Ingeborg Hognestad Krange

English version of this page Institutt for pedagogikk, IKT og læring
Bilde av Ingeborg Hognestad Krange
English version of this page Stilling
Professor
Kontakt
+4769608435
ingeborg.h.krange@hiof.no
Studiested
Halden
Kontornr.
035

Faglige interesser

  • Læring og undervisning
  • Dybdelæring
  • IKT-støttet læring
  • Kvalitative forskningsmetoder 

Undervisning

Jeg har undervisningserfaring fra bachelor til ph.d.-nivå. Temaene jeg har jobbet mest med er:

  • Teknologistøttet læring
  • Akademisk lesing og skriving
  • Kvalitative metoder og analysestrategier
  • Veiledning av master og ph.d.-studenter

Ph.d.-studenter

Bakgrunn

  • Professor i IKT og læring, 2023. 
  • OsloMet - Oslo Metropolian University, Institutt for grunnskole og faglærerutdanning. 2019 (aug) - 2022 (juli). Medlem av ledergruppen på instituttet. Ansvar for videreutvikling og oppbygging av forskningsstøtte på instituttet (ca 230 ansatte), rekruttering av ph.d.-studenter, samt støtte ansatte i arbeidet deres fram mot opprykk til professor, dosent eller førstelektor. Personalledelse av to fagseksjoner (ca 40+ ansatte)
  • Professor i samfunnsdidaktikk, 2018.
  • Høyskolen Kristiania. Professoratet var innen læring og undervisning med fokus på digitale ressurser. Medlem av ledergruppen på begge instituttene. 
    • Professor, Institutt for ledelse og organisasjon. 2017 (okt) – 2019 (juli)
    • Professor i pedagogikk. Institutt for kreativitet og innovasjon. 2016 (feb) – 2017 (sept)
    • Førsteamanuensis. Institutt for kreativitet og innovasjon. 2015 (aug) – 2016 (jan)
    • Førsteamanuensis II. Institutt for kreativitet og innovasjon. 2015 (april – juli)
  • Universitetet i Oslo
    • Forsker. InterMedia og Institutt for pedagogikk. 2010 - 2015. Leder av det NFR-finansierte prosjektet MIRACLE (Mixed-Reality across Contexts for Learning) som designet multimedia løsninger til støtte for faglig sammenheng på tvers av skole og museums omgivelser og studerte bruken av disse. 
    • Post doc. Institutt for informatikk. 2008 - 2009. Post.doc-prosjektet undersøkte kommunikasjonsprosesser i distribuerte medisinske team i simulerte akuttmottak (VR).
    • Ph.d.-stutdent. InterMedia. 2001 - 2008. Ph.d.-prosjektet undersøkte ungdomsskoleelevers læringsprosesser i naturfag der de samhandlet med bruk av digitale 3D-modeller (VR)
  • Telenor FoU
    • Forsker. 1997 - 2001
  • Kirke-, utdannings- og forskningsdepartementet

    • Prosjektleder. 1996 - 1997

Utenlandsopphold

  • Gjesteforsker, Technology-Enhanced Learning in Science, Graduate School of Education, University California Berkeley, US. 2014 (jan – aug)
  • Gjeste-ph.d.-student. Center for Language and Communication, Open University, England. 2003 (februar – juli)

Utdanning

  • Ph.d. 2008. Spesialisering innen læringsforskning med fokus på data-støttede læringsomgivelser, Utdanningsvitenskapelig fakultet, Universitetet i Oslo
  • Master. 1996. Spesialiseirng innen sosiale bevegelser, Institutt for sosiologi, Universitetet i Oslo
  • Bachelor. 1993. Sosiologi, kriminologi og idehistorie, Universitetet i Oslo

Forskergruppe

Jeg leder forskningsgruppen RIDE - Research in Digital Education. RIDE bidrar systematisk inn i høgskolens satsningsområde Det digitale samfunn.

