Annual Report 2019

Annual Report 2019 Photo: Eivind Senneset The Centre for the Science of Learning & Technology (SLATE) is an R&D learning sciences unit, which contributes to international research and national competence development on the use data and data approaches in understanding education and lifetime learning. As such SLATE will advance knowledge by exploring and clarifying concepts such as learning analytics, big and small data in education, assessment for learning, and creativity, learning & technology, in all facets of human learning. SLATE draws together researchers from multiple disciplines including information science, cognitive science, and pedagogy, and thereby conducts integrated research that will advance the frontiers of sciences of learning, as well as inform education practice and policy.

MANDATE from the Ministry of Education and Research:

• SLATE shall carry out research of high quality on learning analysis*.

• SLATE shall be an R&D unit that contributes to national competence and knowledge development within learning analytics.

• SLATE shall map and be a central resource for the possibilities and challenges related to the use and research on learning analytics in Norway.

• SLATE shall be internationally oriented and seek relevant international collaboration within learning analysis.

• SLATE shall through its R&D activity develop and disseminate knowledge to the relevant actors in the Educational sector.

• SLATE shall through seeking collaboration influence competence development within the learning analysis disciplines in other milieu in the Higher Education sector.

The long term ambition is that SLATE will develop into a broad milieu for the learning sciences by drawing together an even larger spectrum of relevant disciplines such as sociology, design, development psychology, and neuroscience.

* the study of the role of data and data analytics for understanding and improving learning, teaching, and education, and covers, among others, the research fields of Learning Analytics and Knowledge (LAK), Educational Data Mining (EDM), and Big Data in Education.

SLATE Annual Report 2019 —2 Director’s Reflections

2019 was our fourth year as a research centre and a time for looking both back and forward. Doing 2019 we strengthened our staff with two permanent additions. We are very pleased that Senior researcher Kristin Børte joined SLATE from the Knowledge Centre for Education, and Gleb Belokrys from Moscow joined our team as a very experienced senior engineer and systems developer. Our journal paper publications rose to 17, and we had 5 book chapters, 5 conference papers, 4 extended conference abstracts, and 6 reports. We organised 1 conference, 2 symposia, and 18 workshops, held 2 courses, and supervised 7 Masters students.

During 2019 we had several projects finish and new projects begin. A good deal of our research this year was focused on producing 4 major research reports (see publication list) for the four of the projects that finished, including Activity data for Assessment and Adaptivity (AVT), Adaptive Learning in Mathematics (ALMATH), and Inquire Competence for better Practice and Assessment (iComPAss). Some of the results of these are presented in the section on Research Results and Outputs. What we learned from these projects that cross various educational/training settings is that it is hard to get hold of good data. In ALMATH we found out that Gyldendal does not have access to the raw data on Norwegian students, which is held by KNEWTON, an American company in New York. In AVT, we are working with enabling the sharing of student data across vendors who deliver learning tools to schools in Oslo; while we have access to the raw activity data, sometimes it is not the data that we need to answer the educational questions that we have. In iComPAss in our work with firefighter training we had to develop our own tools to collect data that can be used to inform better training practice. This just illustrates the challenges associated with learning analytics research, and highlights that we have to be conscious and critical to caviller statements such as “data is all around us”.

One on-going project that has had some interesting results is the project on learning analytics in higher education. Senior Researcher Mohammad Khalil and systems developer Gleb Belokrys have been working on oXALIC, a learning analytics dashboards for Open EdX, see figure. Data from several projects that are using Open EdX offered through BIBSYS can now see analytics on their courses. These include courses from OsloMet and the UiB Erasmus+ project in BioMedicine. Mohammad was also awarded Peder Sæther research funds and has begun collaboration with the University of Berkeley on learning analytics and CANVAS.

