Astrid Camilla Wiig

• Wiig, Astrid Camilla & Säljö, Roger (2026). Between simulation and debriefing: Instructors’ collaborative interpretation of student performance in nurse care training. Vocations and Learning. ISSN 1874-785X. 19(1). doi: 10.1007/s12186-026-09392-x. Fulltekst i vitenarkiv Vis sammendrag

  Abstract Simulation-based education is valuable as it creates contexts where instructors can analyse student learning in a performative sense. Investigating video records of simulation exercises, instructor teams collaboratively interpret and evaluate how students perform professional tasks, and the teams decide what to highlight in the upcoming debriefing. This study investigates how clinical experts, such as experienced teams of operators and facilitators, collaboratively analyse, interpret and judge nursing student actions during intensive care training. To our knowledge, very few studies focus on the pedagogical significance of researching how instructor expertise and professional judgement develop in simulation-based education. The analysis is based on 30 ( n  = 15 h) video-recorded conversations between operators and facilitators in two control rooms at a Nordic undergraduate nursing training center. The results show how instructors continuously evaluate how, and to what extent, students’ clinical actions demonstrate progress toward learning goals and professional standards. The kind of professional vision emerging among instructor teams involves not only monitoring whether students' actions are performed correctly but also collaboratively considering whether these actions are contextualized within professionally relevant care procedures. It is argued that instructors’ collaborative interpretations are consequential for 1) continuously developing their expertise to interpret learners’ actions, and 2) their ability to point to relevant features of the simulation that can be used to shape students’ reflective engagement during the debriefing phase. The study contributes with analyses of how instructors’ collaborative expertise evolves when it comes to identifying and conceptualizing challenges students encounter while learning clinical practices.

• Lervik, Wenche; Solberg, Mads; Wiig, Astrid Camilla & Berg, Helen (2026). How facilitators use healthcare students’ mistakes to promote reflections and discussions during simulation debriefings | Advances in Simulation | Springer Nature Link. Advances in Simulation. 11(19). doi: 10.1186/s41077-026-00412-3. Fulltekst i vitenarkiv Vis sammendrag

  Simulation-based training is increasingly used in healthcare education. It allows students to practice in realistic environments using high-fidelity patient simulators and to engage with complex or rare diagnoses without risking harm to real patients. During the debriefing phase, students and facilitators reflect on actions taken and discuss what went well and what could be improved in future simulation sessions. To engage in productive reflection, students must be aware of their mistakes and performance gaps. Although the literature emphasizes the importance of providing both positive and corrective feedback, many facilitators struggle to deliver negative feedback due to concerns about hurting students’ feelings or damaging their relationships. This study explores how facilitators use nursing students’ mistakes to prompt reflection and discussion during healthcare simulation debriefings. This was a qualitative video-supported observational study. 17 facilitators and 89 students from three universities in Norway participated in mandatory simulation-based training in their second year of education. The framework of Heath, Hindmarsh, and Luff (2010) inspired video analysis. The units of data consisted of verbal utterances, bodily conduct, gaze, and facial expressions, as noted through observations of participants’ turns at talk. We complemented this by using thematic analysis inspired by Braun & Clarke of selected video transcripts to support and deepen the analysis. The facilitators who elicited the most reflections and discussions among the students during debriefings consistently employed five communication elements: inquiries, positive feedback, hints and cues, suppressions, and summarizing. The main findings provide new insights into facilitators’ actions when eliciting student reflections and discussions. Many structured debriefing frameworks today include inquiries, positive feedback, and hints and cues. This analysis identified additional communication elements not previously recognized in the debriefing literature, namely suppressions and the use of summaries. Few studies have examined the facilitators’ actions during debriefings to elicit student reflection and discussion, particularly through naturalistic observation of real-world practice. Further research is needed to expand our understanding of these interactional dynamics and the situated strategies employed by facilitators.

• Bunting, Mette & Wiig, Astrid Camilla (2025). Fellesskolens muligheter og utfordringer. Hva påvirker elevers læring i norsk skole? I Bunting, Mette (Red.), Tilpasset opplæring- i forskning og praksis. Cappelen Damm Akademisk. ISSN 9788202855833. s. 59–76. Fulltekst i vitenarkiv Vis sammendrag

  «Tilpasset opplæring» har vært et sentralt tema i pedagogiske diskusjoner de siste tiårene, og er fortsatt like aktuelt i dag. Til tross for et stort antall publikasjoner om emnet, skiller denne vitenskapelige antologien seg ut på tre viktige måter: 1. Den presenterer en verdibasert tilnærming til tilpasset opplæring. 2. Den integrerer tilpasset opplæring i ulike aspekter av skolens arbeid, aktiviteter og didaktikk, for å tydeliggjøre prinsippets relevans i skolens hverdag. 3. Den utforsker praktiske løsninger for tilpasset opplæring i klasserommet. Bokas fokus på tilpasset opplæring er kanskje enda mer relevant i dagens skolekontekst. Prinsippet om tilpasset opplæring bygger på ideen om at alle elever skal ha likeverdige læringsmuligheter i fellesskolen. Opplæringsloven § 8 understreker viktigheten av at elevene deles inn i basisgrupper eller klasser som ivaretar deres behov for sosial tilhørighet, og at denne inndelingen som hovedregel ikke skal baseres på faglig nivå. Målet er at elevene skal møtes og støttes i sitt naturlige klassefellesskap, uten å bli ekskludert. Læreren står overfor et mangfold av personligheter, uttrykk, behov, bakgrunner og kulturer i klasserommet. For å bygge et inkluderende fellesskap må læreren være bevisst på både synlige og usynlige strukturer i gruppen. Elevene bærer med seg ulike erfaringer og kunnskaper som læreren må ta hensyn til. Varierte virkemidler og tilnærminger er nødvendig for å håndtere ulike situasjoner, noe som krever et bredt erfaringsrepertoar. Dette utvikles ikke bare gjennom små justeringer, men gjennom kontinuerlig refleksjon over egen praksis og evnen til å lære av erfaringer. Boken presenterer læreren som en leder og utvikler av elevgruppen, med fokus på å fremme tilpasset opplæring. Samtidig er det hva elevene erfarer som sier noe om hvordan de faktisk blir ledet og hvordan opplæringen blir tilpasset. Boka tar først for seg hva som kjennetegner elevenes læringsfellesskap der prinsippet om tilpasset opplæring gjør seg gjeldende. Deretter tar de forskjellige kapitlene for seg innfallsvinkler til læring og undervisning med fokus på både læreren i klasserommet og elevenes læring. Forfatterne søker således å formidle anvendbar kunnskap basert på teori og forskning.

• Skarpeti, Anastasia; Giskeødegård, Marte Fanneløb & Wiig, Astrid Camilla (2025). Engaging in simulations: analysing maritime instructors’ perceptions of student engagement. SN Social Sciences. 5(9). doi: 10.1007/s43545-025-01176-9. Fulltekst i vitenarkiv Vis sammendrag

  This study examines student engagement in maritime simulator-based training. It explores how maritime instructors perceive and utilise full-mission bridge simulator-based training to engage undergraduate students in learning the profession. Online semi-structured interviews are conducted with nautical simulator instructors (n = 10) in four Norwegian bachelor’s degree programmes. The study analyses the data thematically, based on sociocultural perspectives on learning as an analytical lens. The findings are categorised into two main themes describing simulator-based training as (1) an active and participatory learning environment and (2) engagement connected to the profession. The results show instructors view simulator-based training as enabling active and participatory activities that engage students through embodied participation in domain-specific tasks, guided by the expert maritime instructors. Engagement is enhanced when students can visualise their future working environment by practising real-world-based activities, such as incidents and accidents, using maritime-specific equipment, and performing assigned professional roles. By expanding the understanding of engagement from a sociocultural perspective, this study contributes to the development of simulator-based training and instruction in maritime education.

• Lervik, Wenche; Solberg, Mads; Wiig, Astrid Camilla & Berg, Helen (2025). Turning nursing students' mistakes into resources for learning in simulation-based training: facilitators' assumptions about providing feedback in debriefing. BMC Medical Education. 25(1). doi: 10.1186/s12909-024-06628-z. Fulltekst i vitenarkiv
• Dittrich, Lynn; Aagaard, Toril & Wiig, Astrid Camilla (2025). Highlighting practices and dialogic moves: Investigating simulation-based learning in online teacher education. Learning, Culture and Social Interaction. ISSN 2210-6561. 51(April). doi: 10.1016/j.lcsi.2025.100889. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla & Säljö, Roger (2025). The Analytical Gaze of Operators and Facilitators in Healthcare Simulations: Technologies, Agency and the Evolution of Instructional Expertise. Education Sciences. 15(3). doi: 10.3390/educsci15030347. Fulltekst i vitenarkiv Vis sammendrag

  This article analyses the coordination between professionals, students and technology in the communication and appropriation of know-how in healthcare simulations. To be successful, simulations require continuous interventions by professionals (in this case, operators and facilitators), who analyse, assess and reflect on the actions participants take as the simulation evolves. This study builds on interaction analysis of 30 video-documented (15 h) conversations between operators and facilitators in post-simulation discussions of outcomes. The specific focus of the analysis is the nature of work done by operators/facilitators as they analyse and evaluate simulations. The results show the multilayered nature of these analyses. The operators and facilitators show three prominent types of consideration. They (a) calibrate what they have observed, (b) monitor the progress of the scenario as an instructional event, and (c) comment on their own contributions as instructors/participants. All these considerations have evaluative elements, and the agentic nature of technologies, students and professionals is addressed. One general observation of interest is the ways in which simulations provide access to student learning, and how these activities become accessible for professional scrutiny and judgement.

