Stine Malin Brynildsen

Norwegian version of this page Department of Education, ICT and Learning

Press photo

Norwegian version of this page Position

Associate Professor

Contact

+4799036311

stine.m.brynildsen@hiof.no

Study place

Halden

Office nr.

DU1036

Academic interests

Currently, and perhaps not surprisingly, it is especially artificial intelligence (AI) and chatbots in use for writing processes and assessment work that top my list of academic interests. This is both in terms of teaching, development work, and research. In the fall of 2024 I will start a longitudinal research project on writing in the age of chatbots, where the plan is to follow Norwegian students and teachers in upper secondary school over three years. The advent of chatbots in schools has made it necessary to explore what students and teachers use (or do not use) this technology for, and how they experience it in their practices.

As a more overarching theme, I am focused on teachers' professional digital competence (pdc), digital agency, and learning in technology-rich environments. I find it important and exciting to examine how to develop pdc within professional communities.

I create professional content for and teach several of our existing online courses, so-called MOOCs, as well as develop new ones. For example, next academic year we will be developing a course specifically on AI in schools.

I work pedagogically and administratively in running our future classroom lab, called Digital læringsverksted (DLV).

I am the academic environment coordinator for the ICT and learning environment.

I often work with school-based competence development in DEKOMP, related to pdc, AI/chatbots, and other relevant topics related to the national curriculum, such as assessment practices. I find working with teachers and school leaders very rewarding.

I am a project manager at the university college for the EEA project BlendVET (2021-2024), where the main goal is to define what blended learning can mean in a vocational context, as well as to increase vocational teachers' methodological and digital pedagogical competence in the area.

My background still influences my areas of interest in my current job. I have a master's degree in Nordic literature and therefore have a particual eye for the Norwegian language subject. I have 11 years of experience as a Norwegian and English teacher in upper secondary school.

I enjoy creating and sharing podcasts with content that I believe is relevant for everyone who has a heart in and for school.

- Norskpraten: Created together with colleague Maja Michelsen from the Norwegian language & arts department.
- Skolelys - A podcast for all of us who 💓 school, with colleague Cecilie Olanderson from the pedagogy subject

I also enjoy dissemination, both in the classroom and at conferences for teachers and school leaders – and others who are concerned with learning in technology-rich environments.

I belong to the research group Research in Digital Education (RIDE).

Ongoing Research Projects:

Brynildsen, S. Writing in the age of chatbots
Brynildsen, S. & Hagelia, M. Teachers' experiences with using chatbots in assessment work
Nygaard-Joki, S. & Brynildsen, S. Adult learners’ experiences of using digital tools in second language acquisition

Courses taught/ developed

Course descriptions are only available in Norwegian.

Links and SoMe:

ResearchGate-profile
YouTube channel
Podcasts: Skolelys and Norskpraten
LinkedIn
Twitter: @stinemalin