Verv

  • Høyskolen i Østfolds kontaktperson og styrerepresentant (vara) i Den nordiske forskerskolen for utdanningsforskning, tidligere WGNERII. 2023 - pågående. 
  • Representant for utdanningssporet i ph.d.-programutvalget ved Høyskolen i Østfold. 2023 - pågående. 
  • Redaksjonsmedlem, Lærerutdanningsportalen, Universitet i Stavanger. 2020 - pågående.
  • Leder av arbeidsutvalget som utarbeidet Strategi 2030 Fakultet for lærerutdanning og språk. 2022 - 2023.  
  • Medlem av referansegruppen, NFR prosjektet FUTURED. Høyskolen Vestlandet. 2020 - 2022. 
  • Institutt for grunnskole og faglærerutdannings vararepresentant til Universitet- og høyskolerådet - Nasjonalt fagorgan for grunnskolelærerutdanningen. 2020 - 2022
  • Høyskolen Kristianias vararepresentant til Universitet- og høyskolerådet - Forskning. 2018 - 2019 
  • Styremedlem, Institutt for pedagogikk, Universitetet i Oslo. 2013

Fagfellevurderer

  • Nordisk tidsskrift for veiledningspedagogikk
  • Nordic Journal of Comparative and International Education
  • ID&A Interaction design & architecture(s) 
  • Frontline Learning Research
  • Learning, Culture and Social Interaction
  • Designs for Learning
  • Electronic Marked.
  • Science Education
  • Journal of the Learning Sciences
  • British Medical Journal - BMJ Open
  • Tidsskrift for ungdomsforskning (Journal of Research on Youth)
  • Digital kompetanse (Nordic Journal of Digital Literacy)
  • International Journal of Computer-Supported Collaborative Learning