• Wiig, Astrid Camilla; Oddvik, Morten; Hontvedt, Magnus & Næss, Rakel Rohde (2024). Å forestille seg som ressurs for å lære i digitale omgivelser - Et eksempel fra simulatorlaben SimSam. I Stenseth, Tonje & Oddvik, Morten (Red.), Læring og undervisning i en digital verden. Gyldendal Akademisk. ISSN 9788205589636. s. 198–221. Fulltekst i vitenarkiv Vis sammendrag

  Hvordan kan lærere effektivt utnytte mulighetene i det digitale klasserommet for å gi elevene best mulig undervisning og gode læringserfaringer? Hvilke didaktiske og kreative muligheter finnes for å skape motiverende, inviterende og gode digitale læringsmiljøer? På hvilken måte har lærerrollen endret seg? I denne boka ønsker forfatterne å tilby leseren kunnskap om og innsikt i læring og undervisning i en digital skole. Temaer som vektlegges er de grunnleggende ferdighetene i læreplanverket (LK20) og teknologi, samarbeid, samskaping, vurdering og fagsamtaler. I tillegg ønsker forfatterne å presentere perspektiver på hvordan læreren kan forstås som en balansekunstner som skal navigere i et tidvis uoversiktlig læringslandskap. En slik balanse kan for eksempel dreie seg om en bevissthet om at digitale muligheter og utfordringer ofte opptrer side om side. Forfatterne presenterer praktiske eksempler for både den kommende og utøvende læreren som kan brukes til å utvikle og reflektere over egen undervisningspraksis. Læring og undervisning i en digital verden bidrar med ny forskning fra skole- og utdanningsfeltet. Målgruppen for boka er lærerstudenter, lærere og lærerutdannere. Den er også relevant for andre som jobber med læring, skole og teknologi.

• Starup, Mari; Sellberg, Charlott & Wiig, Astrid Camilla (2024). Playing to learn? Analyzing participants' framing of competition and professional conduct in maritime simulations. Learning, Culture and Social Interaction. ISSN 2210-6561. 46. doi: 10.1016/j.lcsi.2024.100821. Fulltekst i vitenarkiv Vis sammendrag

  This study scrutinizes how a simulated scenario framed as a competition is discussed in a post-simulation debriefing, where students reflect on game-like play in the context of professional education. This study draws on Erwin Goffman's (1974/86) analytical concept of framing. In particular, the analysis focuses on the instructor's and students' authentic conversations during a debriefing session and explores how these conversations open up negotiations of professional and playful learning. The research design is ethnographically informed and based on observations, field notes, and 34 h of video data from a navigation course in which 35 bachelor's students from a Norwegian university participated. Our analytical findings reveal that the activity undergoes continuous negotiation between two framings: professional and competitive. In professional framing, students are held accountable for adhering to professional rules, regulations, and norms of “good seamanship.” In the competition framing, students were competing to win the race. Moreover, as the competition mode intensified, students prioritized winning the race over adhering to the rules and regulations of the profession. Consequently, the findings illustrate how a competition framing within a professional education context has engaged the students, letting them demonstrate their knowledge and skills in a playful manner. Furthermore, the findings emphasize the need for an additional exploration of the opportunities and challenges of competition on professional decision making and ethical conduct in settings where simulation-based learning is utilized for training, particularly in domains that train students in high safety standards.

• Wiig, Astrid Camilla (2024). Digitale fagsamtaler. Digitale ressurser som referanseankre i gruppevise muntlige vurderinger. I Stenseth, Tonje & Oddvik, Morten (Red.), Læring og undervisning i en digital verden. Gyldendal Akademisk. ISSN 9788205589636. s. 176–198. Fulltekst i vitenarkiv Vis sammendrag

  Hvordan kan lærere effektivt utnytte mulighetene i det digitale klasserommet for å gi elevene best mulig undervisning og gode læringserfaringer? Hvilke didaktiske og kreative muligheter finnes for å skape motiverende, inviterende og gode digitale læringsmiljøer? På hvilken måte har lærerrollen endret seg? I denne boka ønsker forfatterne å tilby leseren kunnskap om og innsikt i læring og undervisning i en digital skole. Temaer som vektlegges er de grunnleggende ferdighetene i læreplanverket (LK20) og teknologi, samarbeid, samskaping, vurdering og fagsamtaler. I tillegg ønsker forfatterne å presentere perspektiver på hvordan læreren kan forstås som en balansekunstner som skal navigere i et tidvis uoversiktlig læringslandskap. En slik balanse kan for eksempel dreie seg om en bevissthet om at digitale muligheter og utfordringer ofte opptrer side om side. Forfatterne presenterer praktiske eksempler for både den kommende og utøvende læreren som kan brukes til å utvikle og reflektere over egen undervisningspraksis. Læring og undervisning i en digital verden bidrar med ny forskning fra skole- og utdanningsfeltet. Målgruppen for boka er lærerstudenter, lærere og lærerutdannere. Den er også relevant for andre som jobber med læring, skole og teknologi.

• Wiig, Astrid Camilla (2023). Tracing Policy in Practice. Exploring the Interactional Exercise of Oral Assessment. I Prøitz, Tine Sophie; Aasen, Petter & Wermke, Wieland Ulrich (Red.), From education policy to education practice Unpacking the nexus. Springer Nature. ISSN 9783031369698. s. 265–285. doi: 10.1007/978-3-031-36970-4_14. Fulltekst i vitenarkiv Vis sammendrag

  By empirically zooming in on oracy as an area of educational reforms, this chapter illuminates how a new oral assessment phenomenon that has been observed in practice meets, overlaps, and, more recently, challenges educational policy in the Norwegian educational context. Conducted in three lower secondary schools, the study draws on audio-recorded materials capturing authentic teacher–student dialogues in group subject talk tests. By exploring authentic assessment practices, the chapter analyzes (1) which aspects of competence students are made accountable for and (2) how the introduction of learning outcomes and oracy as one of five core skills can challenge the interactional exercise of oral assessment in educational practice. The results illustrate how subject talk evaluation practices through the organization in social groups go beyond assessing students in terms of assessment criteria or scales. The oral assessment situation becomes a setting where teachers share professional judgments and approve specific oral initiatives for groups of students. In this nexus of group subject talks and recent policy on learning outcomes and oracy as a core skill, students become competent contributors through retrospective evaluations of their own performance, making themselves accountable for the group’s community, subject-specific knowledge, and the norms and rules of reasoning in the group’s subject talks. The findings raise several questions about how we understand actors as the coconstructors of educational policy when certain educational practices seem to be in front of policy uptake in the nexuses where policy and practice conflict, overlap, and meet.

• Gyldensten, William C.; Wiig, Astrid Camilla & Sellberg, Charlott (2023). Maritime Students’ Use and Perspectives of Cloud-Based Desktop Simulators: CSCL and Implications for Educational Design. TransNav, International Journal on Marine Navigation and Safety of Sea Transportation. ISSN 2083-6473. 17(2), s. 315–321. doi: 10.12716/1001.17.02.07. Fulltekst i vitenarkiv Vis sammendrag

  This study investigates the challenges and opportunities of using cloud-based simulators for training in maritime education and training (MET). The aim is to map bachelor students’ use and perspectives to inform educational design when implementing cloud simulation into the curricula. This study uses an ethnographic design approach in the tradition of Computer Supported Collaborative Learning (CSCL) and draws on video-recorded exercises and interviews (n=22) from 1st and 3rd-class maritime bachelor’s students engaged in navigation exercises on cloud simulation. The findings suggest that individual training with cloud-based simulators in MET can enhance the repetition of skills necessary for better performance in a full-mission simulator with current technology and rather straightforward instructional designs. However, the findings also emphasise that simulator exercises need to be more engaging for students in order to provide a meaningful learning experience. Hence, simulator software needs to provide the means for students to collaborate during exercises, and feedback provided by the system needs to be carefully aligned with the student’s previous knowledge in order to provide adequate scaffolding.

• Wiig, Astrid Camilla; Sellberg, Charlott & Solberg, Mads (2023). Reviewing simulator-based training and assessment in maritime education: a topic modelling approach for tracing conceptual developments. WMU Journal of Maritime Affairs (JoMA). ISSN 1651-436X. 22(2l), s. 143–164. doi: 10.1007/s13437-023-00307-4. Fulltekst i vitenarkiv Vis sammendrag

  This study reviews literature of simulation-based training and assessment to trace conceptual developments in maritime education and training (MET). Our aim is to highlight and examine the historical trajectory of salient topics in MET with the goal of help developing the field forward. The investigation is based on articles published from 1961 to 2021 (n = 87) on simulation-based training and assessment in maritime academic journals. The first review of its kind in MET, the study combines quantitative topic modelling and qualitative content analyses of exemplary texts. Our study investigates: (a) how training and assessment in simulations are conceptualised in MET research and (b) how these conceptualisations have developed over the decades. Our review reveals an educational field dominated by human factors research and dedicated to upholding industry standards. Moreover, adopting quantitative text mining we identified four prominent topics in the literature. These revolve around management of resources, academic performance, simulator training and authentic assessment. A more in-depth qualitative content analysis of the model, tracing conceptual developments over time, suggests that the word ‘learning’ occurs for the first time in 1980. As a concept for scientific inquiry, learning does not gain prominence in the literature on simulation in MET before 2021. Our results suggest some future directions of research and offer a methodological framework for future reviews in maritime affairs that combines quantitative topic modelling with qualitative content analysis.