Projects

BlendVET - Blended learning in vocational education and training

Research groups

Karlsen, Kristine Høeg; Hansen, Jessica Pedersen Belisle; Nordahl Husebye, Birgitte & Brynildsen, Stine (2023). ’Det er jo dans, det her også…?’ – styrking av dans i kroppsøvingslærerutdanningen i tverrfaglige og tverrsektorielle profesjonsfellesskap. Dance Articulated. 9(1), p. 119–143. doi: 10.5324/da.v9i1.5057. Show summary
Denne artikkelen undersøker kroppsøvingslærerstudenters arbeid med skapende dans ved hjelp av interaksjonsanalyse. Formålet er å øke kunnskapen om hvordan studentene benytter ulike semiotiske ressurser for å formidle betydning gjennom dans som uttrykksform. Studien inngår i et større tverrfaglig og tverrsektorielt samarbeidsprosjekt mellom faglærere ved en lærerutdanning i Sørøst-Norge og dansepedagoger ved Senter for dansepraksis (SANS) som tar sikte på å forbedre utdanningen av kroppsøvingslærere. Studentene fikk opplæring i skapende dans gjennom et sanselig didaktisk design som involverte bruk av digital teknologi (iPad), for å uttrykke et narrativ gjennom egne multimodale dansetekster. Ved å analysere videodokumentasjon av to økter der studentene skapte dans til den multimodale danseteksten, viser vi hvordan studentene utforsket og utnyttet ulike semiotiske ressurser for å formidle betydning gjennom en uttrykksform som de hadde begrenset kjennskap til, nemlig dansen.
Brynildsen, Stine & Haugsbakken, Halvdan Gaute Søvik (2023). An agentic perspective on teachers’ enactment of professional digital competence. Digital Culture and Education. ISSN 1836-8301. 14(4), p. 53 –69. Full text in Research Archive Show summary
Understanding digital competence in teaching is challenging because technology and teachers’ workdays are moving targets. Previous research suggests using professional digital competence (PDC) as an approach for better understanding how teachers develop a deep understanding of technology, learning processes and subjects. Accordingly, inspired by a short-term design-based research methodology, a project was conceived to have a group of teachers and teacher educators collaborate on developing digital teaching environments using Microsoft Class Teams and OneNote Class Notebook at a lower secondary school in Norway. To investigate the outcomes, this paper adopts an agentic socio-cultural perspective to examine how the teachers enacted digital teaching environments to develop PDC. The results show that the teachers employed negotiation strategies and used different material and immaterial resources in their local school contexts to enact digital teaching environments. The study suggests adding new research to two emerging and relevant research streams—teachers’ digital competence and Microsoft Class Teams and the OneNote Class Notebook—by emphasising a strong human-centric agency approach and that teachers’ digital competence can be made visible through acts of collaboration.
Haugsbakken, Halvdan Gaute Søvik & Brynildsen, Stine (2022). A reflective practice perspective on developing professional digital competence among teachers, ICERI2022 Proceedings. International Academy of Technology, Education and Development (IATED). ISSN 978-84-09-45476-1. p. 1168–1176.
Brynildsen, Stine & Hagelia, Marianne (2022). Med en ny dings i sekken - Den digitale overgangen fra barnetrinnet til ungdomstrinnet. In Maugesten, Marianne & Spernes, Kari Iren (Ed.), Overganger i skolen. Fra barnetrinnet til ungdomstrinnet.. Universitetsforlaget. ISSN 978-82-15-06093-4. p. 51–65.
Brynildsen, Stine; Nagel, Ilka & Engeness, Irina (2022). Teachers’ Perspectives on Enhancing Professional Digital Competence by Participating in TeachMeets. Italian Journal of Educational Technology. ISSN 2532-4632. 30(2), p. 45–63. doi: 10.17471/2499-4324/1252. Full text in Research Archive

