Halvdan Gaute Søvik Haugsbakken

• 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 978-3-031-43393-1. p. 286–297. doi: https:/doi.org/10.1007/978-3-031-43393-1_26.
• 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. ISSN 1396-0466. 28(10).
• 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 978-3-031-27758-0. doi: 10.1007/978-3-031-27758-0_6.
• 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.

• Brynildsen, Stine & Haugsbakken, Halvdan Gaute Søvik (2023). An agentic perspective on teachers’ enactment of professional digital competence. Digital Culture and Education. ISSN 1836-8301. 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 (2022). A MOOC ABOUT MOOC MAKING. In IATED, 2022 (Eds.), INTED2022 Proceedings. International Academy of Technology, Education and Development (IATED). ISSN 978-84-09-37758-9. p. 2340–1079.
• 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 978-84-09-45476-1. p. 1168–1176.
• 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 978-84-09-45476-1. p. 1252–1261.
• 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.

• 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 978-3-86956-512-5. p. 63–78. doi: 10.25932/publishup-51030.
• Haugsbakken, Halvdan & Langseth, Inger Dagrun (2020). Blockchain as Loose Organizations. A New Institutional Perspective on New Technologies in Higher Education Institutions. Beta. ISSN 0801-3322. 34(2), p. 129–160. doi: 10.18261/issn.1504-3134-2020-02-01.
• Haugsbakken, Halvdan Gaute Søvik & Langseth, Inger Dagrun (2020). DRIVE-X: A COLLABORATIVE MODEL FOR MAKING MOOCS. EDULEARN Proceedings. ISSN 2340-1125. p. 369–1117. doi: 10.21125/edulearn.2020.0167.
• 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. ISSN 1027-5207. 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 (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 978-84-09-14755-7. p. 8902–8911.
• 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.

• 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. ISSN 1613-0073. 2356, p. 157–162. Full text in Research Archive
• Haugsbakken, Halvdan & Langseth, Inger Dagrun (2019). Pedagogical Strategies for Creating an Online Community. CEUR Workshop Proceedings. ISSN 1613-0073. 2356, p. 140–145. Full text in Research Archive
• 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.

• 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). A research literature study of enterprise social media platforms in organizations. Beta. ISSN 0801-3322. 33(1), p. 84–112. doi: 10.18261/issn.1504-3134-2019-01-06. Full text in Research Archive
• 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
• 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. ISSN 1891-943X. 13(1), p. 24–39. doi: 10.18261/ISSN.1891-943X-2018-01-03. Full text in Research Archive
• Haugsbakken, Halvdan & Langseth, Inger Dagrun (2017). Organizational Areas for Improvement When Realizing MOOCs At Universities. CEUR Workshop Proceedings. ISSN 1613-0073. 1841, p. 112–117.
• 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 (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.
• 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 978-3-662-44207-4. p. 15–27. doi: 10.1007/978-3-662-44208-1_2. 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. ISSN 1551-3696. p. 2009–2018.
• 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. ISSN 1836-8301. 6(2), p. 132–151. Full text in Research Archive
• Haugsbakken, Halvdan (2011). Frykt og avsky for casuals i norsk offentlighet – et antropologisk essay om casuals. Idrottsforum.org - Nordic Sport Studies Forum. ISSN 1652-7224.

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• Haugsbakken, Halvdan (2013). The Refuseniks of Blogging. Nicolaus Copernicus University Press. ISBN 978-83-231-3090-1. 8 p.