• Wiig, Astrid Camilla (2023). Hvordan utforske et ukjent forskningsfelt? En systematisk forskningsoversikt for artikkel. I Prøitz, Tine Sophie (Red.), Forskningsoversikter i utdanningsvitenskap: Systematikk og kreativitet. Fagbokforlaget. ISSN 9788245044171. s. 105–127. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla (2021). Blended Learning. Exploring Contradictory Demands Between Emerging Design Principles and New Learning Practices. Lecture Notes in Networks and Systems. ISSN 2367-3370. 269, s. 109–121. doi: 10.1007/978-3-030-80000-0_14. Fulltekst i vitenarkiv
• Sellberg, Charlott; Wiig, Astrid Camilla & Säljö, Roger (2021). Mastering the artful practice of navigation: The situated endorsement of professional competence in post-simulation evaluations. Studies in Educational Evaluation. ISSN 0191-491X. 72(March). doi: 10.1016/j.stueduc.2021.101111. Fulltekst i vitenarkiv Vis sammendrag

  In this study, the ambition is to explore in situ which aspects of professional performance students are made accountable for in evaluations carried out by means of simulator-based competence tests. Methodologically, the study draws on video materials collected through ethnographic fieldwork. Analytically, the study focuses on a part of the data corpus capturing authentic instructor-student dialogues after simulator-based competence tests. Using a socio-cultural perspective, and the notion of accountable talk, the study reports interaction analyses of the dialogues under scrutiny. The results illustrate that simulator-based evaluation practices inevitably introduce interactional sequences that involve both learning and grading. The evaluative situation thus becomes a setting where assessors share professional judgement and endorse specific initiatives on the part of the students as signs of skills of competent seafarers ready for taking on the responsibilities as officer of the watch.

• Sellberg, Charlott & Wiig, Astrid Camilla (2020). Telling stories from the sea: Facilitating professional learning in maritime post-simulation debriefings. Vocations and Learning. ISSN 1874-785X. 13(3), s. 527–550. doi: 10.1007/s12186-020-09250-4. Fulltekst i vitenarkiv Vis sammendrag

  This study examines storytelling episodes in 13 video-recorded and fully transcribed post-simulation debriefings from a maritime navigation course. The aim is to scrutinize the facilitators’ practice of telling stories from the sea during debriefings, to explore the organization and inner function of storytelling in debriefing. A combination of dialogical-performative analysis and a structural narrative model was conducted to analyze and contextualize stories from working at sea in the debriefing practice. The analysis shows how storytelling in debriefing frequently occurred, and was mainly occasioned by critical discussions about students’ mistakes during the simulated scenario. In such a critical debriefing practice, the results show how telling stories about lived experiences of professional dilemmas and mistakes serves multiple functions. In line with research results from previous studies on storytelling in higher education, this study demonstrates how storytelling connects the simulated event to the professional responsibilities on board seagoing ships. In addition, storytelling might also serve face-saving purposes in this critical debriefing practice, which raises important questions regarding psychological safety and the debriefing climate.

• Wiig, Astrid Camilla; Wittek, Anne Line & Erstad, Ola (2018). Teachers, tools and accountable practices. Engaging with a wiki blog as a learning resource. Learning, Culture and Social Interaction. ISSN 2210-6561. 22, s. 1–13. doi: 10.1016/j.lcsi.2018.07.001. Fulltekst i vitenarkiv Vis sammendrag

  article employ the dimensions of Michaels, O’Connor, and Resnick’s (2008) accountable talk and Engle’s (2006) framing to analyse teacher’s framing as well as students negotiations and co-construction of knowing in practice. The case study that we report on explores how a teacher and students in a Norwegian lower secondary school negotiate and co-construct accountable ways of engaging with a wiki blog as a learning resource by drawing on everyday and informal experiences of students. Videorecorded sequences of an 8-week science project of using a collaborative wiki blog in school were conducted to interaction analysis.We found that when framing learning activities introduced as part of formal science teaching, but contextualized in relation to students experience outside-of-school, the teacher and students struggle to negotiate and co-construct accountable ways of engaging with the wiki blog as a learning resource. The introduction of a technical tool like wiki blog creates opportunities for collaboration, but also tensions in ways of renegotiating norms and expectations of accountable actions, objects and contributions in classroom activities for both teachers and students. Thus, the dynamics of framing and co-constructing in-situ displays how students’practices expand with new forms of accountability. Simultaneously, teacher’s dilemma of inviting new practices creates tensions within the institutional framing of schooling. The study contributes to understand how the layers of accountable practices in institutional contexts function as intermediaries in classroom interactions.

• Wiig, Astrid Camilla; Silseth, Kenneth & Erstad, Ola (2018). Creating intercontextuality in students learning trajectories: Opportunities and difficulties. Language and Education. ISSN 0950-0782. 32(1), s. 43–59. doi: 10.1080/09500782.2017.1367799. Fulltekst i vitenarkiv Vis sammendrag

  This article explores how opportunities and limitations in creating intercontextualtiy between everyday and scientific ideas emerge in teacher–student interactions, with a particular focus on the teacher’s role. The article draws on data from an empirical, longitudinal, study in a lower secondary school in Norway to analyze student-teacher interactions in regular lessons. The analysis is based on sociocultural and dialogical approaches to meaningmaking and learning, in which video data is subjected to interaction analysis. Our main findings illustrate that creating intercontextuality in students’ learning trajectories, by building on everyday knowledge and experiences as resources for classroom interactions, remains a complex task. In the classrooms we have followed, the findings show that the teacher’s narratives of how to frame learning activities and position the students in meaning-making process are grounded in teachers’ norms and assumptions of what constitutes appropriate resources to engage students’ in the dialogic creation of intercontextuality. These findings have implications for how teachers frame learning activities where students get opportunities to build upon relevant resources for discussing ideas brought to life in complex social interactions.

• Sharma, Amit; Nazir, Salman; Wiig, Astrid Camilla; Sellberg, Charlott; Imset, Marius & Mallam, Steven (2018). Computer Supported Collaborative Learning as an Intervention for Maritime Education and Training. I Nazir, Salman; Teperi, Anna-Maria & Polak-Sopińska, Aleksandra  (Red.), Advances in Human Factors in Training, Education, and Learning Sciences: Proceedings of the AHFE 2018 International Conference on Human Factors in Training, Education, and Learning Sciences, July 21-25, 2018, Loews Sapphire Falls Resort at Universal Studios, Orlando, Florida, USA. Springer. ISSN 9783319938813. s. 3–12. doi: 10.1007/978-3-319-93882-0_1. Fulltekst i vitenarkiv Vis sammendrag

  Maritime domain is one of the most high-risk industry and it predominantly employs simulator training as a means to train the prospective operators. Maritime instructors need to train students who will become future sharp end operators and interact in highly safety critical environment. One of the goals of maritime education is therefore to create relevant learning activities among the trainees which will help them not only to learn the highly contextualized/situated knowledge of work settings but who are able to work together in team demonstrating qualities such as critical thinking and leadership. Educational frameworks that take into account the unique nature of maritime domain are therefore needed to be identified. Sociocultural perspectives suggests that learning is situated in communities of practice. In order to study how people learn in practice, it is necessary to study how individuals interact with other members and the different mediational tools that are at their disposal for engagement in specific activities. In this exploratory study, we analyze the maritime simulator training through the lens of sociocultural perspective and propose computer supported collaborative learning as an intervention for maritime education and training. We describe the salient characteristics of collaborative learning and its relevance for maritime education and computer supported training. An observation study was carried out at a maritime simulator training facility. The aim is to better understand/explore the complexities of maritime simulator training and reflect on how the collaborative learning approach can be better used to support the connections of simulated learning activities and its relevance in real life maritime operations.

• Silseth, Kenneth; Wiig, Camilla & Erstad, Ola (2017). Elevers hverdagserfaringer og kunnskaper som ressurser for læring. I Erstad, Ola & Smette, Ingrid (Red.), Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid. Cappelen Damm Akademisk. ISSN 9788202533335. s. 37–54. Fulltekst i vitenarkiv
• Strandbu, Åse; Stefansen, Kari & Wiig, Camilla (2017). Læring i idrett og skole. I Erstad, Ola & Smette, Ingrid (Red.), Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid. Cappelen Damm Akademisk. ISSN 9788202533335. s. 74–93. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Aagre, Willy & Wiig, Astrid Camilla (2022). Ungdomskunnskap. Hverdagslivets kulturelle former (3.utgave). Fagbokforlaget. ISBN 9788245035438. 269 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Wiig, Astrid Camilla (2026). Jakten på det perfekte livet! Om ungdomskultur og unges psykiske helse. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla & Trædal, Hanna (2026). Har ungdom en kompetanse i seg selv, i kraft av å være unge? doi: https:/www.arbeidoginkludering.no/aktuelt-saker/2026/sterke-foredragsholdere-til-aft-dagen-2026/. Fulltekst i vitenarkiv Vis sammendrag

  Hvordan kan veiledere ved AFT hjelpe unge med å se sin egen kompetanse i møte med arbeidslivet? Eksempler fra forskning om unge og ungdomskultur.