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Nygaard-Joki, Sonja; Dyrnes, Eva Martinsen & Brynildsen, Stine Malin (2024). Omvendt undervisning (Flipped Classroom) for yrkesfagslærere.
Nygaard-Joki, Sonja & Brynildsen, Stine Malin (2023). En språkassistent i sekken? Teknologi i det flerspråklige klasserommet. .
Nygaard-Joki, Sonja & Brynildsen, Stine Malin (2023). Å bruke video og podcast i yrkesfag.
Hagelia, Marianne & Brynildsen, Stine (2023). Digitale rammeverk og nye undervisningsformer. Show summary
Målet er å gi deg, som skoleleder, en bredere forståelse av "digitaliseringens ståsted i dagens norske skole", både når det gjelder forvaltning og forskning. Først skal vi se på de offentlige digitaliseringsintensjonene for skolen. Vi skal se på det som ligger ligger til grunn for og styrer digitaliseringen, som for eksempel den nye digitaliseringsstrategien,Links to an external site. LK20Links to an external site. og andre forvaltningsdokumenter. Deretter ser vi på rammeverket for lærerens profesjonsfaglig digital kompetanse (pfdk) Links to an external site.som synliggjør forventningene som stilles til lærerne. Dessuten vil vi ta for oss universell utformingLinks to an external site. og tidlig innsatsLinks to an external site. som sentrale deler av digitaliseringen du, som skoleleder, må ha kunnskap om.
Staal, Sigrun; Afdal, Hilde Wågsås & Brynildsen, Stine (2023). Designing collaborative partnerships in research– the case of assessment practices.
Brynildsen, Stine; Staal, Sigrun & Afdal, Hilde Wågsås (2023). S3-E2: Vurderingspraksiser og lærelyst i Fredrikstadskolen. [Internet]. SoundCloud.
Nygaard-Joki, Sonja & Brynildsen, Stine Malin (2023). Can translanguage-enabling technology promote educational equity and the increased inclusion of second language (L2) learners? .
Olandersson, Cecilie & Brynildsen, Stine (2023). S2- E3: Fritt spillerom i en teknologirik praksis. [Internet]. Wordpress/ SoundCloud.
Brynildsen, Stine & Olandersson, Cecilie (2023). S2-E6: Med en ny dings i sekken. Om den digitale overgangen fra mellomtrinnet til ungdomstrinnet. [Internet]. Wordpress/ SoundCloud.
Brynildsen, Stine (2023). Developing teachers' professional digital competencies - Examples from Norway.
Nordahl Husebye, Birgitte; Hansen, Jessica Pedersen Belisle; Brynildsen, Stine & Karlsen, Kristine Høeg (2023). Setting the stage and shooting the action – Physical education teacher education students’ use of tablets in creative dance processes.
Haugsbakken, Halvdan Gaute Søvik & Brynildsen, Stine (2023). Are MOOCs dead? Long live MOOCs! Are we adapted to meet flexible teaching and learning? .
Haugsbakken, Halvdan Gaute Søvik & Brynildsen, Stine (2022). A reflective practice perspective on developing professional digital competence among teachers.
Nygaard-Joki, Sonja & Brynildsen, Stine Malin (2022). Digitalization and practices of inclusion: Adult learners’ experiences of using translanguage- enabling technology in second language acquisition.
Nohr, Magnus & Brynildsen, Stine (2022). Kruttsterk samling på Høgskolen i Østfold. [Business/trade/industry journal]. Skolemagasinet 3/ 2022. Show summary
Intervju med Magnus Nohr og Stine Brynildsen om vårt arbeid ved fagmiljø for IKT og læring.
Brynildsen, Stine & Olandersson, Cecilie (2022). Skolelys - En pod for oss med hjertet i skolen. [Internet]. Wordpress/ SoundCloud.
Haugsbakken, Halvdan Gaute Søvik & Brynildsen, Stine (2022). An agentic perspective on collaboration to understand the development of teachers’ professional digital competence .
Brynildsen, Stine & Hagelia, Marianne (2022). Teachers' perspectives on the digital transition from upper primary to lower secondary school.
Brynildsen, Stine & Nygaard-Joki, Sonja (2022). Adult learners’ experiences of using translanguage-enabling technology in second language acquisition.
Nygaard-Joki, Sonja & Brynildsen, Stine Malin (2022). Adult learners' experiences of using digital tools in second language acquisition.
Nygaard-Joki, Sonja & Brynildsen, Stine Malin (2022). Hvordan kan digital teknologi støtte voksnes språkinnlæring og undervisning?
Nygaard-Joki, Sonja & Brynildsen, Stine (2022). EPALE - Elektronisk Plattform for Voksnes Læring i Europa: Kan digital teknologi støtte voksnes språkinnlæring? Show summary