Prosjekter

Forskergrupper

Publikasjoner

  • Engeness, Irina; Kunna Segaran, Meerita & Krange, Ingeborg Hognestad (2024). Learning to write in English: Development of conceptual understanding in the writing process with feedback from artificial intelligence and collaborating peers. I Skulstad, Aud Solbjørg (Red.), Current issues in English Teaching . Fagbokforlaget. ISSN 9788245047189.
  • Krange, Ingeborg Hognestad; Kunna Segaran, Meerita; Gamlem, Siv Therese Måseidvåg; Moltudal, Synnøve & Engeness, Irina (2023). A Triple Challenge: Students’ Identification, Interpretation, and Use of Individualized Automated Feedback in Learning to Write English as a Foreign Language. ID&A Interaction design & architecture(s). ISSN 1826-9745. s. 39–63. doi: 10.55612/S-5002-059-001.
  • Krange, Ingeborg & Rasmussen, Ingvill (2020). Dybdelæring og kritisk tenkning i en digital tid – analyser av samtaler mellom elever og lærer. . I Engen, Bård Ketil (Red.), Digitalisering, kompetanse og læring. Gyldendal Akademisk. ISSN 978-82-05-53831-3. s. 27–47.
  • Ferguson, Leila Eve & Krange, Ingeborg (2020). Hvordan fremme kritisk tenkning i grunnskolen? Forskningsbaserte forslag . Norsk pedagogisk tidsskrift. ISSN 0029-2052. 104(2), s. 194–205. doi: 10.18261/issn.1504-2987-2020-02-09.
  • Krange, Ingeborg; Silseth, Kenneth & Pierroux, Palmyre (2019). Peers, teachers and guides: A study of three conditions for scaffolding conceptual learning in science centers. Cultural Studies of Science Education. ISSN 1871-1502. doi: 10.1007/s11422-018-9905-x. Fulltekst i vitenarkiv
  • Arnseth, Hans Christian & Krange, Ingeborg (2016). What happens when you push the button? Analyzing the functional dynamics of concept development in computer supported science inquiry. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. s. 1–24. doi: 10.1007/s11412-016-9244-4. Fulltekst i vitenarkiv
  • Jornet, Alfredo; Roth, Wolff-Michael & Krange, Ingeborg (2016). A Transactional Approach to Transfer Episodes. The Journal of the Learning Sciences. ISSN 1050-8406. 25(2), s. 285–330. doi: 10.1080/10508406.2016.1147449.
  • Arnseth, Hans Christian; Jornet, Alfredo & Krange, Ingeborg (2015). Learning in a material world: Reflection in science education as embodied practice. I Lindwall, Oskar; Häkkinen, Päivi; Koschman, Timothy & Ludvigsen, Sten Runar (Red.), Exploring the Material Conditions of Learning: Computer Supported Collaborative Learning (CSCL) Conference 2015. International Society of the Learning Sciences (ISLS). ISSN 978-0-9903550-6-9. s. 595–596.
  • Swensen, Kaja Vembe; Silseth, Kenneth & Krange, Ingeborg (2014). Tweeting as a tool for learning science: The credibility of student-produced knowledge content in educational contexts. I Sánchez, Inmaculada Arnedillo & Isaías, Pedro (Red.), Proceedings of the 10th international conferences on Mobile Learning 2014. IADIS Press. ISSN 978-989-8704-02-3. s. 247–251.
  • Arnseth, Hans Christian & Krange, Ingeborg (2012). Reconsidering meaning making and its analytical implications for cultural studies of science education. Cultural Studies of Science Education. ISSN 1871-1502. doi: 10.1007/s11422-012-9468-1.
  • Krange, Ingeborg; Moen, Anne & Ludvigsen, Sten Runar (2012). Computer-based 3D simulation: a study of communication practices in a trauma team performing patient examination and diagnostic work. Instructional Science. ISSN 0020-4277. 40(5), s. 829–847. doi: 10.1007/s11251-012-9214-9.
  • Jahreie, Cecilie Flo; Arnseth, Hans Christian; Krange, Ingeborg; Smørdal, Ole & Kluge, Anders (2011). Designing for play-based learning of concepts in science – Technological tools for bridging school and science museum contexts. Children, Youth and Environments. ISSN 1546-2250. 21(2). Fulltekst i vitenarkiv
  • Jahreie, Cecilie Flo & Krange, Ingeborg (2011). Learning in science education across school and science museums – Design and development work in a multi-professional group. Digital kompetanse. ISSN 0809-6724. 6(3). Fulltekst i vitenarkiv
  • Krange, Ingeborg & Arnseth, Hans Christian (2011). Students’ Meaning Making in Science – Solving Energy Resource Problems in Virtual Worlds Combined with Spreadsheets to Develop Graphs. Cultural Studies of Science Education. ISSN 1871-1502. doi: 10.1007/s11422-011-9361-3.
  • Pierroux, Palmyre; Krange, Ingeborg & Sem, Idunn (2011). Bridging Contexts and Interpretations: Mobile Blogging on Art Museum Field Trips. Mediekultur. ISSN 0900-9671. 50, s. 25–44. doi: 10.7146/mediekultur.v27i50.2997.
  • Ludvigsen, Sten Runar; Rasmussen, Ingvill; Krange, Ingeborg; Moen, Anne & Middleton, David (2011). Intersecting trajectories of Participation: temporality and learning. I Ludvigsen, Sten Runar; Lund, Andreas; Rasmussen, Ingvill & Säljö, Roger (Red.), Learning across sites : new tools, infrastructures and practices. Cambridge University Press. ISSN 978-0-415-58176-9. s. 105–121.
  • Krange, Ingeborg & Ludvigsen, Sten Runar (2009). The historical and situated nature design experiments - Implications for data analysis. Journal of Computer Assisted Learning (JCAL). ISSN 0266-4909. 25(3), s. 268–279. doi: 10.1111/j.1365-2729.2008.00307.x.
  • Krange, Ingeborg & Ludvigsen, Sten Runar (2008). What does it mean? Students’ procedural and conceptual problem solving in a CSCL environment designed within the field of science education. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 3, s. 25–51.
  • Krange, Ingeborg (2007). Sociocultural perspective on learning. Cultural Studies of Science Education. ISSN 1871-1502. 2, s. 218–223. doi: 10.1007/s11422-006-9040-y.
  • Krange, Ingeborg (2007). Students' conceptual practices in science education - Productive disciplinary interactions in a participation trajectory. Cultural Studies of Science Education. ISSN 1871-1502. 2, s. 171–203. doi: 10.1007/s11422-006-9040-y.
  • Rasmussen, Ingvill; Krange, Ingeborg & Ludvigsen, Sten Runar (2005). Understanding the task: How is agency distributed between tools, students and teachers in technology rich learning environments? International Journal of Educational Research. ISSN 0883-0355. 39, s. 839–849.
  • Krange, Ingeborg & Fjuk, Annita (2004). Design and use of a 3D learning environment: The situated conditions of awareness information. International Journal of Human Resources Development and Management. ISSN 1465-6612. 4(2).
  • Krange, Ingeborg; Furberg, Anniken Larsen; Fjuk, Annita & Ludvigsen, Sten Runar (2002). Describing construction of knowledge through identification of collaboration patterns in 3D learning environments. I Stahl, G. (Red.), Proceedings of CSCL 2002, Computer Support for Collaborative Learning: Foundations for a CSCL Community. Lawrence Erlbaum Associates. ISSN 0-8058-5099-6. s. 82–91.

