I tillegg har NFR gitt tilslag på to andre prosjekter, hvor HiØ er partner.
Til sammen har høgskolen mottatt over 40 millioner fra Forskningsrådet til ulike forskningsprosjekter siden sommeren.
Målrettet arbeid gir resultater
– Det har vært jobbet målrettet for dette i flere år, men ingen institusjoner kan ta slikt for gitt. Konkurransen om disse midlene fra Forskningsrådet er knallhard, og det er mye som skal klaffe. Man må ha originale ideer, sterke CVer og forskere med gode nettverk, og det har vi ved HiØ, understreker Christoffersen som også er fungerende prorektor for forskning ved høgskolen.
- Les også: HiØ tildelt 12 millioner fra Forskningsrådet (sept 2024)
Prosjekter på tvers av fagområder
Prosjektene fordeler seg på ulike fagområder som spesialpedagogikk, IKT og læring, språk, i tillegg til tverrfaglig utdanningsforskning. Flere av prosjektene har også relevans for HiØs satsingsområder, Det digitale samfunn og Språk i opplæringen.
Prosjektene som har fått støtte er:
"A Phonological and Reading RCT Intervention in Kindergarten and School for Children with Intellectual Disabilities who require AAC", hvor professor Anders Nordahl-Hansen er prosjektleder. Partnere i prosjektet er Penn State University, USN, UiO, Karolinska institutet, samt flere kommuner (bl.a. Halden, Fredrikstad, Sarpsborg).
"Artificial Intelligence for Enhanced Cross-disciplinary Assessment for Learning (AI-EXCAfL)", med professor Irina Engeness som prosjektleder. Prosjektpartnere her er USN, Akademiet AS, Bit for Bit AS.
Internasjonalt samarbeid i forskningsprosjekter
Begge prosjektene skal koordineres av HiØ, og innebærer bevilgninger på om lag 30 millioner kroner.
Begge prosjektene er såkalte kompetanse- og samarbeidsprosjekter (KSP), og kjennetegnes av tett samarbeid med partnere i samfunns- og næringsliv. Av totalt fem nye samarbeidsprosjekter i denne søknadsrunden innenfor tema Utdanning, fikk HiØ tilslag på to.
Vil komme barn og unge med større vansker til nytte
Dekan ved Fakultet ved lærerutdanninger og spåk ved Høgskolen i Østfold, Martin Hollmann, er stolt av tilslaget til prosjektene og mener forskningen vil komme barn med større vansker til nytte.
– Å få flere tilslag på en gang er selvfølgelig en utrolig suksess for de enkelte forskerne, fagmiljøene, støttespillerne og for fakultetet. Det ligger mye hardt og svært systematisk arbeid bak en sånn suksess, sier han.
Og legger til:
– Prosjektene kommer til å utvikle viktig kunnskap og styrke vår spisskompetanse på områder som er sentrale for fakultetet: randomisert kontrollert studie (RCT-metodikk) i spesialpedagogikken og bruk av KI i skolen. Vi kan virkelig sette oss på kartet her og jeg gratulerer alle involverte fra hjertet!
– Ikke minst er jeg sikker på at både barnehagen og skolen, og særlig barn og unge med større vansker, kommer til å dra nytte av denne forskningen.
HiØ en rolle i flere NFR-prosjekter
HiØ er også partner i ytterligere to NFR-prosjekter som nettopp har fått tilslag. Disse er:
Norwegian diachronic corpus 200–1814. Prosjektet ledes av UiO, med NTNU, UiB og HiØ som partnere. Prosjektdeltaker fra HiØ er professor Ida Larsson. Prosjektet fikk tilslag i NFRs utlysning om forskningsinfrastruktur.
Discretionary suitability assessments in higher education. Prosjektet ledes av NIFU, med bl.a. HiØ som partner. Prosjektdeltaker fra HiØ er Karl-Arne Næss Korseberg. Prosjektet fikk tilslag i NFRs utlysning om forskerprosjekt for fornyelse, innenfor tema Utdanning.
Les om prosjektene
A Phonological and Reading RCT Intervention in Kindergarten and School for Children with Intellectual Disabilities who require AAC. Prosjektet koordineres av HiØ. Prosjektleder: Anders Nordahl-Hansen:
This project involves a comprehensive randomized controlled trial (RCT) that can contribute to increased quality both in kindergartens and schools for children and students with intellectual disabilities (ID) who require augmentative and alternative communication (AAC). This will be a comprehensive study with a two-year long intervention trial. The project consists of collaborations between researchers and kindergarten- and school -owners, local kindergartens, schools. In addition to implementing an early literacy intervention this project will also provide knowledge about transitioning from kindergarten to school for children with ID who use AAC. Through a two-by-two factorial RCT design, the project will measure the effect of an early literacy intervention (phonological awareness and letter-sound correspondence) in kindergarten and a reading intervention program called “Reading for all” at school, specially developed for children and students with ID who require AAC. This relevant and strategic practice-oriented study is relevant to the teaching profession dealing with vulnerable children, where few evidence-based interventions are available to inform best practice. We aim to provide evidence of a potential causal mechanism between early literacy skills, decoding and increased vocabulary and articulation in children with ID who require AAC. Kindergarten teachers (special education teachers) will deliver the early literacy intervention three to four times weekly (20 to 30 minutes per day). At school, teachers will deliver the reading intervention three to four times per week (20 to 30 minutes per day). 120 children with ID who require AAC will be randomised into four groups.