SLATE has been actively involved in Decentralised Competence Development, which has a focus on collaborating with schools to raise the competence of teachers. Researchers Cecilie Hansen and Ingunn Ness have been participating in this effort with a focus on teacher inquiry and creativity with schools in Ytre-Midt Hordaland, and in 2020 these effort will expand to Vestland Fylke.

New projects in 2019 ranged from, for example, new funding for AVT2, new methods for collecting data in VR, a systematic review on technology in formative assessment, to creating courses on data literacy and innovation for the renovation sector in Norway (funded by Competence Norway). Our new senior researcher Kristin Børte is leading a new project on teacher education and digitalisation which will collaborate with the teacher education program at UiB, led by Director Sølvi Lillejord. The focus will be on the organisation and structure, partnership, and a digital infrastructure to support teacher education. Senior researcher Ingunn Ness has been in demand in 2019 with numerous requests for her expertise on interdisciplinary collaboration and research on both creativity and innovation. Among the most exciting developments is the new Arena for Interdisciplinary Research-based Innovation (Air-Innovation), which is a cross-faculty collaboration that has resulted in conferences, applications and the development of a course, PhD for Innovation: Interdisciplinary problem solving and creativity. In the next years we will be looking for synergies between AIR- Innovation and Teacher training at UiB.

In 2019 we continued our outreach tradition of SLATE Guest Lectures and organising various conferences and workshops. Guest lectures visited from Sweden, Belgium, Finland, USA, and the

SLATE Annual Report 2019 —3 Netherlands. In June, Ingunn Ness and Professor Emeritus Olga Dysthe organised the International Conference on Dialogic Pedagogy, Creativity, and Learning at UiB with some of the most prominent researchers in the field. Barbara Wasson and Mohammad Khalil organised a National Symposium on Learning Analytics in Higher Education with speakers from Norway, the UK and USA. The symposium targeted University leaders, management and administrators, IT departments, instructors, researchers, and others interested in institutional implementation of learning analytics. Over 50 attended the event and if circumstances permit we will host the second edition in 2020. The 4th annual International Symposium arranged by SLATE and Webster University, Switzerland was held in Geneva in December. SLATE’s Ingunn Ness was an arranger and keynote speaker. The topic was on the Real world impact of creativity in schools, organisations and society. Among important visitors to learn about learning analytics were 21 from the Ministry of Education’s top leader group, and 13 Masters students from the Sorbonne.

The highlight of the year for me was my participation in the top political meeting on ICT and learning across education levels held at the Norwegian Government’s beautiful Representation House in Oslo. This meeting drew together national leaders and representative from interest organisations within the educational sector. During my speech (the first one I ever read from notes!) I addressed three issues that I believe are important for education in the coming years: Partnerships between schools, universities, and EdTech; Data; and Artificial Intelligence in Education.

Individual statements my colleagues Ola Erstad and Ingrid Somdal-Åmondt Vinje were followed by stimulating panel discussion with our Minister of Education and Integration and our Minister of Research and Higher Education and the approximately 75 guests.

This leads to a second highlight, which was participation in a panel at Arendalsuka, which brings together the political-media- research sectors for an exiting week of discussions on current issues. Our panel, arranged by Flexible Education Norway, addressed Do we need artificially intelligent teachers? Artificial Intelligence (AI) is a theme that is current in all sectors and we see a resurgence of interest in it the education sector. With a PhD in AI in education from 1990, I have been enjoying sharing my knowledge about AIEd in 7 keynote talks/panels during 2019.

During 2019 we had 41 publications, worked on 37 projects and had 61 collaborators from 18 countries. There continues to be a wide interest in learning analytics and in creativity and innovation as witnessed by our interaction with stakeholders from academia, public sector, EdTech, publishers, the private sector, and research centres. We were involved in over 12 applications for research funding in 2019, with 5 receiving funding (still awaiting news for others), including our first EU project that begins 1 January 2020.

