Rolf Kristian Baltzersen

• Baltzersen, Rolf Kristian & Bredberg, Johan Per Ivar Bo (2021). Digital Technologies and Online Learning in Primary Education (Norway). Bloomsbury Education and Childhood Studies. ISSN 2514-6440. doi: 10.5040/9781350993716.011.
• Baltzersen, Rolf Kristian (2020). Creative Problem Solving in Online Innovation Contests: What Motivates Top Solvers to Participate in the New Collaborative Economy? I Leon, Ramona Diana (Red.), Strategies for Business Sustainability in a Collaborative Economy. IGI Global. ISSN 9781799845447. s. 239–264. doi: 10.4018/978-1-7998-4543-0.ch013. Vis sammendrag

  Online innovation contests represent one of the most interesting new ways of utilizing creative skills in the new collaborative economy, but we still know very little about what motivates the problem solvers. Previous studies suggest that the economic reward is not the only motivational factor, but there are many other motives too. The aim of this research study is to identify the core motivational dimensions based on the experiences of top solvers in three different types of online innovation contests. The empirical findings are used to construct a motivational typology for creative problem solving that can guide future research.

• Baltzersen, Rolf K (2013). The Importance of Metacommunication in Supervision Processes in Higher Education. International Journal of Higher Education. ISSN 1927-6044. 2(2), s. 128–140. doi: 10.5430/ijhe.v2n2p128.
• Baltzersen, Rolf Kristian (2011). Texter i en wikigemenskap. I Alexandersson, Mikael & Hansson, Thomas (Red.), Unga nätmiljöer: nya villkor för samarbete och lärande. Studentlitteratur AB. ISSN 978-91-44-07122-0. s. 127–148.
• Baltzersen, Rolf Kristian (2011). Å veilede en nyutdannet lærer med disiplinproblemer i klassen : en analyse av en foreldresamtale og veiledningssamtale med utgangspunkt i modelltenkningen til Argyris og Schön. I Karlsen, Thorbjørn (Red.), Veiledning under nye vilkår : skapende prosesser i møtet mellom veileder og veisøker. Gyldendal Akademisk. ISSN 978-82-05-41535-5. s. 84–102.
• Baltzersen, Rolf Kristian & Eliassen, Erik (2011). Læring i skolenettverk: mininettverk som utviklingsstrategi. I Erstad, Ola & Hauge, Trond Eiliv (Red.), Skoleutvikling og digitale medier - kompleksitet, mangfold og ekspansiv læring. Gyldendal Akademisk. ISSN 9788205361157. s. 182–210.
• Baltzersen, Rolf Kristian (2010). Radical transparency: Open access as a key concept in wiki pedagogy. Australasian Journal of Educational Technology. ISSN 1449-3098. 26(6), s. 791–809. Vis sammendrag

  Educators have just started to use wikis and most of the educational research to date has focused primarily on the use of local wikis with access limitations. There seems to be little research related to how students can contribute in global, transparent wiki communities such as Wikipedia and Wikibooks. The purpose of this article is to argue that we need to extend our understanding of transparency as a pedagogical concept if we want to use these open, global wiki communities in an educational setting. By describing one wiki based course in detail, I argue that these kinds of radically transparent learning environments in tertiary education challenge traditional pedagogy and our ordinary perceptions of what a class and working assignment is. The course data in this article include a course description and teacher and student reflections on assessed group projects which produced "student written, collaboratively edited textbooks" on Wikibooks. Student perceptions indicate positive attitudes towards global learning environments, if the didactical design is carefully planned. In the article I suggest that "outsiders" and "former and future students" should be included as categories in a pedagogical definition of transparency. These categories represent a radical expansion of course space and course availability.