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• Haugsbakken, Halvdan Gaute Søvik & Hagelia, Marianne (2023). Promptization: The emergence of a new competence to master Generative AI?
• Nohr, Magnus & Haugsbakken, Halvdan Gaute Søvik (2023). A TAXONOMY OF VIDEO GENRES AS A SCAFFOLDING STRATEGY FOR VIDEO MAKING IN EDUCATION.
• Haugsbakken, Halvdan Gaute Søvik & Hagelia, Marianne (2023). AN ASYNCHRONOUS COLLABORATIVE LEARNING DESIGN IN A SPOC.
• Hagelia, Marianne & Haugsbakken, Halvdan Gaute Søvik (2023). Er ChatGPT et potensielt viktig nytt verktøy, eller en utfordring?
• Nohr, Magnus & Haugsbakken, Halvdan Gaute Søvik (2023). A Taxonomy Of Video Genres - A framework for assisting teachers in making of learning videos?
• Haugsbakken, Halvdan Gaute Søvik & Brynildsen, Stine (2023). Are MOOCs dead? Long live MOOCs! Are we adapted to meet flexible teaching and learning? .
• Haugsbakken, Halvdan Gaute Søvik (2023). A MOOC about MOOC making.
• Haugsbakken, Halvdan Gaute Søvik & Brynildsen, Stine (2022). A reflective practice perspective on developing professional digital competence among teachers.
• Haugsbakken, Halvdan Gaute Søvik (2022). A sociomaterial connectivist perspective: A need for developing algorithmic competence.
• 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.
• Nohr, Magnus & Haugsbakken, Halvdan Gaute Søvik (2022). A Taxonomy of Video Genres for Use in Education.
• Haugsbakken, Halvdan Gaute Søvik (2022). Design and performance of video interviews in a MOOC.
• Haugsbakken, Halvdan Gaute Søvik (2022). A MOOC about MOOC making - theory and practice.
• Haugsbakken, Halvdan Gaute Søvik (2022). MOOC om MOOC – et prosjekt om nettundervisning og å lage fleksible nettbaserte undervisningsopplegg.
• Haugsbakken, Halvdan Gaute Søvik (2022). Er MOOC død? Lenge leve MOOC! Er vi tilrettelagt for å møte fleksibel undervisning? .
• Haugsbakken, Halvdan Gaute Søvik & Brynildsen, Stine (2022). An agentic perspective on collaboration to understand the development of teachers’ professional digital competence .
• Brynildsen, Stine & Haugsbakken, Halvdan Gaute Søvik (2021). Developing professional digital competence in collaborative partnerships between teachers and teacher educators.
• 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? Show summary

  Micro-credentials

• 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?
• Brynildsen, Stine Malin; Haugsbakken, Halvdan & Koch, Susanne Anette Kjekshus (2021). Advancing Teachers’ Professional Digital Competence by Developing Learning Designs in Microsoft Teams and OneNote.
• Langseth, Inger Dagrun & Haugsbakken, Halvdan (2020). Hvordan kommer du i gang med åpne nettkurs? .
• Langseth, Inger Dagrun; Haugsbakken, Halvdan; Krokan, Andreas; Lysne, Dag Atle & Krokan, Arne (2018). UNI Smart læring (MOOC). Show summary

  Et åpent nettkurs for UH-sektoren. Kurset består av 8 moduler og har som mål å bidra til å utvikle digital kompetanse i UH-sektoren.

• Haugsbakken, Halvdan Gaute Søvik (2016). Ny medieundersøkelse: - Viser hvor egnet sosiale medier er til seksuelt misbruk og mobbing. [Internet]. Dagbladet.
• Haugsbakken, Halvdan (2016). Grunnlegger av kontroversiell Youtube-kanal dømt til fengsel etter bombestunt. [Newspaper]. Dagbladet.
• Haugsbakken, Halvdan (2016). Norsk mannlig modell er instafamous. [Internet]. Melk & honning.
• Haugsbakken, Halvdan (2012). “Deling og organisering av kunnskap med bruk av web 2.0 teknologi i to klasserom”.
• Haugsbakken, Halvdan (2012). “Deling og organisering av kunnskap med bruk av web 2.0 teknologi i to klasserom”.
• Haugsbakken, Halvdan (2012). Sharing and organizing of knowledge by use of web 2.0 technology – a classroom case.
• Haugsbakken, Halvdan (2012). Maskulin affære i Nordens ferieparadis. Jordens Folk. ISSN 0021-7484.
• Haugsbakken, Halvdan (2011). Sosiale medier i skolen og kommunal forvaltning - hva er praksis og hvilken læring oppnås?
• Haugsbakken, Halvdan (2011). Offentlige IKT-prosjekter feiler. Dagbladet. ISSN 0805-3766.
• Haugsbakken, Halvdan (2011). Sosiale medier i det offentlige. Bergens Tidende. ISSN 0804-8983.
• Finne, Håkon; Jensberg, Heidi; Aaslid, Bjørg Eva; Haugsbakken, Halvdan; Mathiesen, Ida Holth & Mordal, Siri (2011). A18011 Oppfatninger av studiekvalitet i lærerutdanningen blant studenter, lærerutdannere, øvingslærere og rektorer. SINTEF. ISSN 978-82-14-05081-3.
• Buland, Trond Hallgeir; Mathiesen, Ida Holth; Aaslid, Bjørg Eva; Haugsbakken, Halvdan; Bungum, Brita & Mordal, Siri (2011). På vei mot framtida - men i ulik fart? Sluttrapport fra evaluering av skolens rådgiving. SINTEF Teknologi og samfunn. ISSN 978-82-14-05084-4. Full text in Research Archive
• Teige, Berit Kvalsvik; Haugsbakken, Halvdan; Buland, Trond Hallgeir & Dahl, Thomas (2008). Praksislæring og partnerskapsmodeller i lærerutdanningen i England, Wales, Finland og Norge. SINTEF. ISSN 9788214045734.

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