• Wiig, Astrid Camilla & Säljö, Roger (2026). Evaluating learning in simulation-based health education. The multivoiced expertise of educators. doi: https:/medialibrary.uantwerpen.be/files/2526911/be777dd9-88c4-49af-b332-e9524b78d055.pdf?_gl=1*5voql4*_gcl_au*ODE1ODI0NzU3LjE3ODc2NjE1NzA.*_ga*MTc1Njg5ODg0MS4xNzY5MTUyNTg4*_ga_WVC36ZPB1Y*czE3ODk5NzU4MTEkbzkkZzEkdDE3ODk5NzU4MjMkajQ4JGwwJGg5NzY5MDUwNQ... Fulltekst i vitenarkiv Vis sammendrag

  This study explores the evolution of educators’ professional expertise while monitoring, evaluating and assessing student learning in simulation-based education (SBE). Drawing on sociocultural and dialogical theorizing, we examine how twelve educators analyse, assess and articulate student learning in this performative setting. Conducted as an interactional ethnography in undergraduate nursing SBE, the study involved 15 hours of video recordings alongside complementary data. Our iterative qualitative analysis, informed by Rooney and Boud’s (2019) concept of expertise as the capacity to “read” professional activities, identified three overlapping modes of expertise. We describe these in terms of the presence of three distinct voices (Bakhtin, 1986): a) the voice of clinical expertise, focusing on the care provided and its relevance; b) the voice of pedagogy/instruction, addressing student learning and assessment; and c) the voice of simulation expertise, attending to the functionality of the simulation and scenarios. We argue that professional expertise in an instructional setting of this kind does not emerge through appropriating a singular voice or perspective. Rather, expertise is multivoiced and emerges through the capacity to invoke different kinds of considerations relevant for conducting simulations and making judgements about learning and instruction in a technologically saturated environme

• Brønseth, Nora & Wiig, Astrid Camilla (2026). Hvorfor deler ungdommer videoer av at de skader andre? [Journal]. Demontert. doi: https:/www.demodemo.no/historie/scflbqt5-a94uCMDK-d6110. Fulltekst i vitenarkiv Vis sammendrag

  Voldshendelser spres i offentligheten. Noen av dem får et større liv. Astrid Camilla Wiig, førsteamanuensis i utdanningsvitenskap, jobber med forebyggende ungdomskriminalitet ved Politihøgskolen i Oslo. Hun mener at unge flest ikke tar skade av å se voldsvideoer. Hun sier at de aller fleste ungdom evner å skille mellom det de ser på skjermen og sine egne handlinger, selv om slike videoer kan gjøre sterkt inntrykk. Men en liten gruppe, særlig de som selv har opplevd vold, kan derimot reagere annerledes. Ifølge Wiig henger dette sammen med at ungdom i dag er den første generasjonen som ikke har opplevd en verden uten internett, smarttelefoner og sosiale medier. – De er derfor er kompetente til å håndtere et digitalt liv, og finner glede i både fritid og digitale fellesskap.

• Wiig, Camilla & Stenersen, Christine Rendahl (2026). HOW THE CREATION OF A VIDEO MAY CONTRIBUTE TO ENHANCE MASTER STUDENTS’ CONSCIOUSNESS ABOUT THEIR OWN DILEMMAS DURING THEIR TEENS. doi: 10.21125/inted.2026.1635. Fulltekst i vitenarkiv Vis sammendrag

  As teachers in a master course in pedagogy, we wanted our students to get a livelier understanding of their own teenage years. One of the aims in the course, is to reflect upon current cultural diversities among young people. Therefore, we wanted to give our 40 students a new kind of mandatory task beside the academic essay: creating a 3-5-minute-long video that shows us glimpses of dilemmas or ambivalences in a situation connected to a school or a leisure time setting from their own youth. “Their own youth” that they present, could be a youth between 13 and 20 years old, close to their own realities or told through a fictive “I”. Our research question is: how do students create short videos making use of their own or fictive experiences as resources for understanding dilemmas or ambivalences of teenage years? In this study, we conduct a thematic coding to organize the videos relevant to our research question, in total, 200 minutes of videodata. This gave us an overview of: 1) what are the themes of students’ videos and 2) how are the youth dilemmas presented in the videos. Among this sample, we pick out two presentations of special interest, one with an authentic story and one with a fictive story. We use interaction analysis of transcriptions of the two videos to analyse sequences of meaning making to explore how the students made use of their authentic or fictive “I” as resources for presenting dilemmas or ambivalences. In addition, these two students will be interviewed to meta-reflect upon the insights they got from creating this video work, and how it, possibly, affected their more theory-based understanding of young peoples’ identity work and lived experiences while conducting their master thesis. Our intention is that this research may contribute to show how the combination of creative filmmaking and more traditional essay-writing may work together. Another intention is to critically discuss the special ethic challenges that this methodology may infer.

• Wiig, Astrid Camilla; Kajamaa, Anu & Gormley, Gerhard (2025). Meaning of Material Artifacts in Social Interactions: The Transformative Agents in Healthcare Simulation Exercises. Fulltekst i vitenarkiv Vis sammendrag

  Symposium 2A. ICLS Symposium #340: Leveraging Simulations in Higher Education to Transform Learning and Professional Practice.

• Wiig, Astrid Camilla; Kajamaa, Anu & Gormley, Gerhard (2025). An Investigation Into the Meaning of Material Artifacts in Social Interactions: A Case Example From a Healthcare Simulation Exercise. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla & Säljö, Roger (2025). Animating Simulations: Operator and Facilitator Interventions to Support Healthcare Learning. Fulltekst i vitenarkiv
• Hov, Marte Leinonen & Wiig, Astrid Camilla (2025). "We will talk about that later”: Frictions and tensions in nurse-care debriefing sessions. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla (2025). «Profesjonell ekspertise i operatør og fasilitator-team» om kompleksiteten i samarbeid mellom operatør og fasilitator i sykepleie utdanning. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla; Aagre, Willy & Trædal, Hanna (2024). Making transitions: youth outside of education, employment and training. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla & Säljö, Roger (2024). Making simulators work: Operators and facilitators interventions to support healthcare training. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla; Aagre, Willy & Trædal, Hanna (2024). Making transitions: youth outside of education, employment and training. Virtual career guidance. Fulltekst i vitenarkiv
• Gyldensten, William C.; Wiig, Astrid Camilla & Sellberg, Charlott (2024). Temporal, social and material premises for collaboration and meaning making with desktop simulators. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla & Säljö, Roger (2024). Simulations in Healthcare. The Evolution of the Human-Technology Nexus in Clinical Learning. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla & Säljö, Roger (2024). Professional Expertise as Articulated Through Reflective Commentaries by Operators and Facilitators During Simulator-Based Learning Activities. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of this study is to contribute to understanding how expertise is articulated and communicated in simulator-based training in healthcare. Professional expertise refers to performative elements of knowing in operators’ and facilitators’ reflective conversations during simulations and debriefings in full-scale nurse simulator-practices. The study builds on interaction analysis of 24 video-documented (12h) conversations during such activities. Findings show how the articulations of professional knowing by the participants serve as resources in the co-construction of expertise. The analyses illustrate that professional knowledge has a degree of abstractness, and therefore relies on analysis, judgement, and perspective-taking in situ. In the simulation environment, the participants coordinate and clarify their general know-how in relation to the specifics of the evolving care activities.

• Wiig, Astrid Camilla; Sellberg, Charlott & Lindmark, Olle (2024). Radio-mediated instructions in dynamic positioning training. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla (2023). Unges digitale liv. Fulltekst i vitenarkiv
• Aagre, Willy & Wiig, Astrid Camilla (2023). Er det for jævlig å være ung idag? Fulltekst i vitenarkiv
• Wiig, Astrid Camilla; Aagre, Willy & Trædal, Hanna (2023). Virtual career-guidance for young people outside of work and education. Fulltekst i vitenarkiv
• Aagre, Willy & Wiig, Astrid Camilla (2023). Er det for jævlig å være ung idag? Fulltekst i vitenarkiv
• Wiig, Astrid Camilla (2023). From policy to practice: document analysis of learning outcomes in curricula steering simulator-based training in Maritime bachelor educations. Fulltekst i vitenarkiv Vis sammendrag

  Simulation based learning and assessment are essential elements in the development of professional competences and for certification in Maritime Education and Training (MET). The use of simulators in learning and assessment practices is mandatory, regulated by the “International Convention of Standards of Training, Certification and Watch keeping for Seafarers” (STCW). This international convention describes the minimum standard level of training, certification, and watch keeping that national maritime authorities must meet. Additionally, national bachelor programs are regulated by national regulations and local curricula. By analyzing policy documents regulating mandatory simulator-based training and assessment in Bachelor programs in Norway, the study aims to better understand the empirical context of simulation-based practices in Norway. Written texts, such as policy documents, can be seen as historical documents that display valuable information about the conceptual foundations that characterize a given field of research, and they offer a window into how paradigmatic assumptions in the field have developed (Wiig, Sellberg & Solberg, In Progress). Research on policy documents in higher education, outline that descriptions such as for instance accounts on learning outcomes, provide specific competence standards and at the same time, they open for various interpretations of how training, learning and assessment activities can be enacted in practice (Prøitz et al. 2017). Still, there have been few discussions and limited research on maritime policy, research and practice concerning a shared definition, the logic of learning outcomes described in policy and enacted in practice as well as their implications for teaching, learning and assessment with simulators (Wiig, 2022). The aim of this paper is to conduct an analysis of policy content to investigate and synthesize the conceptual understanding of simulator training and assessment in policy documents regulating MET. By conducting a document analysis of policy content, which examines the values, assumptions and ideologies underpinning the policy process, the study will provide a) a description of how simulator training and assessment is designated in central policy documents, and b) the enactment of learning outcomes descriptions in study plans where simulator training and assessment is introduced as mandatory. The research questions guiding the analysis are 1) what kinds of policy documents regulate the Maritime Bachelor Education, and 2) how is simulated training and assessment described and interpreted across national regulations and local curricula regulating professional certification in Norwegian Bachelor Education? Findings of the analysis of the content regarding simulator training and assessment in the international policy document STCW, display a lack of an integration of the concept and content regarding “simulators” training and assessment (Wiig, 2022). Additionally, Wiig's findings document that there is an absence of a shared definition of simulator training and assessment and complex description of the concept and content regarding “simulators” explicating them as both objects, tasks and/or methods. Interestingly, while learning outcomes in policy documents have been a powerful instrument in the reorganization of educational management (Prøitz et al. 2017), learning outcomes as a concept does not exist in the International STCW document. If policy can be interpreted as being about the exercise of political power (Codd, 1988), the language used to legitimate the process of using simulators in training and assessment internationally, can be characterized as inexplicit, unclear, complex and with an absence of conceptual definitions and nonexisting descriptions of learning outcomes.

