong learning. The informants also experienced insufficient support from leaders and lamented the lack of a national platform for open online access. We link these findings to embedded theories, belief systems and discourses in educational cultures and management in Higher Education.

• Haugsbakken, Halvdan Gaute Søvik (2023). Design and Effectiveness of Video Interview in a MOOC. In Keane, Therese; Lewin, Cathy; Brinda, Torsten & Bottino, Rosa (Ed.), Towards a Collaborative Society Through Creative Learning: IFIP World Conference on Computers in Education, WCCE 2022, Hiroshima, Japan, August 20–24, 2022, Revised Selected Papers. Springer. ISSN 9783031433931. p. 286–297. doi: 10.1007/978-3-031-43393-1_26. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2022). A MOOC ABOUT MOOC MAKING. In IATED, 2022 (Eds.), INTED2022 Proceedings. International Academy of Technology, Education and Development (IATED). ISSN 9788409377589. p. 2340–1079. Full text in Research Archive
• Langseth, Inger Dagrun; Jacobsen, Dan Yngve & Haugsbakken, Halvdan Gaute Søvik (2022). The Role of Support Units in Digital Transformation: How Institutional Entrepreneurs Build Capacity for Online Learning in Higher Education. Technology, Knowledge and Learning. ISSN 2211-1662. doi: 10.1007/s10758-022-09620-y. Full text in Research Archive Show summary

  This study used New Institutional Theory to explore how entrepreneurial activities in support units contribute to digital transformation in higher education in Norway. We describe how entrepreneurs initiated and operationalized support for Massive Open Online Courses (MOOCs), micro-credentials and fully online courses in pockets of innovation within existing institutional arrangements. An ambition was to understand why capacity building for digital transformation in a country described by the Organization for Economic Cooperation and Development (OECD) as digitally mature is lagging behind other countries. We obtained our data from qualitative interviews with faculties and staf involved in fully online course production. The informants were chosen through strategic sampling from support units and faculties, where they flled diferent roles in the production of such online courses. Our fndings describe entrepreneurial activities that strongly contributed to the emerging social feld of digital transformation. Located in pockets of innovation, the entrepreneurs provided open digital platforms, a pedagogy for online course design and support for faculties who engaged in online course production. Yet, the fndings also confrm previous research pointing out how the lack of supportive leadership may impede successful digital transformation in higher education institutions. The study concludes with a model for digital maturity which may be useful to researchers and stakeholders. The model can also support entrepreneurial processes in online environments.

• Haugsbakken, Halvdan Gaute Søvik & Brynildsen, Stine (2022). A reflective practice perspective on developing professional digital competence among teachers, ICERI2022 Proceedings. International Academy of Technology, Education and Development (IATED). ISSN 9788409454761. p. 1168–1176. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2022). A sociomaterial connectivist perspective: A need for developing algorithmic competence, ICERI2022 Proceedings. International Academy of Technology, Education and Development (IATED). ISSN 9788409454761. p. 1252–1261. Full text in Research Archive
• Langseth, Inger Dagrun; Jacobsen, Dan Yngve & Haugsbakken, Halvdan Gaute Søvik (2021). MOOCs for Flexible and Lifelong Learning in Higher Education. In Meinel, Christoph; Staubitz, Thomas; Schweiger, Stefanie; Friedl, Christian; Kiers, Janine; Ebner, Martin; Lorenz, Anja; Ubachs, George; Mongenet, Catherine; Ruipérez, José A; Mendez, Manoel Cortes; Merceron, Agathe & Schmieden, Karen von (Ed.), EMOOCs 2021. Universitätsverlag Potsdam. ISSN 9783869565125. p. 63–78. doi: 10.25932/publishup-51030. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2021). Seven pedagogical design points for use of videos in xmooc platforms adapted for social learning, INTED2021 Proceedings. IATED. ISSN 9788409179398. Full text in Research Archive
• Langseth, Inger Dagrun; Jacobsen, Dan Yngve & Haugsbakken, Halvdan Gaute Søvik (2021). MOOCs for Flexible and Lifelong Learning in Higher Education. In Meinel, Christoph; Staubitz, Thomas; Schweiger, Stefanie; Friedl, Christian; Kiers, Janine; Ebner, Martin; Lorenz, Anja; Ubachs, George; Mongenet, Catherine; Ruipérez, José A; Mendez, Manoel Cortes; Merceron, Agathe & Schmieden, Karen von (Ed.), EMOOCs 2021. Universitätsverlag Potsdam. ISSN 9783869565125. Full text in Research Archive
• Haugsbakken, Halvdan (2020). Five Learning Design Principles to Create Active Learning for Engaging With Research in a MOOC. European Journal of Open, Distance and E-Learning. 23(1). doi: 10.2478/eurodl-2020-0003. Full text in Research Archive Show summary

  Creating a Massive Online Open Course (MOOC) based on analysis from research requires the adaptation of MOOC pedagogies. For example, course designers need to follow certain design principles and adapt learning content to the pedagogies and constraints of a MOOC platform. That said, this paper outlines five different learning design principles that create active learning in a MOOC. These emerged when adapting knowledge from a research case study. To exemplify the adaptation, this paper examines how research from a sociological, qualitative classroom study about a teacher who used digital technologies in foreign-language training at a Norwegian high school was adapted for a MOOC that ran on FutureLearn.

