Irina Engeness

• 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. In Skulstad, Aud Solbjørg (Eds.), Current issues in English Teaching . Fagbokforlaget. ISSN 9788245047189.
• Engeness, Irina & Shestopalova, Liudmyla (2023). P. Y. Galperin's Psychological Significance and Difference Between Tool Use by Humans and Animals, Psychological Significance and Difference Between Tools Use by Humans and Animals. Springer. ISSN 9783031149283. p. xi–xlvi.
• 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. p. 39–63. doi: 10.55612/S-5002-059-001.
• Thomas, Gethin Llewellyn & Engeness, Irina (2023). P. Y. Galperin’s Psychological Significance and Difference Between Tool Use by Humans and Animals: Implications for Research and Practice, Psychological Significance and Difference Between Tools Use by Humans and Animals. Springer. ISSN 9783031149283. p. 181–194. doi: 10.1007/978-3-031-14929-0.
• Engeness, Irina & Thomas, Gethin Llewellyn (2023). Human Consciousness as a Reflection of Human Practical Activity, Psychological Significance and Difference Between Tools Use by Humans and Animals. Springer. ISSN 9783031149283. doi: 10.1007/978-3-031-14929-0_5.
• Engeness, Irina & Thomas, Gethin Llewellyn (2023). Tool Mediated Operations and the Development of Human Consciousness, Psychological Significance and Difference Between Tools Use by Humans and Animals. Springer. ISSN 9783031149283. doi: 10.1007/978-3-031-14929-0_4.
• Engeness, Irina & Thomas, Gethin Llewellyn (2023). Manual and Tool Mediated Operations, Psychological Significance and Difference Between Tools Use by Humans and Animals. Springer. ISSN 9783031149283. doi: 10.1007/978-3-031-14929-0_3.
• Engeness, Irina & Thomas, Gethin Llewellyn (2023). The Empirical Research, Psychological Significance and Difference Between Tools Use by Humans and Animals. Springer. ISSN 9783031149283. doi: 10.1007/978-3-031-14929-0_2.
• Engeness, Irina & Thomas, Gethin Llewellyn (2023). Psychological Difference Between Human and Animal Tools, Psychological Significance and Difference Between Tools Use by Humans and Animals. Springer. ISSN 9783031149283. doi: 10.1007/978-3-031-14929-0_1.
• Engeness, Irina & Nohr, Magnus (2022). Assessment as Learning: Use of Reflection Videos in the Massive Open Online Course to Enhance Learning and Digital Identity Among Pre- and In-Service Teachers in Norway. Forum Oświatowe. ISSN 0867-0323. 35(2), p. 31–52. doi: 10.34862/fo.2022.2.2. Full text in Research Archive
• Brynildsen, Stine; Nagel, Ilka & Engeness, Irina (2022). Teachers’ Perspectives on Enhancing Professional Digital Competence by Participating in TeachMeets. Italian Journal of Educational Technology. ISSN 2532-4632. 30(2), p. 45–63. doi: 10.17471/2499-4324/1252. Full text in Research Archive
• Nagel, Ilka & Engeness, Irina (2021). Peer Feedback with Video Annotation to Promote Student Teachers’ Reflections. Acta Didactica Norden (ADNO). ISSN 2535-8219. 15(3), p. 1–24. doi: 10.5617/ADNO.8192.
• Thomas, Gethin Llewellyn; Bailey, Jake & Engeness, Irina (2021). Scaffolding athlete learning in preparation for competition: what matters. Sports Coaching Review. ISSN 2164-0629. doi: 10.1080/21640629.2021.1991713.
• Engeness, Irina (2021). Tools and Signs in Massive Open Online Courses: Implications for Learning and Design. Human Development. ISSN 0018-716X. 65(4), p. 221–233. doi: 10.1159/000518429.
• Singh, Ammar Bahadur & Engeness, Irina (2021). Examining Instructors’ Roles in Facilitating Students’ Learning Process in Pedagogical Information and Communication Technology Massive Open Online Course. Культурно-историческая психология. ISSN 1816-5435. 17(2), p. 76–89. doi: 10.17759/chp.2021170208. Full text in Research Archive