Se alle arbeider i Cristin

  • Kluge, Anders; Krange, Ingeborg; Ludvigsen, Sten Runar; Lantz-Andersson, Annika & Säljö, Roger (2014). Lärarens roll och design av lärandemiljöer i Lärare i den uppkoblade skolan. Gleerups Utbildning AB. ISBN 9789140687159. 259 s.

Se alle arbeider i Cristin

  • Krange, Ingeborg Hognestad & Hontvedt, Magnus (2023). On the Move to Learn – A video-study of academic achievement and physical activities in a 4th grade math class. .
  • Hontvedt, Magnus & Krange, Ingeborg (2018). High Intensity Learning? — A video-study of academic achievement and physical activities in a 4th grade math class .
  • Krange, Ingeborg; Rasmussen, Ingvill; Ferguson, Leila Eve & Bakkene, Hildur (2018). Critical Literacy Skills: Exploring the Effect of Different Teaching Styles in High Schools History Education.
  • Krange, Ingeborg; Silseth, Kenneth & Pierroux, Palmyre (2016). Facilitating Students’ Conceptual Learning on Science Center Fieldtrips.
  • Pierroux, Palmyre; Krange, Ingeborg; Silseth, Kenneth; Jornet, Alfredo & Arnseth, Hans Christian (2014). Field Trips to Science Museums: A Study of Students’ Sense-Making when Interacting with Exhibits.
  • Isdal, Edith; Haavie, Jon; Sem, Idunn; Nesnass, Richard; Toussaint, Jeremy & Smørdal, Ole [Vis alle 17 forfattere av denne artikkelen] (2013). Prototype Workshop ved Norsk Teknisk Museum.
  • Krange, Ingeborg (2013). How Knowledge Is Made Relevant. [Fagblad]. Check Point e-Learning. Special- Edition ONLINE EDUACA 2013..
  • Krange, Ingeborg & Dolonen, Jan Arild (2013). Editorial: Representations in learning. [Fagblad]. Pan European Networks: Science & Technology, No 09, p 80-81..
  • Krange, Ingeborg (2013). A Learning MIRACLE. [Fagblad]. Pan European Networks: Science & Technology, No 09, p 80-81..
  • Krange, Ingeborg (2013). Nye metoder for læring med IKT - Main publisity poster for the launch of the new institute's, Department of Educational Research, web.
  • Krange, Ingeborg (2013). F21 samarbeider med Universitetet. [Avis]. •Akers Avis Groruddalen.
  • Krange, Ingeborg (2013). Trekker museet inn i klasserommet. [Internett]. The Norwegian Research Council, Verdikt programme's project .
  • Krange, Ingeborg (2013). Et digitalt Miracle. [Fagblad]. Teknisk ukeblad.
  • Krange, Ingeborg (2013). Et digitalt Miracle. [Fagblad]. MuseumsNytt.
  • Krange, Ingeborg (2013). Making design experiments informed by learning research.
  • Krange, Ingeborg (2013). Bridging schools, science centers, and companies with ICT.
  • Krange, Ingeborg (2013). A Learning Miracle. Imporving Conceptual Learning by Designing and Using digital and Analogue Devices in formal settings.
  • Krange, Ingeborg; Pettrem, Yvonne & Nordland, Arve (2013). Miracle.
  • Krange, Ingeborg (2013). "Contextual learning. An Educational Miracle." An interview. International Innovation Disseminating science, research and technology.
  • Kluge, Anders & Krange, Ingeborg (2012). How to link different interactive models of the same phenomena.
  • Bakken, Sven Magne; Haavie, Jon; Isdal, Edith; Toussaint, Jeremy; Nesnass, Richard & Krange, Ingeborg [Vis alle 10 forfattere av denne artikkelen] (2012). Varmepumpespill - installasjon i utstillingen EnergiTivoli.
  • Krange, Ingeborg (2011). “Procedural and conceptual learning – Students’ use of 3D models in science”.
  • Kluge, Anders & Krange, Ingeborg (2011). "How to link different interactive modelsof the same phenomena across technology, sites, and contexts for productive learning?".