• Haugsbakken, Halvdan Gaute Søvik & Langseth, Inger Dagrun (2020). DRIVE-X: A COLLABORATIVE MODEL FOR MAKING MOOCS. EDULEARN Proceedings. p. 369–1117. doi: 10.21125/edulearn.2020.0167. Full text in Research Archive Show summary

  In 2019, estimations were made that roughly 12.000 online courses are accessible to learners on the largest Massive Open Online Course (MOOC) platforms enabling cross-comparison of MOOCs. Research establishes that the instructional quality in MOOCs is low, meaning there is a demand for innovative approaches and improvement in the quality in digital pedagogies. In contrast, research on learning design is limited in the MOOC research literature, offering few approaches on design principles and strategies that course designers can use. That said, this paper outlines an approach that addresses this particular design challenge. The paper reports from the application of a collaborative model for making MOOCs, called DRIVE-X, which was used to make an online course, ‘Preserving Norwegian Stave churches’. The MOOC runs on FutureLearn and is the result of a collaborative partnership between an academic community specializing in digitalization of education, NTNU DRIVE, and a government agency, the Norwegian Directorate for Cultural Heritage. The use of DRIVE-X contributes to devise various learning design principles to create active learning in MOOCs and builds an understanding for social learning and MOOC pedagogy among the participants.

• Haugsbakken, Halvdan & Langseth, Inger Dagrun (2020). Blockchain as Loose Organizations. A New Institutional Perspective on New Technologies in Higher Education Institutions. Beta – Scandinavian Journal of Business Research. ISSN 0801-3322. 34(2), p. 129–160. doi: 10.18261/issn.1504-3134-2020-02-01. Full text in Research Archive Show summary

  Does the novel technology blockchain conceal properties of an organization that we do not see? This paper suggests that this may be the case. The paper sets out to substantiate a claim that we might be observing the emergence of a loose organization in blockchain. A loose organization can provisionally be defined as a community of blockchain actors who frequently interact with each other and use the spaces between IT silos belonging to centralized organizations and distributed decentralized computer networks to coordinate and innovate the use of data through acts of organizing. In these spaces, blockchain actors engage in activities and practices and coordinate and innovate the use of data in ways that may constitute the groundwork for institution-building processes of blockchain fields. The rationale for posing the concept of loose organizations relates to the fact that blockchain introduces new technological features, algorithmic consensus mechanisms and cryptography, which materializes as a coordination mechanism allowing people and organizations to move digital assets without using intermediates. These innovations turn the Internet into an instrument for transferring values between parties without going through a trusted third party. A new trust protocol, based on blockchain’s record-keeping technology, allows digital assets such as accreditation, intellectual property, and digital identity to be safely and securely transacted through peer-to-peer networks. For such digital assets to be transferred properly, they seem to depend on the organizing acts of actors belonging to loose organizations in blockchain fields. To hypothesize the emergence of loose organizations in blockchain, we apply institutional entrepreneurship from new institutional theory. Empirically, the paper turns its focus on Higher Education Institutions (HEIs), a sector that has little experience with blockchain and struggles with the adoption of digital technologies. In HEIs, blockchain has interesting applications and can be used to make academic credentials transferable and accessible to students, employers, and universities. The paper outlines opportunities and challenges residing in the adoption of blockchain in HEIs.

• Haugsbakken, Halvdan (2019). Collaborative fields: An approach for collaborative learning to make MOOCS and create community of practice among academics by use of Open edX. In Chova, L. Gómez (Eds.), ICERI2019 Proceedings. IATED Academy. ISSN 9788409147557. p. 8902–8911. Full text in Research Archive
• Haugsbakken, Halvdan; Nykvist, Shaun S. & Lysne, Dag Atle (2019). The Need to Focus on Digital Pedagogy for Online Learning. European Journal of Education (EJED). ISSN 2601-8616. 2(3), p. 25–31. doi: 10.26417/ejed.v2i3.p25-31. Full text in Research Archive Show summary

  As pedagogical approaches to teaching and learning continue to evolve to meet the needs of students in a rapidly changing, globalized world that is heavily influenced and reliant on digital technologies, it is anticipated that the learning environments in Higher Education will also be transformed. Consequently, this transformation of learning environments is often synonymous with the adoption of and continued focus on the potential benefits of online learning in the Higher Education sector. It is within this context that this paper reports on a small-scale case study in a large Nordic university where the learning management system, Blackboard was piloted and implemented using a top-down approach consisting of the comprehensive training of academic staff, students and support staff. The explorative approach used in this study identifies three common themes in the data as it follows a group of academic beta testers (N=23) who are involved in the initial phases of implementation. The study explores the educators’ primary use of Blackboard, whilst attempting to understand how academics perceive and interpret the role of online technologies to support effective pedagogical practices. Drawing on data from participant interviews, the study highlights the need for increased academic support for online learning design and a renewed focus on staff development of effective pedagogical practices