Se alle arbeider i Cristin

• Baltzersen, Rolf Kristian (2023). Effective Use of Collective Peer Teaching in Teacher Education Maximizing Student Learning. Routledge. ISBN 9781003403586. 144 s. Vis sammendrag

  Effective Use of Collective Peer Teaching in Teacher Education investigates the learning benefits of letting students assume leadership roles in the classroom, emphasizing both theoretical analysis and firsthand empirical research conducted with pre-service teachers. Building on Vygotsky's (1987) sociocultural theory of human learning and research on collective intelligence, this volume introduces peer teaching as a pedagogical practice with a significant and underexplored learning potential. The first part of this book focuses on findings from two separate teacher education programs, while the second analyzes the learning processes through three conceptualized learning positions: peer teacher learning, peer student learning, and collective peer learning. Investigating the balance and interaction of these processes, this book argues that teaching and learning cannot at length be separated from each other and discusses the practical implications of this idea. This book will appeal to researchers, faculty, and teacher educators with interests in theories of learning and international and comparative education. Its crucial insights into how learning can be maximized in the classroom will provide a nuanced picture of the complexity of learning processes.

• Baltzersen, Rolf Kristian (2022). Cultural-Historical Perspectives on Collective Intelligence. Patterns in Problem Solving and Innovation. Cambridge University Press. ISBN 9781108981361. 448 s. Vis sammendrag

  In the era of digital communication, collective problem solving is increasingly important. Large groups can now resolve issues together in completely different ways, which has transformed the arts, sciences, business, education, technology, and medicine. Collective intelligence is something we share with animals and is different from machine learning and artificial intelligence. To design and utilize human collective intelligence, we must understand how its problem-solving mechanisms work. From democracy in ancient Athens, through the invention of the printing press, to COVID-19, this book analyzes how humans developed the ability to find solutions together. This wide-ranging, thought-provoking book is a game-changer for those working strategically with collective problem solving within organizations and using a variety of innovative methods. It sheds light on how humans work effectively alongside machines to confront challenges that are more urgent than what humanity has faced before. This title is also available as Open Access on Cambridge Core.

• Baltzersen, Rolf K (2019). Digitale fortellinger i skolen. Pressbooks (e-bokversjonen). ISBN 978-82-93356-14-1. 121 s. Vis sammendrag

  Dette er en e-bok. I den første delen av boken som heter “Digitale fortellinger” blir digitale fortellinger som sjanger plassert inn i en historisk og samfunnsmessig kontekst. I de øvrige kapitlene i denne delen blir den pedagogiske bruken diskutert. Hele del II av boken inneholder praktiske tips og eksempler på hvordan man kan bruke digitale fortellinger i ulike fag.

• Baltzersen, Rolf K (2019). Digitale fortellinger i skolen. Høgskolen i Østfold. ISBN 978-82-93356-13-4. 121 s. Vis sammendrag

  I den første delen av boken som heter “Digitale fortellinger” blir digitale fortellinger som sjanger plassert inn i en historisk og samfunnsmessig kontekst. I de øvrige kapitlene i denne delen blir den pedagogiske bruken diskutert. Hele del II av boken inneholder praktiske tips og eksempler på hvordan man kan bruke digitale fortellinger i ulike fag.

• Baltzersen, Rolf K (2014). Praksisveilederen i skolen (Versjon 1.1 - januar 2014). Rolf K. Baltzersen. ISBN 978-82-93356-01-1. 165 s.

Se alle arbeider i Cristin

• Eri, Thomas; Baltzersen, Rolf Kristian & Æsøy, Knut Ove (2024). Lærerutdanning i krise. Tid for drastiske didaktiske grep? Khrono.no. ISSN 1894-8995. Vis sammendrag

  Vi tror det fortsatt er mulig å «redde» nåværende utdanning ved å gjøre praksistrening og praksisrefleksjon mer markant. Her står to tiltak sentralt, skriver tre lærerutdannere.