• Aagre, Willy & Wiig, Astrid Camilla (2023). Er det for jævlig å være ung idag? Fulltekst i vitenarkiv
• Wiig, Astrid Camilla & Säljö, Roger (2023). Professional expertise as articulated through reflective commentaries by operators and facilitators during healthcare simulations. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla (2023). Transitions and transformations: the potentials of simulations and digital technologies in professional practices. Fulltekst i vitenarkiv
• Dittrich, Lynn; Wiig, Astrid Camilla & Aagaard, Toril (2023). Using simulation-based learning to investigate students’ enactment and analysis of core practices. Fulltekst i vitenarkiv
• Lervik, Wenche; Berg, Helen; Solberg, Mads & Wiig, Astrid Camilla (2023). Facilitator's assumptions of feedback in simulation-based training for nursing students. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla (2023). Arbeidslivsrelevant bruk av AR i Kongsberg videregående skole. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla (2023). Arbeidslivsrettet bruk av AR i Kongsberg videregående skole. Fulltekst i vitenarkiv
• Starup, Mari; Sellberg, Charlott & Wiig, Astrid Camilla (2023). Playing to learn? A frame analysis of competition and playfulness in maritime simulation. Fulltekst i vitenarkiv
• Aagre, Willy & Wiig, Astrid Camilla (2023). Er det for jævlig å være ung i dag? Fulltekst i vitenarkiv
• Wiig, Astrid Camilla & Aagre, Willy (2023). Recontextualizing experiences and knowledge: exploring how Master students perceive connections and contradictions between youth cultures using interpretive documentary analysis. Fulltekst i vitenarkiv Vis sammendrag

  In exploring what is “truth” and “who decides”, this study connects to an ongoing discussion about the affordances and limits of making use of students’ experiences and knowledge as relevant contexts for theoretical professional learning, in this case for the development of youth cultural expertise. Through an explorative approach to connect and make lines of meaning between what students see, examine, and communicate visiting a youth club based on creative activities, the analytic focus is directed towards investigating students’ mandatory assignments (n=25) on how they perceive connections and contradictions between formal teaching frames and informal expression forms of youth cultures. Preliminary findings show that students can flexibly connect informal and formal experience which may lead to transformative and consequential understanding for their future professional lives.

• Sellberg, Charlott; Viktorelius, Martin & Wiig, Astrid Camilla (2023). Guest editorial. WMU Journal of Maritime Affairs (JoMA). ISSN 1651-436X. 22(2), s. 133–141. doi: 10.1007/s13437-023-00314-5. Fulltekst i vitenarkiv
• Aagre, Willy & Wiig, Astrid Camilla (2022). De unges arenaer. I Aagre, Willy & Wiig, Astrid Camilla (Red.), Ungdomskunnskap. Hverdagslivets kulturelle former (3.utgave). Fagbokforlaget. ISSN 9788245035438. s. 209–264. Fulltekst i vitenarkiv
• Aagre, Willy & Wiig, Astrid Camilla (2022). Ungdomskulturen. I Aagre, Willy & Wiig, Astrid Camilla (Red.), Ungdomskunnskap. Hverdagslivets kulturelle former (3.utgave). Fagbokforlaget. ISSN 9788245035438. s. 139–190. Fulltekst i vitenarkiv
• Aagre, Willy & Wiig, Astrid Camilla (2022). Samfunn, individ og gruppe. I Aagre, Willy & Wiig, Astrid Camilla (Red.), Ungdomskunnskap. Hverdagslivets kulturelle former (3.utgave). Fagbokforlaget. ISSN 9788245035438. s. 81–122. Fulltekst i vitenarkiv
• Aagre, Willy & Wiig, Astrid Camilla (2022). Forord i Ungdomskunnskap. Hverdagslivets kulturelle former. I Aagre, Willy & Wiig, Astrid Camilla (Red.), Ungdomskunnskap. Hverdagslivets kulturelle former (3.utgave). Fagbokforlaget. ISSN 9788245035438. s. 5–6. Fulltekst i vitenarkiv
• Aagre, Willy & Wiig, Astrid Camilla (2022). Hvem er de unge? I Aagre, Willy & Wiig, Astrid Camilla (Red.), Ungdomskunnskap. Hverdagslivets kulturelle former (3.utgave). Fagbokforlaget. ISSN 9788245035438. s. 11–30. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla (2022). Patterns and variations in policy describing simulated assessment practices: analyzing documents regulating Maritime Higher Education. Fulltekst i vitenarkiv
• Aagre, Willy & Wiig, Astrid Camilla (2022). Tverrvitenskapelige perspektiver på ungdom. I Aagre, Willy & Wiig, Astrid Camilla (Red.), Ungdomskunnskap. Hverdagslivets kulturelle former (3.utgave). Fagbokforlaget. ISSN 9788245035438. s. 31–80. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla (2022). Exploring the interactional practice of assessment: Students as competent contributors in evaluating their own competence. Fulltekst i vitenarkiv Vis sammendrag

  In this paper, I move beyond the dominating focus on assessment and evidence use in educational policy and its uptake in educational practice, to explore which aspects of competence students are made accountable for in authentic evaluations carried out by means of group subject talks. Methodologically, the study draws on audio-recorded materials collected through ethnographic fieldwork in four lower secondary schools. Analytically, the study focuses on a part of the data corpus capturing authentic teacher – student dialogues after group subject-talk tests. Using sociocultural perspective, and the notion of accountable talk, the study reports interaction analysis of the evaluation dialogues under scrutiny. The results illustrate that subject-talk evaluation practices through their organization in social groups, go beyond assessing students in terms of assessments criterions or scales. The assessment situation becomes a setting where teachers share professional judgments and approve specific initiatives on the part of the groups of students, positioning students as competent contributors in the evaluations of their own social and academic knowledge. Keywords: classroom assessment, student evaluation, accountable talk, group dialogues

• Wiig, Astrid Camilla & Aagre, Willy (2022). Resonance: exploring how trainee-students perceive connections and contradictions between school and youth culture using interpretive documentary analysis. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla; Bremnes, Dag & Rygaard, Anne (2022). Augmented Reality i Kongsberg. Et pilotprosjekt. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla & Sauvage, Eva (2022). Tracing conceptual discussions: exploring integration among practice and industry for work-related use of Augmented Reality in vocational education. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla (2022). LÆRING MED DIGITALE RESSURSER; EN TIDSREISE FRA TEACHING MACHINES TIL AUGMENTED REALITY. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla; Sellberg, Charlott & Solberg, Mads (2022). Tracing conceptual discussions of simulation-based learning in Maritime Higher Education. Fulltekst i vitenarkiv Vis sammendrag

  The aim of this study is to trace conceptual discussions of simulation-based learning in Maritime Education and Training (MET), focussing on articles published on simulation-based training and assessment in maritime scientific journals from 1961-2021 (n=87). By performing a combination of quantitative and qualitative analyses this study investigates: a) how learning in simulations is conceptualized in MET research, and b) how these conceptualisations have changed over the last decades. Preliminary results show an educational field dominated by human factors research and dedicated towards upholding industry standards. Learning as a topic occur for the first time in 1980. However, it took until 2021 for learning to emerge as a frequent topic in the literature on simulation in MET.