• Haugsbakken, Halvdan & Langseth, Inger Dagrun (2019). The Blockchain Challenge for Higher Education Institutions. European Journal of Education (EJED). ISSN 2601-8616. 2(3), p. 41–46. doi: 10.26417/ejed.v2i3.p41-46. Full text in Research Archive Show summary

  Blockchain technology is argued to be the next “big” digital technology trend that will challenge a number of organizations, including higher education institutions. In contrast, higher education institutions have a history of being slow to adopt new digital technologies in the organizational apparatus. The question that remains discussing is whether universities will approach blockchain technologies in ways that are different from traditional research and education. This paper intends to discuss three particular ways in which blockchain may challenge higher education institution. The paper questions whether blockchain technologies can democratize and automate learning process, reduce costly bureaucracy and be adopted in higher education institutions. In sum, the intent is to invite to a discussion on blockchain and address whether or in what ways higher education institutions should adopt blockchain technologies as a digital technology.

• Haugsbakken, Halvdan (2019). Digital Transformation in the Classroom: Storytelling and Scriptwriting in Instructional Designing of MOOCs. European Journal of Education (EJED). ISSN 2601-8616. 2(3), p. 32–40. doi: 10.26417/ejed.v2i3.p32-40. Full text in Research Archive Show summary

  Over the years, a body of studies on online learning has documented low completion rates in MOOCs among learners, an educational challenge that has created the phenomenon “funnel participation”. This educational challenge refers to that thousands of online learners register but only small groups complete MOOCs they signed up for. Normally, persons who complete online courses have a demographic background, ambitious males in their 30s with a master-degree working in IT or business and management. Such factors raise concern among researchers about the overall quality of MOOCs and how they are designed to foster engaging learning experiences. Recent research concludes that the instructional quality of MOOCs is low and that MOOC designers need to re-think how they create future online learning experiences. In light of this matter, this working paper forwards a conceptual approach on how online course designers can use storytelling and scriptwriting as pedagogical strategies to enhance the instructional quality of MOOCs. This subject matter is exemplified by outlining the course design of a MOOC aimed at preparing teachers to use digital technologies in a classroom setting. The learning material of the MOOC is research based and builds on a field study that explored how a teacher used digital technologies in foreign language training at a Norwegian high school.

• Haugsbakken, Halvdan & Langseth, Inger Dagrun (2019). Designing an Educational Action Task Force for MOOCs and Online Course Production. IFIP Advances in Information and Communication Technology. ISSN 1868-4238. 524, p. 122–127. doi: 10.1007/978-3-030-23513-0_12. Full text in Research Archive Show summary

  Although the research literature on online courses, such as massive open online courses (MOOCs), has proliferated, surprisingly few studies have explored the organisational approach to a generic institutional strategy for supporting educators when developing online courses in higher education (HE). The goal of this paper is therefore to describe and conceptualise the outline of an infrastructure for organising the production of online courses in continuous and further education. Central to the infrastructure is the Educational Action Task Force (EATF), a network consisting of employees with complementary competences (c.f. technical, pedagogical and multimedia) that can coach, mentor and support educators through the entire online course production process in designated teams. In this article, we outline the design of the online course production process in the EATF teams. The design is stepwise and collaborative, and aims to contribute to a seamless and quality-assured strategy that caters for the various goals that content creators may have within the scope of the strategic goals in the organisation.

• Haugsbakken, Halvdan (2019). Learning to Share by Reflection-On-Action on an Enterprise Social Media Platform. IFIP Advances in Information and Communication Technology. ISSN 1868-4238. 524, p. 231–240. doi: 10.1007/978-3-030-23513-0_23. Full text in Research Archive Show summary

  Enterprise Social Media Platforms are now commonplace in organisations. They are argued to bring benefits, like simplifying work processes, enhance internal communications and reduce internal organisational barriers. Such benefits can be obtained on the assumption that employees naturally engage on a platform and share knowledge. But how to and what to share on an enterprise platform is not always a straightforward task and is a practice that must be learned through sense-making of sharing. Therefore, this challenges the assumption that sharing on Social Media Enterprise Platforms can bring benefits. Consequently, the paper examines the challenges in making sense of the meaning of the practice of sharing. The paper explores a case study on how a County Authority in a Nordic country implemented an Enterprise Social Media Platform and how a group of employees tried to make sense of the practice of sharing by reflection-on-action. The results show that the employees interpreted sharing as an informing practice, resulting in information-overload and disengaged users.

• Langseth, Inger Dagrun; Lysne, Dag Atle; Nykvist, Shaun S. & Haugsbakken, Halvdan (2019). MOOC Platforms: A Nordic Approach to Research Informed Education in Higher Education. CEUR Workshop Proceedings. 2356, p. 157–162. Full text in Research Archive Show summary

  Due to a growing demand for flexible lifelong learning, many universities will need to transform their educational strategies to meet societal demands to stay in business in a market where global competition with new technological tools such as educational Massive Open Online Course (MOOC) platforms can transform the industry. In this article, we discuss a future approach for courses in Higher Education Institutions (HEIs), inspired by the Nordic welfare state model, and MOOC platform technology. Contrary to many earlier MOOC initiatives, where access was free of charge and open to all, we see a commercial freemium trend on MOOC platforms. Now we see a trend towards short, free, “teaser” courses that encourage learners to pay for a certificate and to undertake quality assured and accredited micro-master courses hidden behind paywalls. This trend aligns with the principle of paid access to courses on campus in Higher Education in many countries. In this paper, we argue that MOOC platforms should be a vehicle to promote transparency, i.e. open access to high quality, research informed and instructionally designed course content, regardless of the nature of the course. In doing so, universities could contribute to strengthening the quality of content available to all learners on the Internet in the short term (e.g. Facebook Google, and YouTube) and in the long term (democracy, equity and academic thinking). The approach we propose is based on our contribution to a strategic policy document for further education at a larger Nordic university in 2018.