Artificial Intelligence for Enhanced Cross-disciplinary Assessment for Learning (AI-EXCAfL). Prosjektet koordineres av HiØ. Prosjektleder: Irina Engeness:
The AI-EXCAfL project aims to develop Artificial Intelligence (AI) technology Formative and Summative Assessment application (FAS) that is able to analyse written texts and provide formative and summative individually tailored feedback. The project will develop new knowledge about (1) how students interact with the AI technology during the writing process and (2) how teachers organise and facilitate AfL practices with AI to enhance studentsʼ capacity in learning to learn. The research in the project will provide a broader insight among teachers, school owners and teacher educators into how AfL practices supported by AI may contribute to the development of studentsʼ understanding about what it means to learn in different subjects. AI-EXCAfL is a collaborative interdisciplinary project combining the efforts of educational researchers and IT developers, a school owner (Akademiet), teachers and students in Akademiet. The project consists of five work packages and adopts a mixed methods approach with design-based interventions to develop the AI technology (FAS) and to examine AfL learning and teaching practices in the target (with AI technology) and the comparison (without AI technology) classes in upper secondary schools in Norway. AI-EXCAfL will make empirical, methodological and theoretical contributions to the field of pedagogy by examining learning and teaching with AI technology, development of teachersʼ and studentsʼ digital competence, including AI literacy, competence building in AI-enhanced AfL practices and studentsʼ capacity in learning to learn. The project will develop new insights on alternative AI- enhanced assessment forms in the four subjects and developing new AI[1]technologies to shift the focus on the importance of assessment of the learning process. This knowledge is much needed to ensure a research-based development of teachersʼ PDC, including AI literacy to implement AI-enhanced AfL practices to educate lifelong learners in the 21st century.
Norwegian diachronic corpus 200–1814. Prosjektet ledes av UiO. HiØ er partner i prosjektet. Prosjektdeltaker fra HiØ: Ida Larsson:
Norchron is an ambitious new initiative that will make Norwegian texts more easily available. It will be the first national, comprehensive database of texts across historical stages of the Norwegian language (200–1814 CE). Norchron will build on existing resources, supplement them, and offer a comprehensive, user-friendly research tool that will make Norwegian historical texts accessible and searchable in a single user-friendly interface. By providing easy access to the historical material, Norchron will contribute to a deeper understanding of Norwayʼs past, and to our collective, national memory. Through the Norchron infrastructure, the Norwegian language will become available to national and international researchers in a novel way. The corpus will provide a research resource that can be used for studies by researchers and students in linguistics, philology, history, and archaeology. We will also create a digital exhibition on the history of the Norwegian language, as well as pedagogical packages for using Norchron in teaching, which will make it an extremely useful resource for teachers, museum staff, and other interested parties, as well as people from the public interested in language and history.
Discretionary suitability assessments in higher education. Prosjektet ledes av NIFU. HiØ er partner i prosjektet. Prosjektdeltaker fra HiØ: Karl-Arne Næss Korseberg:
Judgements based on sets of criteria constitute an intrinsic part of higher education. They are particularly prevalent in academic assessment, where grades are given based on studentsʼ performance assessed against pre-defined learning outcomes. For certain groups of students, particularly those in teaching and health, an additional assessment is carried out: a professional suitability assessment. Suitability assessments are based on discretionary criteria, serving as benchmarks for the studentsʼ ability to care for the people they come across in their chosen profession. Despite the importance of such assessments in higher education, we have limited knowledge about how these discretionary judgements are carried out and whether they are executed consistently. This is problematic, not only due to the potential consequences of an erroneous suitability assessment, but also due to the fundamental reliance on discretionary reasoning in higher education. This interdisciplinary project combines insights from law, education, sociology and economics to further our understanding of how relevant actors reason in suitability assessments. It applies a modified model of practical reasoning (Wallander & Molander, 2014) as an analytical framework to understand the discretionary reasoning that takes place in such assessments, coupled with Kahneman et al.ʼs (2021) insights on noise and judgement variability. We make use of a multi-methods strategy, combining factorial survey experiments with qualitative case studies at higher education institutions. By doing so, we are able to examine how various actors interpret and operationalise the same set of criteria, and how their reasoning is affected by their choice environment. The aim of the project is not only to address a knowledge gap about discretionary assessments in higher education, but also to improve the transparency and fairness of a form of professional education assessment that has largely been overlooked in the literature.