• Baltzersen, Rolf Kristian & Æsøy, Knut Ove (2023). Collective Peer Teaching in Teacher Education: The Rise of a New Student Teacher.
• Baltzersen, Rolf Kristian (2023). Foredrag om kollektiv intelligens. Basert på bok jeg har skrevet.
• Baltzersen, Rolf Kristian (2022). Utilizing better solutions with collective intelligence.
• Baltzersen, Rolf Kristian (2022). Honeybee democracy in ancient Athens.
• Baltzersen, Rolf Kristian; Eri, Thomas & Æsøy, Knut Ove (2022). Collective learning in teacher education.
• Baltzersen, Rolf Kristian (2021). The wisdom of the student crowd. Should we build our educational future on collective intelligence? . Vis sammendrag

  In this talk, I will first briefly present collective intelligence, a key term in the era of digital communication that highlight several different types of collective problem solving. Humans share this type of intelligence with other animals. Today, it is evolving into forms that are increasingly complex, including new practices such as crowdsourcing and online knowledge sharing. Some also claim that collective intelligence is necessary if we are to solve the big challenges of humanity. Building on a case study of collective peer teaching, I will show how collective intelligence can strengthen learning outcomes in formal education. At a deeper level, a full-scale implementation requires a shift in focus from the single expert teacher to the acknowledgement of the superiority of the wisdom of the student group. (in Norwegian)

• Baltzersen, Rolf K (2019). Lærersamarbeid. Vis sammendrag

  Denne digitale læringsressursen omhandler lærersamarbeid i skolen, og er relevant for alle som driver med dette. Innholdet kan også brukes i pedagogikkundervisningen i lærerutdanningen. Artiklene i ressursen setter fokus på noen viktige tema man bør være oppmerksom på dersom man skal få til et godt profesjonelt samarbeid i skolen.

• Baltzersen, Rolf K & Kolstad, Olav Erik (2019). Praksisrelevant undervisning på campus. Vis sammendrag

  Dette er en kort nyhetsartikkel som omtaler et omfattende bærekraftprosjekt på deltidsstudiet for PPU ved Høgskolen i Østfold. Det ble gjennomført som i samarbeid med Halden videregående skole og Ungt Entreprenørskap Østfold.

• Baltzersen, Rolf K (2019). Overganger - en digital læringsressurs. Vis sammendrag

  Denne digitale læringsressursen er ment å gi et overblikk over temaet overganger som en del av pedagogikkundervisningen i grunnskolelærerutdanningen. Innholdet her berører en rekke sentrale spørsmål og vil kunne være til hjelp for både lærerstudenter og lærere.

• Baltzersen, Rolf K (2019). Kollektiv læring på sitt beste. Vis sammendrag

  Dette er en kort nyhetsartikkel som omtaler det pedagogiske opplegget på deltidsstudiet for PPU ved Høgskolen i Østfold. Resultater fra studentevalueringen blir også omtalt.

• Baltzersen, Rolf K (2019). Collective intelligence: New trends in collective problem-solving. Implications for the design of online education.
• Nagel, Ilka & Baltzersen, Rolf K (2019). Samskaping og deling av læringsressurser om digitale fortellinger. Vis sammendrag

  Ilka Nagel og Rolf Baltzersen, HiØF I DigiLU prosjektet har alle ansatte i grunnskolelærerutdanningen skapt en digital fortelling, satt den i faglig og didaktisk kontekst og reflektert rundt pedagogisk/didaktisk bruk av slike fortellinger i faget sitt med kollegene. Det materialet gjøres nå tilgjengelig som en digital bok. Ilka og Rolf presenterer kompetansehevingsprosessen med digitale fortellinger som eksempel på hvordan stort sett hele lærerutdanningen skaper en fritt delbar ressurs.