• Haugsbakken, Halvdan (2019). A research literature study of enterprise social media platforms in organizations. Beta – Scandinavian Journal of Business Research. ISSN 0801-3322. 33(1), p. 84–112. doi: 10.18261/issn.1504-3134-2019-01-06. Full text in Research Archive Show summary

  Media scholars have examined the effects of social media on society at large. The complex ways the same technology is adopted and implemented into organizational life is rather unclear. This aspect relates to a lack of research interest for new digital technologies among organizational researchers and creates a significant research knowledge gap. Therefore, this article provides a comprehensive literature research study on how Enterprise Social Media Platforms are used in organizations, covering research published from 2007 to 2016. Based on a relatively large data sample, the paper identifies seven large research streams on how organizational researchers have studied Enterprise Social Media Platforms. It also suggests areas for future research.

• Haugsbakken, Halvdan & Langseth, Inger Dagrun (2019). Pedagogical Strategies for Creating an Online Community. CEUR Workshop Proceedings. 2356, p. 140–145. Full text in Research Archive Show summary

  MOOCs is synonymous with information-overload and can result in bad learning experiences. This is the case when thousands of learners engage in a discussion forum with many entries and long threads. The forums are challenging to engage in for learners and overwhelming to moderate for educators. These factors cause difficulties when trying to establish a well-working community of practice and can in fact discourage effective online learning. To meet this challenge, MOOCs are often designed to be self-directed, meaning that educators are released from taking responsibility for the social learning processes in the forums. Instead, educators have a digital presence in videos and are actively involved in the instructional design, which can be an effective online pedagogical strategy to fertilize social learning in open online courses and create the illusion of being seen as a student. Therefore, this short paper reports from an educator’s experiences when organizing an online course where such pedagogical strategies were enacted in a prepaid online course. The educator had a significant online presence and deployed a variety of online pedagogical strategies to create community awareness of the learning content in an online course about digitalization and its impact on society at large.

• Haugsbakken, Halvdan (2018). What is the meaning of sharing: informing, being informed or information overload? An explorative study of implementing an Enterprise Social Media Platform in a public organization. Nordic Journal of Science and Technology Studies. ISSN 1894-4647. 6(1), p. 46–58. doi: 10.5324/njsts.v6i1.2546. Full text in Research Archive Show summary

  In recent years, several Norwegian public organizations have introduced Enterprise Social Media Platforms. The rationale for their implementation pertains to a goal of improving internal communications and work processes in organizational life. Such objectives can be attained on the condition that employees adopt the platform and embrace the practice of sharing. Although sharing work on Enterprise Social Media Platforms can bring benefits, making sense of the practice of sharing constitutes a challenge. In this regard, the paper performs an analysis on a case whereby an Enterprise Social Media Platform was introduced in a Norwegian public organization. The analytical focus is on the challenges and experiences of making sense of the practice of sharing. The research results show that users faced challenges in making sense of sharing. The paper indicates that sharing is interpreted and performed as an informing practice, which results in an information overload problem and causes users to become disengaged. The study suggests a continued need for the application of theoretical lenses that emphasize interpretation and practice in the implementation of new digital technologies in organizations.

• Langseth, Inger Dagrun; Jacobsen, Dan Yngve & Haugsbakken, Halvdan (2018). Digital professional development: towards a collaborative learning approach for taking higher education into the digitalized age. Nordic Journal of Digital Literacy. 13(1), p. 24–39. doi: 10.18261/ISSN.1891-943X-2018-01-03. Full text in Research Archive Show summary

  In Norway, digital skills are defined as an essential proficiency in the national curricular plans, and learning worldwide is in many ways changed by contemporary Web 2.0 technologies. Even so, teacher training is lagging behind when it comes to developing digital learning cultures and providing digital role models for future teachers. At the Norwegian University of Science and Technology (NTNU), we used a Massive Online Open Course (MOOC) approach to provide a digital professional development (DPD) program to faculties at the Department of Teacher Training. A main idea was to develop this program at the meso-level (horizontally) with some mutual structures and offerings, avoiding a top-down approach, which, based on experience, is likely to fail. The findings in this study present a four-step model, the collaborative learning approach (CLA), to account for the development and implementation of a blended learning MOOC (bMOOC) for professional digital competency development.