• Wiig, Astrid Camilla & Popperud, Vegard (2022). - Samarbeid om teknologiopplæring, Vegard Popperud, avdelingsleder Kongsberg videregående skole, Astrid Camilla Wiig, 1.amanuensis i pedagogikk v/Universitetet i Sørøst-Norge og elever i teoretisk og praktisk aktivitet. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla & Sellberg, Charlott (2022). Paper and presentation from AERA 2022. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla (2022). Hva er læringspotensiale i simuleringer? Å skape sammenhenger i scenarie simulering før og etter praksis i sykepleieutdanningen. Fulltekst i vitenarkiv Vis sammendrag

  Scenarie-simulering før og etter praksis i sykepleieutdanningen – Et forskningsprosjekt om profesjonsutdanningers simulatortrening. A. Camilla Wiig forsker på lærings- og vurderingspraksiser i avanserte simulator-baserte omgivelser i høyere utdanning. I dette innlegget vil hun presentere foreløpige resultater fra scenarie-simuleringer der sykepleierstudenter trener før og etter praksis i sykepleieutdanningen. Ved å ta utgangspunkt i dialoger og interaksjoner mellom sykepleierstudenter og fasilitatorer/operatører i autentiske scenarie-simuleringer, bruker hun video-film for å undersøke lærings – og vurderingspraksisene. v/A. Camilla Wiig, førsteamanuensis i pedagogikk, USN – Campus Vestfold, og prosjektleder for USNs partnerskap i PROSIM

• Wiig, Astrid Camilla & Gulliksen, Marte Sørebø (2021). Learning and embodied cognition in XR. Fulltekst i vitenarkiv Vis sammendrag

  USN Seminar on Immersive Technologies Immersive technologies (also called extended reality technologies or XR) refer to virtual reality, mixed reality, and augmented reality technologies such as VR headsets, the Hololens, and augmented reality applications in smartphones and tablets. ________________________________________ Because of the potentially endless applications of technologically-supplemented reality, it is no surprise that these technologies are on their way to ubiquity. Within academia, we regularly hear of applications in primary, secondary, and tertiary education, for teaching, training, and research. This is true for USN as well. In this USN-wide seminar, the I-merse Research Group and eDU will address some of the most pressing concerns and questions about immersive technologies including the following: • limitations and barriers • learning and motivation in XR • pedagogy for immersive technology • research ethics, equity, and inclusivity • points to consider in using immersive technology for research The seminar will also showcase some USN projects on or that utilize immersive technologies. To inspire and facilitate further collaboration with industry, XR companies will also be invited for a pitch and to meet and greet USN faculty and staff.

• Wiig, Astrid Camilla & Prøitz, Tine Sophie (2021). Subject talks. Tracing characteristics of social interaction. Fulltekst i vitenarkiv Vis sammendrag

  In this paper, we explore a new assessment phenomenon observed in practice and most recently formalized by policy uptake within the Norwegian setting. We analyse how teachers and students interact in “subject talks” organized in groups with a particular focus on describing learning outcomes and assessment methods in the nexus of accountable practices. We analyse (N=76) audio-recorded subject talks collected in two lower secondary schools in Norway during the school year of 2017-2018 in Natural science and Norwegian (L1). By tracing characteristics of new learning and assessment practices, our findings point out significant patterns and variations in students’ assessment and self-assessment practices, documenting the layers of accountable practices. Preliminary findings display that the layers of accountable practices create opportunities and affordances for students’ interactions. In the subject talks, conceptual understanding, deep learning activities and the subject specific concepts are seldom part of teachers’ summary of students learning outcome. On the contrary, the accountability to the social community i.e. the group performance in planning, contributing and reflecting over their participation are repeatedly highlighted, thus illuminating subject talks as interactional endeavours. Contributing with new understanding of group subject talks as interactional assessment practices, we discuss the challenge of teacher’s feedback across layers of accountability. Focusing mostly on the social dimensions of the group participation, the accountability to conceptual understanding and deep learning activities in the discipline becomes invisible and seems to bring an acceptance of “surface knowledge” over conceptual understanding and deep learning activities.

• Wiig, Astrid Camilla; Oddvik, Morten; Næss, Rakel Rohde & Beal, Charlotte (2021). Teacher students as innovators for sustainable development. Fulltekst i vitenarkiv Vis sammendrag

  The present study explores how teachers and teacher students engaged with an experimental recycling center called The Magic Factory for creating innovative learning designs for schools in the region. The teacher students’ mission was to design and present an experience-based teaching program and learning activities that the center could offer pupils visiting the center from local district schools. Developing multimodal presentations of their ideas, the students invited representatives from The Magic Factory to a workshop at the simulation center SimSam. SimSam is a 360-degree circular room, 11 meters in diameters surrounded with 4-meter-high walls where 8 projectors display multimodal presentations simultaneously. The lab opens for collaboration and sharing ideas.   By analytically scrutinizing how the teacher students orient to and appropriate their multimodal presentations of their ideas, this article aims to show how students ideas displayed in the simulated collaborative lab becomes mediational means for all participants engaging in dialogues about sustainable development. The following research questions guide our empirical analysis: 1) What characterized the students’ learning designs for sustainable development and 2) how did teachers, students and partners engage in collaborative activities at the simulation center?    For shedding light on these research questions, we employ an ethnomethodological approach to human interactions (Jordan & Henderson, 1995) and a situated and dialogical perspective on learning in which the teacher students’ construction of meaning is conceived as an interactional, tool-mediated engagement (Vygotsky, 1978; Greeno, 2006).   The data was collected in a Master course for teacher students at a Norwegian University during a project lasting for six weeks. The participants were teacher students (n= 47), four teachers and two partners from the Magic Factory. The data corpus consists of video material from the workshop, student multimodal presentations and photos. The analytical focus is on microanalysis of interactions between the participants and their appropriation of mediational means in the simulator center. The detailed interaction analysis enabled us to display the conceptual and social dimensions of how the participants engage in collaborative activities in the simulation center.  The findings demonstrate that the teacher student's multimodal resources in the simulator center became mediational means in the sense of enabling the teacher students to develop and present an experience-based teaching program, reflect on how it might be used for school visits and provide reasons for complex creative solutions for a future-oriented pedagogy on sustainable development.

• Wiig, Astrid Camilla (2021). Blended Learning. Exploring Contradictory Demands Between Emerging Design Principles and New Learning Practices. Fulltekst i vitenarkiv Vis sammendrag

  This research was funded byMARitim KOMpetanse mot 2020 (MARKOM2020), by the Norwegian Ministry of Education, project no. T136.

• Wiig, Astrid Camilla (2021). The role of storytelling in maritime debriefing. Fulltekst i vitenarkiv Vis sammendrag

  The presentation is based on the published article: Sellberg, C., Wiig, A.C. Telling Stories from the Sea: Facilitating Professional Learning in Maritime Post-Simulation Debriefings. Vocations and Learning 13, 527–550 (2020). https://doi.org/10.1007/s12186-020-09250-4

• Wiig, Astrid Camilla (2021). Erfaringer med AR/VR i forskningssammenheng ved USN. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla & Sellberg, Charlott (2021). The co-construction of student reflection: A dialogical perspective on online oral examinations in higher education. Fulltekst i vitenarkiv Vis sammendrag

  Reflection is an essential element in the development of professional competences in maritime education and training. Oral examinations in higher education online courses are a form of assessment that may enhance students’ discursive reflections such as explicating conceptual understanding (Akimov & Malin, 2020). The importance of examiner’s questions to promote students’ reflection is well accepted, but questions concerning whether and how examiners promote reflective practises in formal examination settings remain largely unanswered in the maritime research literature, but can be found in professional education in healthcare (e.g., Husebø et al., 2013; Kihlgren et al., 2015). Husebø et al. (2013) explored facilitators’ questions in nursing students post simulation debriefings using Gibbs’ (1988) reflective cycle to grade the facilitators’ questions into stages of reflections. Here, the aim is to explore the depth of reflections expressed in questions by examiners and responses from students during online oral examinations using Gibbs’ (1988) reflective cycle to explore master students’ development towards a reflective pedagogical practice in a course on teaching and learning in maritime contexts. The research questions are: 1) How do examiners’ questions open for students’ reflections on teaching and learning during an online oral exam? 2) What stage of reflection did the examiners’ and students’ questions and responses reveal? The reflective cycle of Gibbs (1988) is used as a conceptual framework since the model links reflection with learning. It includes six stages: descriptions, feelings, evaluation, analysis, conclusion, and action plan. The cycle can be used to encourage students to organize and structure their thinking and learning reflectively. This study takes on an explorative and descriptive qualitative design inspired by Husebø et al. (2013) to explore our own teaching practice. The results are based on 9 video recordings of oral examinations, approximately 10 hours of data collected in November 2020 and February 2021. Reflections were analysed based on the reflective cycle of Gibbs (1988), which were used to grade examiners’ questions and students’ responses into stages of reflections. Next, the relationship between classified questions and responses were correlated, apart from those graded differently by the two authors. 9 students (3 females and 6 males) and 3 female examiners participated in the study. The course is a voluntary course during the fourth year and enable students to teach at maritime bachelor programs. The final examination took place via Zoom and was organized as: 1) an individually prepared digital presentation of a topic from the curriculum (15 min), and 2) metareflections and questions from other topics facilitated by one of the internal examiners (10 - 15 min). Results display that online examinations organized as prepared oral presentations followed by metareflections based on the curriculum and activities during the semester open for students’ reflections. Preliminary findings show how and why creating online spaces for meaningful reflection is a complex and delicate educational activity. In the empirical material, reflection builds on the mutual and continuous effort of both teachers and students to frame the subject matter in a way that opens up for advanced levels of reflection, which are necessary to reach for students’ to achieve learning objectives in advanced level master courses.