• Baltzersen, Rolf K (2017). Lærerstudenter som kunnskapsprodusenter.
• Baltzersen, Rolf K (2016). Kollektiv kunnskapsutvikling eller individuell læring? Er disse to aktivitetene forenelige ved opplæring i lærerutdanningen.
• Baltzersen, Rolf K (2016). Picking up the pieces? Reflective dialogues between a teacher educator and a teacher within a self-study approach.
• Baltzersen, Rolf K; Morberg, Åsa & Emsheimer, Peter (2014). Developing open textbooks about mentoring.
• Baltzersen, Rolf K (2014). The importance of self-study research in teacher education.
• Baltzersen, Rolf K & Hoel, Tore (2014). Åpne læringsressurser.
• Baltzersen, Rolf K (2014). Collaborative writing in a wiki environment.
• Baltzersen, Rolf K (2014). The wisdom of the class. A description of the main educational design challenges related to students collaboration in large groups in teacher education.
• Baltzersen, Rolf K (2013). Collaborative writing with wikis.
• Baltzersen, Rolf K (2013). Expanding the metadiscourse concept in knowledge building.
• Tobiassen, Roald & Baltzersen, Rolf K (2013). Developing and construction of wiki-book on mentoring in teacher education.
• Baltzersen, Rolf Kristian (2013). Metadiscourse in Knowledge Building: A question about written or verbal metadiscourse.
• Baltzersen, Rolf Kristian (2012). Pedagogisk bruk av blogg.
• Baltzersen, Rolf K (2012). Digitale fortellinger i skolen (Versjon april 2012). Vis sammendrag

  Dette er først og fremst en bok spekket med praktiske tips om hvordan man kan jobbe med digitale fortellinger i undervisningen. I tillegg har jeg ønsket å plassere digitale fortellinger som sjanger inn i en historisk og samfunnsmessig kontekst. I det første kapitlet i del I som heter “Digitale fortellinger”, skriver jeg en del om dette. Alle de andre kapitlene tar opp bruk av digitale fortellinger i skolen på ulike måter. I andre kapittel blir digitale fortellinger vurdert i forhold til tre pedagogiske perspektiver som kan sies å ha noen likhetstrekk med denne nye sjangeren. I tredje kapittel blir den didaktiske relasjonsmodellen brukt til å drøfte de utfordringer læreren står overfor ved bruk av digitale fortellinger i undervisningen. Her redegjør jeg også for noen av de erfaringene jeg og mine studenter har gjort i arbeidet med digitale fortellinger. I fjerde kapittel drøfter jeg hvordan digitale fortellinger kan støtte opp under utviklingen av grunnleggende ferdigheter hos eleven. Hele del II av boken inneholder praktiske tips og eksempler på digitale fortellinger. I det femte kapitlet skriver jeg derfor om hvordan man kan lage en digital fortelling. I de neste kapitlene blir det vist til en rekke eksempler på digitale fortellinger i ulike skolefag. Mange av eksemplene er laget av studenter på studiet IKT for lærere ved Høgskolen i Østfold.

• Baltzersen, Rolf K (2011). Å veilede en nyutdannet lærer med disiplinproblemer i klassen. I Karlsen, Thorbjørn (Red.), Veiledning under nye vilkår : skapende prosesser i møtet mellom veileder og veisøker. Gyldendal Akademisk. ISSN 978-82-05-41535-5. s. 84–102.
• Baltzersen, Rolf Kristian (2010). Bruk av digitale verktøy som grunnleggende ferdighet i lærerutdanningen. Vis sammendrag

  Om pedagogiske muligheter ved bruk av IKT i lærerutdanningen

• Baltzersen, Rolf Kristian (2010). Developing an understanding of radical transparency as a key concept in a wikipedagogy. Vis sammendrag