• Langseth, Inger Dagrun & Haugsbakken, Halvdan (2017). Introducing blended learning MOOC – A study of one bMOOC in Norwegian teacher education. IFIP Advances in Information and Communication Technology. ISSN 1868-4238. 493, p. 59–71. doi: 10.1007/978-3-319-54687-2_6. Full text in Research Archive Show summary

  Although MOOCs have been around for a decade, the use of MOOCs in teacher training is a new development. In 2015, a Norwegian teacher education received internal funding to develop a MOOC intended for blended learning, which we call bMOOC. The bMOOC consisted of four different modules, and the course content was created internally by highly competent teacher trainers. One goal with the bMOOC was to familiarize teacher students and teacher educators with the concept of blended learning. Another goal was to support students’ academic writing processes across courses and possibly take some of the workload connected to instruction and feedback off the teacher trainers. The article analyzes the outcome of the implementation of the bMOOC, which shows low user adoption rate and low course completion. The study questions whether teacher educators see the pedagogical value in MOOCs and whether teacher students have enough digital competence to make use of online learning objects in formal learning.

• Haugsbakken, Halvdan & Langseth, Inger Dagrun (2017). Organizational Areas for Improvement When Realizing MOOCs At Universities. CEUR Workshop Proceedings. 1841, p. 112–117. Full text in Research Archive
• Haugsbakken, Halvdan (2016). “To listen, share, and to be relevant” – learning netiquette by reflective practice. IFIP Advances in Information and Communication Technology. ISSN 1868-4238. 474, p. 191–203. doi: 10.1007/978-3-319-44805-3_16. Full text in Research Archive
• Haugsbakken, Halvdan (2014). Connecting Social Capital by Social Media. In Kimppa, Kai K.; Whitehouse, Diane; Kuusela, Tiina & Phahlamohlaka, Jackie (Ed.), ICT and Society. Springer. ISSN 9783662442074. p. 15–27. doi: 10.1007/978-3-662-44208-1_2. Full text in Research Archive Show summary

  Established sociological research on social networks and social capital has argued that large quantities of connections can represent access to resources. This claim has been challenged, due to the advent of social network sites. Researchers have little insights on how social actors use social network sites to organise particular web mediated social practices, besides for knowing they are employed for socialisation. There is also little research on how social actors use and connect to different social media applications and apply the resource embedded in them. This paper addresses that matter. It introduces a user perspective on how a group of social actors use a variety of social media application as resources, to carry out web mediated social practices. To empirically analyse this, the paper shows how a sample of Norwegian high school students use different types of social media applications for this purpose.

• Haugsbakken, Halvdan (2014). Connecting the dots by YouTubing Tutorials. AACE Journal. p. 2009–2018. Full text in Research Archive
• Haugsbakken, Halvdan & Langseth, Inger Dagrun (2014). YouTubing: Challenging Traditional Literacies and Encouraging Self-Organisation and Connecting in a Connectivist Approach to Learning in the K-12 System. Digital Culture and Education. 6(2), p. 132–151. Full text in Research Archive Show summary

  This article argues that a new research trajectory in the Connectivism debate should be open to the K-12 system, and that education should consider the Web 2.0 application YouTube as a pedagogical tool in learning. We aim to show that YouTube facilitates students’ self-organised learning in informal and formal education. YouTube is potentially a meaningful tool that teachers can use to enhance students’ competences and digitalise classroom practices. This relates foremost to how YouTube content has the potential to trigger social dynamics that activate students’ capacity to connect sources of user-generated content to cognitive awareness on a given concept. When given the opportunity, students can use this competence in formal educational contexts. This ability, we argue, is partially self-regulated by digitally skilled students, and teachers can direct the students in an academic direction when scaffolding the literacies involved. The article is based upon research carried out in a vocational class in English at secondary level in Norway.

• Haugsbakken, Halvdan Gaute Søvik (2012). Maskulin affære i nordens ferieparadis. Jordens Folk. ISSN 0021-7484. Full text in Research Archive

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• Haugsbakken, Halvdan (2013). The Refuseniks of Blogging. Nicolaus Copernicus University Press. ISBN 9788323130901. 8 p. Full text in Research Archive

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• Lindqvist, Marcia Håkansson; Pettersson, Fanny; Haugsbakken, Halvdan Gaute Søvik & Nagel, Ilka (2026). Leading Digital Transformation in Nordic Schools: Developing a Collaborative Framework for School Leadership. Full text in Research Archive Show summary