• Engeness, Irina; Thomas, Gethin Ll & Podolskiy, Andrey (2021). Demands and Realities: Significance and Implications of Galperin’s Legacy for Learning and Teaching in 21st Century, P.Y. Galperin's Development of Human Mental Activity. Springer Nature. ISSN 978-3-030-64022-4. p. 105–121. Full text in Research Archive
• Engeness, Irina & Zavershneva, Ekaterina (2021). Freedom as a Pursuit in Human Development: P.Y. Galperin on the Historical Psychology of L. S. Vygotsky, P.Y. Galperin's Development of Human Mental Activity. Springer Nature. ISSN 978-3-030-64022-4. Full text in Research Archive
• Engeness, Irina (2021). Devoted to the Matter of Science: The Life and Professional Career of Piotr Galperin, P.Y. Galperin's Development of Human Mental Activity. Springer Nature. ISSN 978-3-030-64022-4. Full text in Research Archive
• Engeness, Irina (2021). Psychological Grounds of the Process of Automation, P.Y. Galperin's Development of Human Mental Activity. Springer Nature. ISSN 978-3-030-64022-4. p. 97–103. doi: 10.1007/978-3-030-64022-4_8. Full text in Research Archive
• Engeness, Irina (2021). Development of Physical Actions, P.Y. Galperin's Development of Human Mental Activity. Springer Nature. ISSN 978-3-030-64022-4. p. 85–95. doi: 10.1007/978-3-030-64022-4_7. Full text in Research Archive
• Engeness, Irina (2021). Development of Sensory Images, P.Y. Galperin's Development of Human Mental Activity. Springer Nature. ISSN 978-3-030-64022-4. p. 75–83. doi: 10.1007/978-3-030-64022-4_6. Full text in Research Archive
• Engeness, Irina (2021). Psychological Grounds of the Development of Ideal Actions and Concepts, P.Y. Galperin's Development of Human Mental Activity. Springer Nature. ISSN 978-3-030-64022-4. p. 65–74. doi: 10.1007/978-3-030-64022-4_8. Full text in Research Archive
• Engeness, Irina (2021). The Process of Internalisation. Theoretical and Practical Implications of the Study on the Phases of the Development of Mental Actions, P.Y. Galperin's Development of Human Mental Activity. Springer Nature. ISSN 978-3-030-64022-4. p. 47–63. doi: 10.1007/978-3-030-64022-4_4. Full text in Research Archive
• Engeness, Irina (2021). The Conditions for the Development of the Properties of the Action. The Phases of the Development of the Action, P.Y. Galperin's Development of Human Mental Activity. Springer Nature. ISSN 978-3-030-64022-4. p. 33–46. doi: 10.1007/978-3-030-64022-4_3. Full text in Research Archive
• Engeness, Irina (2021). The Phases of the Development of Mental Actions, P.Y. Galperin's Development of Human Mental Activity. Springer Nature. ISSN 978-3-030-64022-4. p. 19–31. doi: 10.1007/978-3-030-64022-4_2. Full text in Research Archive
• Engeness, Irina (2021). The Development of Mental Actions and the Orienting Basis of Actions, P.Y. Galperin's Development of Human Mental Activity. Springer Nature. ISSN 978-3-030-64022-4. p. 1–17. doi: 10.1007/978-3-030-64022-4_1. Full text in Research Archive
• Engeness, Irina & Lund, Andreas (2020). Reprint of: Learning for the future: Insights arising from the contributions of Piotr Galperin to the cultural-historical theory. Learning, Culture and Social Interaction. ISSN 2210-6561. 27:100476, p. 1–11. doi: 10.1016/j.lcsi.2020.100476. Full text in Research Archive
• Engeness, Irina (2020). Developing teachers’ digital identity: towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century. European Journal of Teacher Education. ISSN 0261-9768. doi: 10.1080/02619768.2020.1849129. Full text in Research Archive