• Wiig, Astrid Camilla & Prøitz, Tine Sophie (2020). Subject talks. Exploring relational surface knowledge in group “Subject talk". Fulltekst i vitenarkiv Vis sammendrag

  In this paper we explore a new assessment phenomenon observed in practice and most recently formalized by policy uptake within the Norwegian setting. The phenomenon is called “subject talk” and are 20-30 minutes structured dialogues where teachers and students engage in talks about subject specific topics as an alternative approach to more conventional ways of assessing students’ learning outcomes. In the present study, we investigate the idea that the teachers’ framing of accountable ways of engaging within the subject talks seems to have a strong guiding influence on how students participate and what students see as meaningful assessment and learning practices (O'Connor, Michaels, & Chapin, 2015; C. Wiig et al., 2019). In particular, the notion of “accountable practises” serves as the conceptual tool for analysing how teachers and students negotiate and co-construct accountable ways of engaging in subject talks as interactional endeavors. This approach opens for categorizing the teacher – student interactions in subject talks as three dimensions of negotiating accountable practices; to classroom community, rigorous reasoning and accurate knowledge in the discipline, first explicated by Resnick (1995), and further developed by Michaels, O'Connor, and Resnick (2008), and A. C. Wiig (2019). These dimensions will be applied as analytical tools to explore the social interactions of negotiating the situated practice of knowing how to behave as well-informed students in subject talk in classroom interactions. Combining the three dimensions of accountability, provide a general picture on the overall function of subject talk in our data corpus, as well as more detailed accounts of subject talk practices. Thus, the aim of the study is to investigate subject talks in two lower secondary schools, and analyse how teachers and students engage and discuss the tensions and opportunities regarding accountable ways of engaging in these new practices. Further, the study also aims to explore how newer and alternative ways of assessment emphasising relational aspects for working with and measuring learning outcomes potentially influence the ways learning outcomes are conceptualised and perceived in practice. The following research questions guide our analysis: 1) how do teachers and students negotiate and co-construct accountable ways of engaging in subject talks, and 2) what do the teacher emphasise as accountable ways of knowing how to behave while evaluating the group’s performance in subject talks?

• Wiig, Astrid Camilla (2020). Connected Learning and Teacher Challenges. Fulltekst i vitenarkiv Vis sammendrag

  Abstract. The presentation introduces findings from Camilla’s thesis “Connecting everyday and academic learning practices,- a teacher challenge”, conducted within the framework of the research project Knowledge in Motion Across Contexts of Learning (KnowMo) funded by the Norwegian Research Council. The project investigates learning practices in and out of school, exploring the conditions under which learning experiences in out-of-school settings could be made relevant for learning in lower-secondary schools. In terms of practical policy, education in the digital age should foster the development of in-depth learning, information management, critical thinking, and the ability to apply everyday and informal experience and knowledge to solve complex and interdisciplinary problems. Making use of students’ everyday and informal experiences and tools as resources for academic learning is considered a key tool in educational reforms that might enable pedagogy capable of bringing the everyday world into the classroom and contributing to an academically relevant educational practice for the 21st century. However, the review of existing international research literature in my study illustrates that teachers’ attempts to incorporate students’ outside experiences and knowledge into more academic learning practices typically fail to exploit students’ own expertise, knowledge, and tools. When students’ experiences from informal learning activities are invited into educational purposes, the discrepancies in the views of learning (i.e., what is considered relevant or accountable) and the goals of the different disciplinary practices implicitly lead to tensions and practical challenges. This contradiction between different views and objectives of approaches to learning reflected in the organization of informal and formal learning practices calls for a closer look at how connecting everyday and academic learning practices are played out in regular classroom interactions. The findings of one of the case studies are reported in this presentation; documenting the teacher’s dilemma of framing students’ digital engagement in their leisure time as a resource for academic learning, which expands student practices and creates tensions within and across the institutional framing of schooling. At an overall level, the findings displayed that when the students’ experiences and knowledge of engaging with playful digital practices in informal learning activities are invited into highly regulated educational purposes, the discrepancies in the views of learning and the goals of the disciplinary practice lead to tensions and practical challenges. My study also displays that when the teacher frames task and digital tools as part of disciplinary teaching but contextualizes them in everyday and informal contexts, both the teacher and students struggle to negotiate accountable ways of engaging in the new practice.

• Aagre, Willy & Wiig, Astrid Camilla (2020). Recovery and slow Identities. Exploring Hartmut Rosa’s Concepts of Resonanze in an up-speeding Society. Fulltekst i vitenarkiv
• Prøitz, Tine Sophie; Mølstad, Christina Elde; Dieudè, Alessandra & Wiig, Astrid Camilla (2020). LEARNING OUTCOMES CHANGING EDUCATION – TRACES OF POLICY IN PRACTICE. Fulltekst i vitenarkiv Vis sammendrag

  This video paper presentation prepared for the vCIES 2020 undertakes a discussion approach to a set of three empirical studies from the Learning outcomes in policy and practice (LOaPP) research project. In LOaPP we investigate how education policy is defined, materialized and operationalized in education practice. The context of the study is a period of intense education reform in Norway introducing learning outcomes as an instrument for education change at policy, school and classroom level. By examining the relationships of the macro-policy of the formal system and the micro-activities of the ‘lived organization’ of administrators, school leaders and teachers the paper generate insights about change in education policy and education practice. The findings of the paper show how the introduction of learning outcomes have led to several changes in Norwegian policy, in schools and in classrooms. The study also highlights the roles of actors in education as co-constructors of education policy and the need for multi level and multi method approaches when studying policy and practice relations in education.

• Wiig, Astrid Camilla (2020). “Storytelling in maritime debriefing”. Fulltekst i vitenarkiv Vis sammendrag

  The International Conference on Analyzing practices and advancing pedagogies for professional learning in simulated environments takes place on April 1st 2020 at Lindholmen Visual Arena, Gothenburg, Sweden. The conference brings together practice-oriented research on simulation-based training from three different domains: medicine, maritime navigation, and police education. In their talks, the conference key notes discuss the theoretical underpinnings of professional learning in simulated environments, putting focus on embodied actions with different artefacts during simulation as well as the importance of language and social interaction for reflecting on simulation in post-simulation debriefings. The presenters report detailed studies on practices of training and assessment in simulated environments and critically discuss their empirical findings in regards to the development of skills and competencies needed in different professions. A final key note talk will reflect on different theoretical perspectives on learning in simulated environments which is followed by a panel discussion featuring the three key note speakers, summing up the conference and its take home messages. As a result, the conference identifies critical features of simulation practice and outlines how results can advance simulation pedagogy in professional domains with high standards of safety. The conference turns to researchers and educators in simulation-based education, as well as to practitioners and students. The third paper by Wiig is a work-in-progress, concerning the implementation of a model for structured reflection in simulation-based maritime debriefing. Through close and detailed analysis of video-data Wiig is exploring how the use of debriefing model to structure reflection organizes the activity, with focus on how the reflective practice unfolds in interaction between participants and the technologies used to visualize the scenario in retrospect.

• Wiig, Astrid Camilla; Stenersen, Christine Rendahl & Prøitz, Tine Sophie (2020). Comparisons of “Subject Talk” in Classroom Assessment – tracing Educational Policy across School Subjects and Classroom practices. Fulltekst i vitenarkiv Vis sammendrag

  In Norway, as well as in many other countries, there has been a growing focus on measurement of learning outcomes (author 2010, 2015). A general demand for evidence in decision-making and a subsequent continuous need for assessment and data are other factors driving the development of the knowledge society (Lundahl & Waldow, 2009; Ozga, Dahler-Larsen, Segerholm, & Simola, 2011). There have been substantial discussions in policy, research and practice concerning the logic of learning outcomes and their roles in education and curricula as well as their implications for teaching, learning and in assessment. As Stoller (2015) highlights, ‘Over the last 20 years, the use of definable and measurable learning outcomes has increasingly become a requirement for justifying curriculum and pedagogical practices’. Learning outcomes are considered as a key concept in a changing education policy landscape (Aasen et al., 2012; Fuller, 2009; Hargreaves & Moore, 2000; Hopmann, 2008; Lassnigg, 2012; Lawn, 2011; Ozga, 2009; Shepard, 2000, 2007). Researchers argue that developments focusing on outcomes have brought about a change in perceptions of quality in education (Adam, 2004; Kellaghan & Greaney, 2001) as well as switching the focus from input indicators to outcome indicators (Fuller, 2009). These developments have also led to changes in how education is governed and practised, and notably, this makes it necessary to form critical concepts for understanding how curricula are formed and functioned today (Lundgren, 2006). In this paper we zoom in on and explore a new policy emphasised and supported initiative called “subject talk” of structured 30 minutes dialogues where teachers and students engage in talks about subject specific topics as an alternative approach to measuring students’ learning outcomes. In contrast to studies that seek to isolate the impact of policy in overall education development, we employ a sociocultural perspective on the ways policy is brought into educational practices and enacted as cultural tools that can be traced within and across educational policy documents, interpreted and enacted by actors in education in various school and classroom settings. We analyse the phenomenon of subject talk as it is defined, presented and introduced in central educational policy documents and further how it is enacted and interpreted by teachers in classroom practices. The aim of the study is tracing educational policy intentions into enacted assessment practices in two lower secondary schools, and categorize what kind of subject talk-practices is under development in Norwegian classroom interactions. Further, the study also aims to explore how newer and alternative ways of assessment emphasising relational aspects for working with and measuring learning outcomes potentially influence the ways learning outcomes are conceptualised and perceived in policy and in practice.