  Over the past decade, the Nordic countries have made significant strides in integrating digital technologies into their educational systems. Nevertheless, recent data from the International Computer and Information Literacy Study (ICILS, 2024) indicate a disturbing decline in pupils’ digital proficiency, highlighting enduring challenges in realizing meaningful digital transformation within schools. This trend underscores persistent challenges in achieving meaningful and sustainable digital transformation within schools, raising questions about the effectiveness of current strategies and the support structures available to educational leaders. A substantial body of research consistently identifies school leaders as key agents in advancing digital school development and shaping pupil outcomes. However, many school leaders report feeling illequipped to manage the complex demands of digital transformation. They frequently lack access to comprehensive frameworks, actionable tools, and collaborative support structures necessary to lead effectively in digitally evolving environments. In response to these challenges, a Nordplus Horizontal project was initiated with the aim of developing a practical and research-informed framework for school leadership in the context of digital transformation. The project brings together teacher educators and school leaders from Norway, Sweden and Iceland in a structured partnership designed to foster mutual learning and innovation. Central to the project is a series of five interactive workshops, where participants collaboratively explore the specific needs, barriers, and opportunities associated with digital transformation in their respective school contexts. These workshops serve as dialogic spaces where theoretical insights and practical experiences converge, enabling participants to co-design tailored action plans that address local challenges while aligning with broader educational goals.This paper will present preliminary findings from the project. The forthcoming analysis will focus on identifying similarities and differences in national and local contexts (WS1), as well as shared needs and challenges (WS2) related to digitalization and digital transformation in Norway, Sweden and Iceland. These aspects will be examined to better understand how contextual factors influence leadership practices and to identify common leverage points for supporting school leaders across diverse settings. The analysis aims to generate empirically grounded insights that will inform the development of the flexible and context-sensitive leadership framework. Further, the project may contribute to existing frameworks, alternatively, a new framework for digital transformation among school leaders. The findings of this study are of interest and relevance for Nordic education research, as well as international education research, as the results will provide a research contribution regarding leading digital transformation in schools through the development of a collaborative framework for school leadership.

• Nagel, Ilka; Haugsbakken, Halvdan Gaute Søvik; Pettersson, Fanny & Lindqvist, Marcia Håkansson (2025). Digitalisation and leadership in schools: a scoping review. Full text in Research Archive Show summary

  This paper presentation regards a scoping review (Grant & Booth 2009) centering the scarce research on school leadership and digitalisation. Schools worldwide are becoming increasingly integrated with digital technologies. The significance of school leadership for overall school development is widely acknowledged in international research on school leadership and development. Especially concerning digital development of schools, school leaders are vital (Håkansson Lindqvist & Pettersson, 2019). Compared to the extensive research on teachers' roles in digitalized environments the literature on school leaders' roles in such contexts is scarce and fragmented (Tømte et al, 2024). Therefore, shedding light on school leaders regarding digital leadership is crucial since school leaders are crucial in schools adapting to the rapid technological changes, fostering an innovative learning environment and preparing students for a digital future. A literature review by Krein et al. (2023), analyzing 31 articles from 2000 to 2020, found that school leadership is viewed through both formal roles (e.g., principals) and perceived tasks. Digitalization is largely framed around technology implementation, with cultural and societal perspectives often overlooked. Key research areas include (1) the use of digital media, (2) school leaders' perceptions of digitalization, (3) their competencies and professional development, and (4) the impact of social media on leadership. A recent bibliometric analysis of articles more broadly addressing research trends on digital school leadership over time (Wollenscheid et al. 2025) shows that publications have increased since 2019, peaking in 2021. Further, the focus has shifted over time, with the most important themes evolving from technology to school and finally to leadership. These findings indicate that the body of literature focusing explicitly on school leadership and digitalisation has increased since Krein’s (2023) review. Therefore, it is of interest to conduct a scoping review in the same topic area, employing similar research questions but slightly different conceptional frameworks. We aim to build on and Krein’s (2023) work, broadening it and adding new perspectives. This scoping review is guided by the following research questions: What conceptionalisation of digitalisation and school leadership prevail in current research in the topic area? What themes are addressed in current research? What theoretical perspectives, if any, dominate research on school as organisations and educational / organisational leadership? How digitalisation is conceptionalised differs greatly. When analysing and discussing conceptualisations of digitalisation in this article we draw on understanding digitalisation as different phases (Verhoef et al. 2021). First, digitization which comprises converting paper-based materials and processes into digital formats, like scanning documents or using word processors for lesson planning. Second, digitalization which related to implementing technology to improve specific processes, such as adopting systems for student data management or using digital tools for teaching and grading. Finally, digital transformation which entails rethinking and redesigning education with technology at the core, such as personalized learning, fully online courses, and digital communication platforms to enhance teaching and learning. Concerning leadership, unlike Krein (2023), we are not occupied with who is defined or identifies as a leader or part of a leadership team. We draw on theory on leadership as enacted practice and styles such as autocratic, authoritative, transformational and distributed leadership to analyse and discuss what conceptualisations of school leadership prevail in current research in the topic area. Method Our research review was conducted following the Prisma Protocol for scoping reviews for a systematic approach and transparency in the process (Tricco et al., 2018). For the search, the databases ERIC, Education Source, Scopus and Web of Science were used with specific focus on peer-review journal articles in English in the period of 2014-2024. This process was supported by a librarian who is an expert in searches for reviews. The databases were searched using the following search string: digitalization OR "digital transformation*" OR digitization OR "digital transition*" OR "digital shift" AND "school leader*" OR "school leadership" OR "school principal*" OR "leadership in school*" OR leader* OR leadership OR "educational leadership" OR "pedagogical lead-ership" AND "K-12 school*" OR "Elementary school*" OR "elementary education" OR "primary school*" OR "primary education" OR "High school" OR "Upper secondary school*" OR "upper secondary education" OR "secondary school*" OR "secondary education" OR "grammar school*" OR school* The selection of articles for analysis was an iterative process which included thoroughly dis-cussing the inclusion-exclusion criteria and our understanding of school leadership which led to us going back and forth to ensure we had not excluded an article. We agreed on including articles that: 1) used school leaders as data source and focused on digital school leader-ship as a topic, or 2) used school leaders as data source and focused on a topic within digitalisation, or 3) used school leaders in combination with other groups (e.g. teachers, pupils etc) or other groups as data source and focused on digital school leadership as topic. Summarizing the selection process, we started with 406 articles and after removing dou-blets the abstracts of 281 articles were screened. This resulted in 75 articles for full text screening in which 50 were excluded. We thereafter checked the reference list of the remaining 25 articles and found 12 additional articles that were included. In sum, this process resulted in the total number of 37 articles to be included in the final analysis. We conducted a descriptive analysis of year of publication, journal, country where the re-search is conducted, participants and methods as well as a thematic analysis (Braun & Clarke, 2019) related to research questions. Expected Outcomes The analysis will be finalised during spring 2025 and presented at the conference. The first descriptive analysis shows that there is a clear increase in the number of published articles after 2021, not only peaking in 2021 as Wollenscheid et al. (2025) suggest. Con-sequently, the analysis comprises a majority of articles not included in previous research reviews in the field (cf. Krein et al., 2023; Wollenscheid et al., 2025). Distinctly most of the research was conducted in Sweden. Furthermore, we can state a regional focus on the Middle East, specifically, the United Arab Emirates, Kuwait and Israel and Europe, with most research stemming from Sweden but also Switzerland and additional studies from Ireland, Spain, and Norway. The articles are published in diverse journals covering education, technology, and leadership without an obvious pattern or preferred journal. Concerning methods, mixed methods seem to be most prominent. Further expected findings are that conceptualisations of digitalisation as implementing digital technologies prevail and little emphasis is placed on actual transformation even though the terminology is used. Conceptualisations of what school leadership entails, and how it is enacted depends on the cultural context but there seems to be an empha-sis on transformational leadership perspectives. Themes addressed in the research are 1) Digital Transformational Leadership, 2) Technology Integration strategies, Teachers' Perspectives on Professional Development strategies, 3) Challenges and Barriers for dig-ital transformation, 4) Socio-Demographic Factors influencing Leadership Practices, 5) Crisis (COVID 19) Management and 6) Educational Reform and Policy. It seems only some of the articles employ theoretical lenses when analysing the data or discussing the findings.