Kan digital teknologi støtte voksnes språkinnlæring? Det å lære et nytt språk i voksen alder, kan kreve hardt språkarbeid. Men hva skjer hvis vi kombinerer språkinnlæring, morsmål og digitale verktøy?
Nygaard-Joki, Sonja; Brynildsen, Stine Malin & Dyrnes, Eva Martinsen (2022). The state of digitalization in Norwegian education and teacher education.
Brynildsen, Stine; Lykke, Alexander Kristoffersen & Cecilie, Olandersson (2021). Språk i endring – Amerikanorsk og flerspråklighet (Norskpraten, Sesong 4 – Episode 3). [Internet]. https://norskpraten.design.blog/2021/09/09/s4-episode-3-spra.
Lykke, Alexander Kristoffersen & Brynildsen, Stine (2021). Beforeigners og en tidsreise i norsk språkhistorie. (Norskpraten, Sesong 4 – Episode 7) . [Internet]. https://norskpraten.design.blog/2021/12/09/s4-episode-7-befo.
Brynildsen, Stine (2021). Leading digital transformation with adult education teachers through collaborative partnerships.
Brynildsen, Stine (2021). Dekomp, PfDK og voksenopplæring.
Brynildsen, Stine; Olandersson, Cecilie & Hagelia, Marianne (2021). S4- Episode 6: Digital studieteknikk. [Internet]. Wordpress/ SoundCloud.
Brynildsen, Stine & Haugsbakken, Halvdan Gaute Søvik (2021). Developing professional digital competence in collaborative partnerships between teachers and teacher educators.
Brynildsen, Stine & Olandersson, Cecilie (2021). S4 - Episode 4: Vurdering for læring. Hva er nyttige og mindre nyttige tilbakemeldinger? [Internet]. Wordpress/ SoundCloud.
Brynildsen, Stine; Olandersson, Cecilie & Arntzen, Ragnar (2021). S4 - Episode 5: Flerspråklighet og norsk som andrespråk. [Internet]. Wordpress/ SoundCloud.
Brynildsen, Stine; Michelsen, Maja & Søfteland, Åshild (2021). Gøy grammatikk! (Norskpraten S3 - Episode 2). [Internet]. Soundcloud (podcast).
Brynildsen, Stine; Nagel, Ilka & Engeness, Irina (2021). Teachers’ Professional Digital Competence, Transformative Digital Agency and TeachMeets Presenters.
Brynildsen, Stine & Olandersson, Cecilie (2021). S4 - Episode 1: En norsklærers kommunikasjonsbekjennelser. [Internet]. Wordpress/ SoundCloud.
Brynildsen, Stine & Olandersson, Cecilie (2021). S4 - Episode 2: Litteratur og livsmestring. [Internet]. Wordpress/ SoundCloud.
Brynildsen, Stine Malin (2021). LK20, vurdering for læring og profesjonsfaglig digital kompetanse.
Brynildsen, Stine Malin (2021). Hva vil det si å være en profesjonsfaglig digitalt kompetent lærer i voksenopplæringen?
Brynildsen, Stine Malin & Nagel, Ilka (2021). Hva er og hvorfor delta på TeachMeet?
Brynildsen, Stine Malin & Michelsen, Maja (2021). S3 - Episode 3 Nye ord. [Internet]. SoundCloud.
Brynildsen, Stine Malin & Michelsen, Maja (2021). S3- Episode 2: Gøy grammatikk. [Internet]. SoundCloud.
Brynildsen, Stine Malin & Michelsen, Maja (2021). S3 - Episode 5: Voksenopplæring, norsk som andrespråk og digitalisering. [Internet]. SoundCloud.
Brynildsen, Stine Malin (2021). Skolesnakk 24: Hva vil det si å være en digitalt kompetent lærer? [Internet]. Spotify.
Brynildsen, Stine Malin; Haugsbakken, Halvdan & Koch, Susanne Anette Kjekshus (2021). Advancing Teachers’ Professional Digital Competence by Developing Learning Designs in Microsoft Teams and OneNote.
Brynildsen, Stine Malin; Michelsen, Maja & Næsje, Ragnhild Louise (2021). S3- Episode 4 Fantasylitteratur. [Internet]. SoundCloud.
Brynildsen, Stine Malin (2021). Podkast i klasserommet: Motivasjon, mestring, mulighet.
Brynildsen, Stine Malin (2021). Vurdering for læring, elevmedvirkning og lærelyst på digitale flater.
Brynildsen, Stine Malin & Michelsen, Maja (2021). S3- Episode 1: Barn, unge og fritidstekster. [Internet]. SoundCloud.
Brynildsen, Stine Malin (2021). TeachMeets, Professional Digital Competence and Transformative Digital Agency - Norwegian Teachers' Perspectives.
Brynildsen, Stine Malin & Nygaard-Joki, Sonja (2020). Digitale verktøy og muntlig vurdering?
Brynildsen, Stine Malin (2020). Omvendt undervisning som metode i norskfaget, del II.
Brynildsen, Stine Malin (2020). Hvorfor lage og produsere sammensatte tekster i undervisninga? [Internet]. Soundcloud/ Wordpress.
Brynildsen, Stine Malin & Michelsen, Maja (2020). Om å skrive masteroppgave i norsk. [Internet]. Soundcloud/ Wordpress.