  On the internet today we see the emergence of totally new collaborative cultures which are built upon free and open sharing of information. The wiki is perhaps the most important innovation. Still, educators have only to a small degree started using this technology. The development of a wikipedagogy is in it?s infancy. Most of the educational research on wikis is also orientated towards the use of wikis with limited admission. There is substantially less research on how students can contribute in open radically transparent wikicommunities such as Wikipedia and Wikibooks. The purpose of this article is to establish radical transparency as the key concept in a wikipedagogy. I try to explain how open global wikis communities can provide a new kind of structure and support in students learning processes. The datacollection includes teacher student reflections on assessed group projects where they produced a student written, collaboratively edited textbook on Wikibooks. Radically transparent learning enviroments challenge traditional pedagogy and our ordinary perceptions of what a class and working assignment is. Student perceptions in this study indicate that students are positive to these radically different learning enviroments if the didactical design is carefully planned. In the conclusion I try to relate radical transparency to digital literacy as a concept. (Keywords: collaborative learning, Web 2.0, wiki, wikibooks, wikipedagogy, wikipedia, radical transparency, teacher education, digital literacy).

• Baltzersen, Rolf Kristian (2010). Store Norske Wikipedia. Utdanning. ISSN 1502-9778.
• Baltzersen, Rolf Kristian (2009). Multimodale virkemidler i en digital fortelling. Vis sammendrag

  Digital fortelling som er laget som en læringsressurs

• Baltzersen, Rolf Kristian (2009). Hvordan sette bilde inn i en wikiartikkel (Mediawiki). Vis sammendrag

  Screencast. Dette er en digital læringsressurs

• Baltzersen, Rolf Kristian (2009). Hva krever verdens beste skole? ?.
• Baltzersen, Rolf Kristian (2009). Hva er digital kompetanse?
• Baltzersen, Rolf Kristian (2009). Digitale fortellinger i Lærende nettverk i Østfold.
• Baltzersen, Rolf K (2019). Best på kollektiv læring? Høgskolen i Østfold. Vis sammendrag

  Denne rapporten er en studieevaluering av PPU deltid 2018-2019 ved lærerutdanningen ved Høgskolen i Østfold. Evalueringen bygger på en studentundersøkelse som er blitt gjennomført etter at studiet er blitt gjennomført det første studieåret. Disse resultatene blir sammenliknet med funn fra andre gode lærerutdanningsinstitusjoner i den nasjonale studentundersøkelsen (Studiebarometeret). Resultatene viser at PPU deltid er best på en rekke dimensjoner knyttet til undervisningskvalitet.

• Baltzersen, Rolf K (2017). Collective knowledge advancement as a pedagogical practice in teacher education : an explorative case study of student group work with wiki assignments in the interplay between an offline and a global online setting. Universitetet i Oslo. ISSN 1501-8962. Vis sammendrag

  The aim of this dissertation was to describe and analyze collective knowledge advancement (CKA) as a pedagogical practice in teacher education. The background is that Internet permits new types of authentic knowledge production that make it possible for anyone to make contributions (e.g., Wikipedia). In the future, it is expected that schools and teacher education institutions will let students make contributions in these online settings to a greater degree. The present study explored how student groups worked with different wiki assignments in one specific teacher education course. A range of different types of data (group interviews, video data, screen capture data, and wiki log data) were collected. By utilizing two theoretical concepts (germ cell and contradictions) from cultural-historical activity theory, help was identified as the singular entity that exhibited the simplest possible characteristics of CKA as a pedagogical practice. On the basis of these findings, it was concluded that three different types of help are particularly important. These include help as informal peer feedback, which relies on spontaneous verbalization of ongoing thoughts, and help that is provided through the open publication of student work in the online setting. The third type of help requires that all students be assigned as helpers for each other so they can share the workload more equally. This dissertation contributes to educational research in five ways. First, the findings indicate that different types of informal teaching are important components of CKA as a pedagogical practice. Second, the results also describe new types of authentic learning that build on interactions between students and outsiders in the online setting. Third, the findings suggest that it is possible to turn campus-based teaching into a “practicum period” by letting students experiment with new types of collaboration. Fourth, the findings show that a polycontextual pedagogical practice emerges in the interplay between an offline setting and several different online settings. Finally, the analysis demonstrated that the notion of a germ cell provides a powerful means of studying different types of pedagogical practice.

Se alle arbeider i Cristin