• Haugsbakken, Halvdan Gaute Søvik (2024). A MOOC ABOUT MOOC MAKING PEDAGOGIES. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2024). A MOOC About MOOC Making. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik & Hagelia, Marianne (2024). Bloom’s taxonomy and development of Artificial Intelligence literacies. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2024). A MOOC ABOUT MOOC MAKING – FINDINGS AND RESULTS. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik & Hagelia, Marianne (2024). A New AI Literacy For The Algorithmic Age: Prompt Engineering Or Eductional Promptization? Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2024). MOOC Entrepreneurs - An Institutional Entrepreneurship Perspective on Massive Open Online Courses in Higher Education. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik; Nagel, Ilka & Hagelia, Marianne (2024). Professional development of teacher educators’ digital competence by creating and implementing online courses by use of Generative AI technologies. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik & Hagelia, Marianne (2023). Promptization: The emergence of a new competence to master Generative AI? Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2023). A MOOC about MOOC making. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik & Brynildsen, Stine (2023). Are MOOCs dead? Long live MOOCs! Are we adapted to meet flexible teaching and learning? . Full text in Research Archive
• Nohr, Magnus & Haugsbakken, Halvdan Gaute Søvik (2023). A Taxonomy Of Video Genres - A framework for assisting teachers in making of learning videos? Full text in Research Archive
• Hagelia, Marianne & Haugsbakken, Halvdan Gaute Søvik (2023). Er ChatGPT et potensielt viktig nytt verktøy, eller en utfordring? Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik & Hagelia, Marianne (2023). AN ASYNCHRONOUS COLLABORATIVE LEARNING DESIGN IN A SPOC. Full text in Research Archive
• Nohr, Magnus & Haugsbakken, Halvdan Gaute Søvik (2023). A TAXONOMY OF VIDEO GENRES AS A SCAFFOLDING STRATEGY FOR VIDEO MAKING IN EDUCATION. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2022). A MOOC ABOUT MOOC MAKING. Full text in Research Archive
• Langseth, Inger Dagrun; Jacobsen, Dan Yngve & Haugsbakken, Halvdan Gaute Søvik (2022). Correction: The Role of Support Units in Digital Transformation: How Institutional Entrepreneurs Build Capacity for Online Learning in Higher Education (Technology, Knowledge and Learning, (2022), 10.1007/s10758-022-09620-y). Technology, Knowledge and Learning. ISSN 2211-1662. doi: 10.1007/s10758-022-09622-w. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik & Brynildsen, Stine (2022). An agentic perspective on collaboration to understand the development of teachers’ professional digital competence . Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik & Brynildsen, Stine (2022). A reflective practice perspective on developing professional digital competence among teachers. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2022). A sociomaterial connectivist perspective: A need for developing algorithmic competence. Full text in Research Archive
• Nohr, Magnus & Haugsbakken, Halvdan Gaute Søvik (2022). A Taxonomy of Video Genres for Use in Education. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2022). A MOOC about MOOC making - theory and practice. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2022). Er MOOC død? Lenge leve MOOC! Er vi tilrettelagt for å møte fleksibel undervisning? Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2022). MOOC om MOOC – et prosjekt om nettundervisning og å lage fleksible nettbaserte undervisningsopplegg. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2022). Design and performance of video interviews in a MOOC. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2021). SEVEN PEDAGOGICAL DESIGN POINTS FOR USE OF VIDEOS IN XMOOC PLATFORMS ADAPTED FOR SOCIAL LEARNING. Full text in Research Archive
• Haugsbakken, Halvdan; Engeness, Irina; Nohr, Magnus & Koch, Susanne Anette Kjekshus (2021). Kan nettkurs erstatte undervisning i sanntid? Hvilke vurderinger er i så fall viktige å ta?/Er MOOC død, lenge leve MOOC! Hvilken vei går nettundervisningen etter covid-19? Full text in Research Archive
• Brynildsen, Stine & Haugsbakken, Halvdan Gaute Søvik (2021). Developing professional digital competence in collaborative partnerships between teachers and teacher educators. Full text in Research Archive
• Brynildsen, Stine Malin; Haugsbakken, Halvdan & Koch, Susanne Anette Kjekshus (2021). Advancing Teachers’ Professional Digital Competence by Developing Learning Designs in Microsoft Teams and OneNote. Full text in Research Archive
• Jacobsen, Dan Yngve; Langseth, Inger Dagrun & Haugsbakken, Halvdan (2021). MOOCS FOR FLEXIBLE AND LIFELONG LEARNING IN HIGHER EDUCATION: THE STRUGGLE FROM WITHIN LOOSELY COUPLED ORGANIZATIONS? Full text in Research Archive Show summary