Brynildsen, Stine Malin & Michelsen, Maja (2020). PO Enquist-spesial. [Internet]. Soundcloud/ Wordpress.
Brynildsen, Stine Malin & Michelsen, Maja (2020). Pod om pod. [Internet]. Soundcloud/ Wordpress.
Brynildsen, Stine Malin & Michelsen, Maja (2020). Bildebøker og bærekraft. [Internet]. Soundcloud/ Wordpress.
Brynildsen, Stine Malin & Michelsen, Maja (2020). Minecraft i norskundervisningen. [Internet]. Soundcloud/ Wordpress.
Brynildsen, Stine Malin & Michelsen, Maja (2020). Det vi snakker om når vi snakker om rød tråd. [Internet]. Soundcloud/ Wordpress.
Brynildsen, Stine Malin & Michelsen, Maja (2020). Korona-spesial. [Internet]. Soundcloud/ Wordpress.
Brynildsen, Stine Malin & Michelsen, Maja (2020). Lesestrategiar. [Internet]. Soundcloud/ Wordpress.
Brynildsen, Stine Malin & Michelsen, Maja (2020). Nynorsk og østfoldmål. [Internet]. Soundcloud/ Wordpress.
Brynildsen, Stine Malin & Michelsen, Maja (2020). Metaforer. [Internet]. Soundcloud/ Wordpress.
Brynildsen, Stine Malin & Michelsen, Maja (2020). Norsklærerens profesjonsfaglige digitale kompetanse. [Internet]. Soundcloud/ Wordpress.
Brynildsen, Stine Malin & Michelsen, Maja (2020). Kritisk tilnærming til tekst. [Internet]. Soundcloud/ Wordpress.
Brynildsen, Stine Malin & Michelsen, Maja (2020). Leselyst. [Internet]. Soundcloud/ Wordpress.
Brynildsen, Stine Malin & Michelsen, Maja (2020). Sammensatte tekster. [Internet]. Soundcloud/ Wordpress.
Brynildsen, Stine Malin & Michelsen, Maja (2020). Hvem er norsklæreren? [Internet]. Soundcloud/ Wordpress.
Brynildsen, Stine Malin & Michelsen, Maja (2020). Hvem, hva, hvor og hvorfor Norskpraten? [Internet]. Soundcloud/ Wordpress.
Brynildsen, Stine Malin; Nagel, Ilka & Engeness, Irina (2020). TeachMeets: Educators Sharing Their Best Practice and Ideas about Teaching and Learning with Digital Tools.
Brynildsen, Stine Malin (2020). Omvendt undervisning som metode i norskfaget (webinar).
Brynildsen, Stine Malin (2020). Lærerens PfDK. Hva er det?
Brynildsen, Stine Malin & Nagel, Ilka (2020). Framtidens skole er her nå. Lærerutdanningen ved Høgskolen i Østfold satser på digital kompetanse. [Business/trade/industry journal]. NOKUT annonsebilag i Aftenposten.
Brynildsen, Stine Malin (2020). Pfdk? Lærerens profesjonsfaglige digitale kompetanse.
Brynildsen, Stine Malin (2020). Lærerens profesjonsfaglige digitale kompetanse.
Brynildsen, Stine Malin (2019). Lærerens profesjonsfaglige digitale kompetanse - Hva er det? Utdanning. ISSN 1502-9778.
Brynildsen, Stine Malin; Nagel, Ilka & Engeness, Irina (2019). TeachMeet som arena for å utvikle lærerens profesjonsfaglige digitale kompetanse.
Brynildsen, Stine Malin; Nagel, Ilka & Engeness, Irina (2019). How Teachers Learn: TeachMeets as a Possible Arena for Teachers' Development of Professional Digital Competence.
Brynildsen, Stine Malin; Nagel, Ilka & Engeness, Irina (2019). TeachMeetsas a PossibleArena for Teachers’ Development of Professional DigitalCompetence .
Brynildsen, Stine Malin & Nagel, Ilka (2019). En sammensatt blikk på sammensatte tekster.
Brynildsen, Stine Malin (2019). Skjerm eller papir? Ja takk, begge deler! Utdanningsnytt.no.
Brynildsen, Stine Malin (2019). Kreative sammensatte tekster med O365/PC.
Brynildsen, Stine Malin (2019). Å skape kreative sammensatte tekster.
Brynildsen, Stine Malin (2019). Å skape kreative sammensatte tekster.
Brynildsen, Stine Malin (2019). Nytt TeachMeet 13. mars.
Brynildsen, Stine Malin (2018). Engasjerende leser.
Brynildsen, Stine Malin & Nagel, Ilka (2018). Forskningsprosjekt om TeachMeets?
Brynildsen, Stine Malin (2018). Engasjerende leser.
Brynildsen, Stine Malin (2018). Microsoft Teams som ramme for skolearbeidet.
Brynildsen, Stine Malin (2018). Microsoft Teams som ramme for skolearbeidet.
Brynildsen, Stine Malin (2018). Microsoft Teams som ramme for skolearbeidet.
Brynildsen, Stine Malin (2018). Engasjerende leser.
Brynildsen, Stine Malin (2018). "When you see students lighting up, being creative, and doing well academically — as well as having fun – that is rewarding.". [Internet]. Daily Edventures.

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Published Sep. 1, 2018 8:00 AM - Last modified May 24, 2024 8:39 AM