• Wiig, Astrid Camilla (2019). Relasjonsbygging i veiledning. Fulltekst i vitenarkiv
• Malines, Lena & Wiig, Astrid Camilla (2019). Camillas funn i doktorgrad: - Lærerne vil veldig gjerne, men synes det er vanskelig. Hvordan bruke elevenes erfaringer. [Journal]. Vestviken24. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla (2019). Digital læring i det 21. århundre. Forskning på lærerrollen og skolelederens rolle. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla (2019). Spill som verktøy for inkludering. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla & Prøitz, Tine Sophie (2019). Tracing Educational Policy in Classroom Assessment practices – analyzing “subject talk” as a new form of assessment within and across policy documents and classroom practices. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla (2019). Connecting everyday and academic learning practices, a teacher challenge? Presentasjon av funn fra avhandlingen. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla (2019). En introduksjon til interaksjonsanalyse av data fra klasserommet. En oversiktsforelesning. Fulltekst i vitenarkiv
• Sellberg, Charlott & Wiig, Astrid Camilla (2019). Telling stories from the sea: Boundary work and face-saving strategies in maritime post-simulation debriefing. Fulltekst i vitenarkiv Vis sammendrag

  This study examines storytelling episodes in 13 video-recorded and fully transcribed post-simulation debriefings from a maritime navigation course. The aim is to scrutinize the facilitators’ practice of telling stories from the sea during debriefing, in order to find interactional patterns in regards to the following questions: a) what occasions branches of storytelling in debriefing? b) what lessons to be learned are made through storytelling? c) how do the students respond to the stories? A combination of dialogical-performative analysis and a structural narrative model was conducted in order to both analyze and contextualize stories from working at the sea in the debriefing practice. The analysis show how storytelling in debriefing were frequently occurring, and mainly occasioned by critical discussions about students’ mistakes during the simulated scenario. In such a critical debriefing practice, our results show how telling stories about lived experiences of professional dilemmas and mistakes serves multiple functions. In line with research results from previous studies on storytelling in higher education, this study show how storytelling provides concrete examples on topics that might seem abstract or illusive in an educational context, and connects the simulation event to the professional responsibilities onboard seagoing ships. Moreover, the results suggest that facilitators’ practice of highlighting working professionals’ dilemmas and mistakes do face-saving work in debriefing, and might contribute to a psychologically safer debriefing climate.

• Wiig, Astrid Camilla (2019). Perspectives on 21th century skills and challenges for future higher education. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla (2019). Gaming som ressurs for læring. Å game på liksom og game på skolsk. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla (2018). Teachers, trajectories and accountable talk. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla; Sellberg, Charlott & Nasir, Salman (2018). Connecting through collaboration: Instructor's role in high fidelity simulator training. Fulltekst i vitenarkiv
• Lange, Thomas de; Fløgstad, Guro Nore; Augestad, Pål; Finnanger, Tiril Smerud; Kennedy, Audhild Lindheim & Johansson, Mats Sigvard [Vis alle 11 forfattere av denne artikkelen] (2022). Vurdering av Ph.d-programmene ved Fakultet for humaniora, idrett og utdanningsvitenskap - innstilling fra en arbeidsgruppe. Universitetet i Sørøst-Norge/Universitetet i Søraust-Noreg. Fulltekst i vitenarkiv
• Næss, Rakel Rohde; Oddvik, Morten; Hontvedt, Magnus; Wiig, Astrid Camilla & Beal, Charlotte (2022). Den Magiske Fabrikken — Lærerstudenter som innovatører for læring om bærekraftig utvikling. Et forsknings- og utviklingsprosjekt om konstruksjon av opplevelsesbaserte undervisningsopplegg på Den Magiske Fabrikken. Universitetet i Sørøst-Norge/Universitetet i Søraust-Noreg. ISSN 9788272067198. Fulltekst i vitenarkiv Vis sammendrag

  I rapporten beskrives hvordan lærerstudenter kan være innovatører for læring om bærekraftig utvikling. Rapporten viser hvordan partnerskap mellom lærerutdannere, lærerstudenter og representanter fra arbeidslivet samarbeidet med og engasjerte seg i et resirkuleringsanlegg, kalt Den Magiske Fabrikken, for å lage innovative, opplevelsesbaserte undervisningsopplegg med temaet bærekraft. Rapporten redegjør for prosjektet i sin helhet, fra hvordan studentene ble orientert om arbeidet med å utvikle innovative undervisningsdesign om bærekraft på campus til de multimodale presentasjonene ble presentert på en workshop på simuleringssenteret SimSam. Dette er et simulerings- og samhandlingslaboratorium lokalisert ved Universitetet i Sørøst- Norge (USN). Prosjektet ble gjennomført som et design-basert prosjekt, noe som innebærer at vi bygget prosjektet på læringsteoretiske prinsipper, og endret og utviklet undervisningsdesignet basert på erfaringene som ble gjort underveis. Gjennom å utforske undervisning på innovative måter rundt temaet bærekraft fikk både lærerutdannere og studentene utviklet sin entreprenørielle kompetanse. Prosjektets tette kobling mot arbeidslivet gav fruktbare koblinger mellom universitetsutdanningen og lærerprofesjonen. Gjennom å samarbeide med arbeidslivet fikk studentene omforme pedagogiske ideer tilknyttet bærekraft til konkrete undervisningsaktiviteter. Samlet sett ser vi prosjektet som en svært verdifull forskningstilnærming for å bedre forstå hvordan utdanningsinstitusjoner kan tilrettelegge for å skape gjensidig utviklende relasjoner mellom studentaktive læringsformer, partnere i arbeidslivet og forskning. Rapporten er utformet av Rakel Rohde Næss, Morten Oddvik, Magnus Hontvedt, Camilla Wiig og Charlotte Beal. Prosjektet er ledet av Magnus Hontvedt

• Wiig, Astrid Camilla; Wittek, Anne Line; Erstad, Ola & Silseth, Kenneth (2019). Connecting everyday and academic learning practices, a teacher challenge? Universitetet i Sørøst-Norge/Universitetet i Søraust-Noreg. ISSN 9788278603697. Fulltekst i vitenarkiv Vis sammendrag

  This article-based thesis presents the findings of a qualitative case study that provide a theoretically informed and empirically grounded description of regular classroom practices and how teachers anticipate and draw on the everyday and informal experiences of students as resources for academic learning. In terms of practical policy, education in the digital age should foster the development of in-depth learning, information management, critical thinking, and the ability to apply everyday and informal experience and knowledge to solve complex and interdisciplinary problems. Making use of students’ everyday and informal experiences and tools as resources for academic learning is considered a key tool in educational reforms that might enable pedagogy capable of bringing the everyday world into the classroom and contributing to an academically relevant educational practice for the 21st century. However, the review of existing international research literature in this study illustrates that teachers’ attempts to incorporate students’ outside experiences and knowledge into more academic learning practices typically fail to exploit students’ own expertise, knowledge, and tools. When students’ experiences from informal learning activities are invited into educational purposes, the discrepancies in the views of learning (i.e., what is considered relevant or accountable) and the goals of the different disciplinary practices implicitly lead to tensions and practical challenges. This contradiction between different views and objectives of approaches to learning reflected in the organization of informal and formal learning practices calls for a closer look at how connecting everyday and academic learning practices are played out in regular classroom interactions. While contradictory practices in education are not unusual, in this case, it seems important to gain better knowledge of how these practices of connecting everyday and academic learning are played out over time and, in particular, how teachers’ frame and anticipate learning activities when drawing on everyday and informal experiences of students in classroom interactions. The findings of the case study are reported in three research articles. Study 1 explored how teachers’ framing of learning activities opens and closes opportunities for students to position themselves to co-construct meaning. The findings illuminated that whole-class introductions are characterized by teacher-led talk that invites students’ to be active contributors to a limited extent when engaging with their own everyday and informal experience. At an overall level, the findings addressed how teachers framed opportunities (in an expansive or bounded manner) to make use of everyday and informal experiences of students as (1) tools to make use of student’s authentic experiences, positioning students as active contributors; (2) resources for disciplinary recitations of authoritative knowledge, offering students opportunities to build on someone else’s knowledge; and (3) “surrogate resources,” making it difficult for students to recognize “the imagined everyday experience” as a learning resource. The study illustrates the complexities of connecting everyday and academic learning practices. Study 2 documents the teacher’s dilemma of framing students’ digital engagement in their leisure time as a resource for academic learning, which expands student practices and creates tensions within and across the institutional framing of schooling. At an overall level, the findings displayed that when the students’ experiences and knowledge of engaging with playful digital practices in informal learning activities are invited into highly regulated educational purposes, the discrepancies in the views of learning and the goals of the disciplinary practice lead to tensions and practical challenges. The study also displays that when the teacher frames task and digital tools as part of disciplinary science teaching but contextualizes them in everyday and informal contexts, both the teacher and students struggle to negotiate accountable ways of engaging in the new practice. The study suggests the teacher’s vital role in framing ways of engaging with new tools and tasks within the layers of accountable practices. Study 3 explores how a teacher made use of a concrete material from her kitchen cupboard as a contextual resource for a problem-based learning activity. The study illustrates how a teacher invited students to articulate and recontextualize similarities and differences in everyday and academic learning practices. It also illustrates how the material tool opened for sophisticated thinking, which was not possible without the material available. It displayed a tension between context-bound resources, such as the sense of taste and sight, which allowed for exploration and student engagement, and more context-dense resources, such as a scientific result table written at the blackboard, which seemed to privilege academic forms of interactions. The study suggests the potential of making use of the meaning of materiality to promote academically productive classroom talk. The study methodologically contributes to the field by providing a longitudinal research design that enables me to generate knowledge of how connecting everyday and academic processes are played out over time and how teachers and students engage in these particular learning activities in classroom interactions. It theoretically contributes to the field by presenting a theory-based analytical framework that advances into empirically grounded categories of classroom interactions over the course of the study and by showing, in particular, how teachers frame and constitute learning activities by drawing on the everyday and informal experiences of students in regular classroom practices. The study is relevant in the way it offers theoretically informed and empirically grounded descriptions of the complexity of inviting the everyday experiences of students as resources for academic learning. This enables the study to contribute with new knowledge on how the layers of accountable practices within and across regular classroom practices seem to play an important role when challenges emerge as teachers encourage the use of experiences, tools, and media practices that are contextualized and framed differently.

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