  Micro-credentials

• Haugsbakken, Halvdan Gaute Søvik (2020). COLLABORATIVE FIELDS: AN APPROACH FOR COLLABORATIVE LEARNING TO MAKE MOOCS AND CREATE COMMUNITY OF PRACTICE AMONG ACADEMICS BY USE OF OPEN EDX. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik & Langseth, Inger Dagrun (2020). DRIVE-X: A COLLABORATIVE MODEL FOR MAKING MOOCS. Full text in Research Archive
• Langseth, Inger Dagrun & Haugsbakken, Halvdan (2020). Hvordan kommer du i gang med åpne nettkurs? Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2019). Rundebordsdiskusjon om MOOC i norsk høyere utdanning. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2019). Pedagogical Strategies for Creating an Online Community. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2018). Learning To Share on an Enterprise Social Media Platform. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2018). Digital Transformation in the Classroom: Using Digital Storytelling and Scriptwriting in MOOC Course Design. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik & Langseth, Inger Dagrun (2018). Designing an Educational Action Task Force for MOOCs and Online Course Production. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik & Langseth, Inger Dagrun (2017). Organizational Areas for Improvement When Realizing MOOCs At Universities. Full text in Research Archive
• Haugsbakken, Halvdan (2016). Grunnlegger av kontroversiell Youtube-kanal dømt til fengsel etter bombestunt. [Journal]. Dagbladet. Full text in Research Archive
• Haugsbakken, Halvdan (2016). Norsk mannlig modell er instafamous. [Internet]. Melk & honning. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik & Langseth, Inger Dagrun (2016). Introducing blended learning MOOC – A study of one bMOOC in Norwegian teacher education. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik & Langseth, Inger Dagrun (2016). Introducing blended learning MOOC – A study of one bMOOC in Norwegian teacher education. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2016). To listen, share, and to be relevant” – learning netiquette by reflective practice. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2016). A Research Literature Study of Enterprise Social Media Platforms in Organizations. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2016). Ny medieundersøkelse: - Viser hvor egnet sosiale medier er til seksuelt misbruk og mobbing. [Internet]. Dagbladet. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2014). Wearing social media the inside out: To lokale forståelser av sosial medier, relasjonsplattformer og 2.0 Intranet. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2014). Connecting the Dots by YouTubing. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2014). The Student Learning Ecolgoy. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2014). Connecting Social Capital by Social Media. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2013). Fra lære- og arbeidsboka til sosial web - en studie av lærers bruk av Web 2.0 software på en videregående skole. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2013). The Refuseniks of Blogging. Full text in Research Archive
• Haugsbakken, Halvdan (2012). Sharing and organizing of knowledge by use of web 2.0 technology – a classroom case. Full text in Research Archive
• Haugsbakken, Halvdan (2012). Maskulin affære i Nordens ferieparadis. Jordens Folk. ISSN 0021-7484. Full text in Research Archive
• Haugsbakken, Halvdan (2012). “Deling og organisering av kunnskap med bruk av web 2.0 teknologi i to klasserom”. Full text in Research Archive
• Haugsbakken, Halvdan (2012). “Deling og organisering av kunnskap med bruk av web 2.0 teknologi i to klasserom”. Full text in Research Archive
• Haugsbakken, Halvdan Gaute Søvik (2012). Uncritical reflections on Arab sport and society. Idrottsforum.org - Nordic Sport Studies Forum. Full text in Research Archive

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