• Engeness, Irina & Nohr, Magnus (2020). Engagement in Learning in the Massive Open Online Course: Implications for Epistemic Practices and Development of Transformative Digital Agency with Pre- and In-Service Teachers in Norway. Культурно-историческая психология. ISSN 1816-5435. 16(3), p. 71–82. doi: 10.17759/chp.2020160308. Full text in Research Archive
• Lund, Andreas & Engeness, Irina (2020). Galperin's legacy and some current challenges of educational research and practice: Agency, technology, and design. Learning, Culture and Social Interaction. ISSN 2210-6561. p. 1–8. doi: 10.1016/j.lcsi.2020.100427. Full text in Research Archive
• Engeness, Irina (2020). Lecture 13. The process of internalisation. Theoretical and practical implications of the study on the phases of the development of mental actions. Learning, Culture and Social Interaction. ISSN 2210-6561. 27. doi: 10.1016/j.lcsi.2020.100433. Full text in Research Archive
• Engeness, Irina (2020). Lecture 11. The phases of the formation of mental actions. Learning, Culture and Social Interaction. ISSN 2210-6561. 27. doi: 10.1016/j.lcsi.2020.100431. Full text in Research Archive
• Engeness, Irina (2020). Lecture 12. The conditions for the development of the properties of the action. The phases of the development of the action. Learning, Culture and Social Interaction. ISSN 2210-6561. 27. doi: 10.1016/j.lcsi.2020.100432. Full text in Research Archive
• Engeness, Irina (2020). Part 3: The study on the development of human mental activity: Lecture 10. The development of mental actions and the orienting basis of actions. Learning, Culture and Social Interaction. ISSN 2210-6561. doi: 10.1016/j.lcsi.2020.100430. Full text in Research Archive
• Engeness, Irina; Nohr, Magnus; Singh, Ammar Bahadur & Mørch, Anders Irving (2019). Use of videos in the Information and Communication Technology Massive Open Online Course: Insights for learning and development of transformative digital agency with pre- and in-service teachers in Norway. Policy Futures in Education. ISSN 1478-2103. 18(4), p. 497–516. doi: 10.1177/1478210319895189. Full text in Research Archive
• Engeness, Irina & Nohr, Magnus (2019). Videos as teaching and learning resources for developing pre- and in-service teachers’ professional digital competence in the ICTMOOC. CEUR Workshop Proceedings. ISSN 1613-0073. 2356, p. 128–133. Full text in Research Archive
• Engeness, Irina (2019). Teacher facilitating of group learning in science with digital technology and insights into students’ agency in learning to learn. Research in Science & Technological Education. ISSN 0263-5143. doi: 10.1080/02635143.2019.1576604. Full text in Research Archive
• Engeness, Irina & Lund, Andreas (2018). Learning for the future: Insights arising from the contributions of Piotr Galperin to the cultural-historical theory. Learning, Culture and Social Interaction. ISSN 2210-6561. 25. doi: 10.1016/j.lcsi.2018.11.004. Full text in Research Archive
• Engeness, Irina (2018). What teachers do: facilitating the writing process with feedback from EssayCritic and collaborating peers. Technology, Pedagogy and Education. ISSN 1475-939X. 27(3), p. 297–311. doi: 10.1080/1475939X.2017.1421259. Full text in Research Archive
• Mørch, Anders Irving; Engeness, Irina; Cheng, Victor C.; Cheung, William K. & Wong, Kelvin C. (2017). EssayCritic: Writing to learn with a knowledge-based design critiquing system. Educational Technology & Society. ISSN 1176-3647. 20(2), p. 213–223. Full text in Research Archive Show summary