  • Krange, Ingeborg (2011). "MIRACLE prosjektet - Mixed Reality Interactions across Context of Learning.".
  • Krange, Ingeborg (2011). IKT og læring: Hva trodde vi og hva vet vi nå? (ICT and Learning: What did we beleive and what do we know now?).
  • Krange, Ingeborg (2010). Design of learning and experimental spaces in and across school and museum settings.
  • Krange, Ingeborg & Jornet, Alfredo (2010). MIRACLE: Mixed Reality Interactions across Contexts of Learning.
  • Krange, Ingeborg & Arnseth, Hans Christian (2009). Students' meaning making in science - solving energy problems in a technology rich environment.
  • Ludvigsen, Sten Runar; Kluge, Anders; Krange, Ingeborg & Ulfsnes, Kari-Anne (2008). På nett med framtida i ti år. [Avis]. UniForum.
  • Krange, Ingeborg & Ludvigsen, Sten Runar (2008). A socio-cultural analysis of students’ knowledge constructions in science.
  • Krange, Ingeborg (2008). Bruk av dataskapte 3D modeller i læringsøyemed.
  • Krange, Ingeborg (2008). Bruk av 3D modeller i samhandlings- og samarbeidssituasjoner.
  • Krange, Ingeborg (2008). Pensumforpliktende lærerintervensjoner i dataskapte 3D modeller og naturfaglig forståelse hos elevene.
  • Krange, Ingeborg & Ludvigsen, Sten Runar (2008). Pensumforpliktende lærerintervensjoner i dataskapte 3D modeller og naturfaglig forståelse hos elevene.
  • Rasmussen, Ingvill; Ludvigsen, Sten Runar; Moen, Anne & Krange, Ingeborg (2007). Part of the symposium: Learning across sites; new tools, infrastructures and practices. Title of paper: Multiplicity and intersecting trajectories of participation; temporality and learning.
  • Krange, Ingeborg & Ludvigsen, Sten Runar (2007). What is it? Students' pursuing problems in a CSCL environment designed within the field of science education.
  • Krange, Ingeborg & Ludvigsen, Sten Runar (2007). What is it? Students' pursuing problems in a CSCL environment designed within the field of science education.
  • Krange, Ingeborg (2006). Students conceptual practices – productive disciplinary interactions in a participation trajectory.
  • Krange, Ingeborg & Ludvigsen, Sten Runar (2005). Learning Scientific Concepts: "But I don't understand...".
  • Krange, Ingeborg (2004). Students' Conceptual Practice - Productive Disciplinary Interactions in a Mini Learning Trajectory.
  • Krange, Ingeborg & Ludvigsen, Sten (2004). �Everyday and Scientific Concepts - Knowledge construction by students and teachers in a networked 3D learning environment supported by a web page: implications for design.�.
  • Rasmussen, Ingvill; Krange, Ingeborg & Ludvigsen, Sten (2003). Understanding the task: How is agency and knowledge construction distributed between artefacts, students and teachers?
  • Rasmussen, Ingvill; Krange, Ingeborg & Ludvigsen, Sten (2002). Understanding the task. How is agency distributed between tools, students and teachers in technology-rich learning environments?
  • Krange, Ingeborg; Larsen, Anniken; Fjuk, Annita & Ludvigsen, Sten (2002). Describing construction of knowledge through identification of collaboration patterns in 3D learning environments.
  • Frölich, Trude; Krange, Ingeborg; Arnseth, Hans Christian & Arge, Erlend (2009). World Beside i klasserommet. World Beside.
  • Krange, Ingeborg (2008). Computer-based 3D models in science education - Studying artefacts and students' knowledge constructions. Unipub forlag.

Se alle arbeider i Cristin

Publisert 25. juli 2022 12:52 - Sist endret 26. apr. 2024 14:42