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

• Engeness, Irina & Edwards, Anne (2017). The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools. Scandinavian Journal of Educational Research. ISSN 0031-3831. 61(6), p. 650–667. doi: 10.1080/00313831.2016.1173093. Full text in Research Archive
• Engeness, Irina & Mørch, Anders Irving (2016). Developing Writing Skills in English Using Content-Specific Computer-Generated Feedback with EssayCritic. Nordic Journal of Digital Literacy. ISSN 1891-943X. 11(2), p. 118–135. doi: 10.18261/issn.1891-943x-2016-02-03.
• Engeness, Irina & Furberg, Anniken (2015). Exploring the interplay of various support forms in CSCL settings. Computer-Supported Collaborative Learning Series (CSCL). ISSN 1573-4552. 2, p. 659–660.

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• Engeness, Irina & Thomas, Gethin Llewellyn (2023). Psychological Significance and Difference Between Tools Use by Humans and Animals. Springer. ISBN 9783031149283.
• Engeness, Irina (2021). P.Y. Galperin's Development of Human Mental Activity. Springer Nature. ISBN 978-3-030-64022-4. 179 p. Full text in Research Archive

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• Engeness, Irina (2024). Bedre tilbakemeldinger med KI.
• Engeness, Irina (2024). Introduction to P. Galperin’s Theory: Implications for Research and Practice.
• Engeness, Irina (2024). Cultural-historical Perspective on Learning and Teaching in Online Environments and with AI .
• Grønn, Berit; Engeness, Irina; Jacobsen, Kjersti Berggraf; Hollmann, Martin & Goverud Andersson, Ola (2023). Nettbasert utdanningstilbud ved Fakultet for lærerutdanning og språk, Høgskolen i Østfold.
• Engeness, Irina & Nohr, Magnus (2023). Assessment as Learning: Norwegian Teachers’ Engagement with Reflection Videos in MOOCs to Enhance Learning and Digital Identity Among Pre- and In-Service Teachers in Norway.
• Singh, Ammar Bahadur & Engeness, Irina (2022). Dialectical epistemic activities in a MOOC learning environment .
• Engeness, Irina (2021). Preface. Cultural Psychology of Education. ISSN 2364-6780. 14, p. v–xiv. doi: 10.1007/978-3-030-64022-4.
• Singh, Ammar Bahadur & Engeness, Irina (2021). Examining instructors’ role in facilitating students’ learning process in the ICTPED MOOC .
• Nagel, Ilka & Engeness, Irina (2021). Facilitation of Peer Feedback with Video Annotation in Teacher Education.
• Brynildsen, Stine; Nagel, Ilka & Engeness, Irina (2021). Teachers’ Professional Digital Competence, Transformative Digital Agency and TeachMeets Presenters.
• Engeness, Irina & Nohr, Magnus (2021). Norwegian Teachers’ Learning in the ICTPEDMOOC: Insights into epistemic practices and teacher digital agency.
• Engeness, Irina & Waite, Marion (2021). Learning through a crisis, the experiences of involuntary online learning for undergraduate nursing students .
• 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?
• Engeness, Irina (2021). Tools and Signs in Learning with Technology: a Cultural-Historical Approach .
• Engeness, Irina & Lund, Andreas (2020). Reprint of: The contribution of Piotr Galperin to the cultural-historical theory and implications for contemporary educational research and practice. Learning, Culture and Social Interaction. ISSN 2210-6561. 27. doi: 10.1016/j.lcsi.2020.100475.
• Engeness, Irina (2020). Tools and Signs in Online Learning.
• Brynildsen, Stine Malin; Nagel, Ilka & Engeness, Irina (2020). TeachMeets: Educators Sharing Their Best Practice and Ideas about Teaching and Learning with Digital Tools.
• Engeness, Irina & Nohr, Magnus (2020). Læring i IKTPED MOOC: Implikasjoner for epistemiske praksiser og utvikling av digitalt handlingsrom hos lærere og lærerstudenter ved Høgskolen i Østfold .
• Engeness, Irina (2020). VIDEOS IN THE ICTMOOC AS RESOURCES FOR LEARNING AND DEVELOPMENT OF TEACHER TRANSFORMATIVE DIGITAL AGENCY.
• Engeness, Irina (2020). Tools and Signs in the Cultural Historical perspective: Implications for education and research.
• Engeness, Irina & Lund, Andreas (2020). The contribution of Piotr Galperin to the cultural-historical theory and implications for contemporary educational research and practice. Learning, Culture and Social Interaction. ISSN 2210-6561. doi: 10.1016/j.lcsi.2019.01.005.
• Brynildsen, Stine Malin; Nagel, Ilka & Engeness, Irina (2019). TeachMeet som arena for å utvikle lærerens profesjonsfaglige digitale kompetanse.
• Brynildsen, Stine Malin; Nagel, Ilka & Engeness, Irina (2019). How Teachers Learn: TeachMeets as a Possible Arena for Teachers' Development of Professional Digital Competence.
• Brynildsen, Stine Malin; Nagel, Ilka & Engeness, Irina (2019). TeachMeetsas a PossibleArena for Teachers’ Development of Professional DigitalCompetence .
• Engeness, Irina & Nagel, Ilka (2019). Orchestrating Group Learning in Science with Digital Animations and Insights into Agency in Learning to Learn .
• Engeness, Irina & Nohr, Magnus (2019). Use of videos in ICTMOOC for teacher education and professional development in 21st century.
• Engeness, Irina (2019). 'Learning to Learn' in Digital Environments: Design principles informed by Galperin's concepts of orientation.
• Engeness, Irina & Mørch, Anders Irving (2016). The role of the teacher in facilitating writing process with peer feedback and automated feedback from EssayCritic.
• Engeness, Irina (2015). The complexity of learning: exploring the interplay of different mediational means in CSCL setting.
• Engeness, Irina & Mørch, Anders Irving (2015). Development of English writing skills for upper secondary school students in Norway using computer-based scaffolding based on semantic analysis of text documents. Show summary

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

• Mørch, Anders Irving & Engeness, Irina (2014). EssayCritic Norway Trial 2014.
• Engeness, Irina (2018). Learning and Teaching with Digital Tools:Insights for Learning Arising from the Cultural-Historical Theory. Universitetet i Oslo.
• Mørch, Anders Irving & Engeness, Irina (2015). Læremidler og arbeidsformer i prosessorientert skriving. Utdanningsdirektoratet. Full text in Research Archive
• Furberg, Anniken Larsen; Dolonen, Jan Arild; Engeness, Irina & Jessen, Stian (2014). Læremidler og arbeidsformer i naturfag i ungdomsskolen. En casestudie i prosjektet ARK&APP, naturfag, 10. klasse. Universitetet i Oslo. ISSN 978-82-569-7008-7. Show summary

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

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