Finally, much of our attention in 2019 was focused on a self-evaluation and plans for the next 5 years. Now, as we move ahead in 2020, our main focus is to work towards becoming a permanent national centre at the University of Bergen. We shall do so by continuing to conduct excellent research, grow our expertise and share our knowledge on learning analytics, and creativity and innovation in the field of learning and technology.

Barbara Wasson, Director SLATE

SLATE Annual Report 2019 —4

SLATE competence proﬁle (self-assessment)

SLATE Annual Report 2019 —5 Core Values Integrity Interdisciplinarity To maintain an inclusive community and To apply the broadest views of learning working environment that is based on and the learner through collaboration trust, ethical behaviour, open across disciplines, institutions, and communication, and flow of information industries. for all constituents. Excellence Globality To strive and maintain the highest To lead and mediate authentic standards of research. To nurture a collaboration nationally and thriving, creative environment where internationally, and ensure that diverse individuals are inspired to make the best cultural perspectives are continuously use of their talents as they develop represented. learning innovations.

Strategic Approach ENGAGE… COMMUNICATE… in research on learning and the learner with Ministry, educational community, that spurs insight and innovation. teachers, schools, students, parents, and the public about the various events, findings, and implications of the research. INSPIRE… EXPAND… the next generation of learning partnerships with national, inter- researchers through interactions with national, intergovernmental, academic, faculty, postdocs, teachers, and industrial and entrepreneurial industry partners. communities. Strategic Goals

Specifically, over the next 5 years, SLATE will: ‣ Broaden our understanding of learning and creative knowledge processes in a variety of learning contexts.

‣ Generate and aggregate data that can advance and transform educational practice and policy, in the broadest sense at the intersection of learners, technology, and pedagogy.

‣ Investigate the cultural and social implications of data analytic approaches in all facets of human learning throughout a lifetime.

‣ Inform the use of data analytic approaches in education by understanding their impact on learners, teachers, institutions, and society.

‣ Apply computational approaches such as data mining, learning analytics, machine learning algorithms, predictive modeling, and data visualizations as a lens to better understand learning and inform teaching and assessment.

‣ Advance our understanding of emergent technologies, new work patterns, and future learning pathways of “next gen” learners in order to better prepare them for a world where information is pervasive, dynamic, and continuously accessible across multiple channels and devices, and multidisciplinary collaboration and creativity are necessary.

SLATE Annual Report 2019 —6 Research Profile SLATE has four research themes that capture the essence of our research. In 2019 we worked on 37 projects that fall into these themes (one project, D-Komp, crosses two themes). In 2019 nine projects finished (ALMATH, AVT, Clickers and Formative Feedback, iComPAss, Innovative Pedagogy Report, LA in Health Education, Learning Trails, Polyphonic Orchestration, and Scaleable LA) and twelve projects began (AIR-INNOVATION, AVT2, BIR, DIA-CREA, ITE, LA Context, LEAD C-PRO, MAP R-LEAD, Methods for VR, Postphenomenology of VR, Students at Risk, and Tech in FA).

Learning Analytics – Research that explores the methods for measuring big data, analyses, and the design of volumetric data architectures optimised to measure learning from a variety of educational, technological, and workplace contexts.

Projects Adaptive Learning in Mathematics / Gyldendal Multi Smart Øving (ALMATH) Aktivitetsdata for Vurdering og Tilpassning (AVT)

Aktivitetsdata for Vurdering og Tilpassning 2 (AVT 2)

Coping after Breast Cancer (COPE) Desentralisert Kompetanseutvikling (D-Komp)

Developing Course Materials on Epistemic Network Analysis (ENA Materials)

Digital Competencies in National Renovation Services (BIR)

Embracing Data in Educational Systems: Using Learning Analytics to Support Students at Risk (Students at Risk) Enriching LA Context Descriptions for Enhanced Scalability: A Case Study (LA Context)

Høyskolen Kristiania Flex (HK Flex)

Inquire Competence for Better Practice and Assessment (iComPAss)

Learning Analytics Architecture at UiB (LA@UiB) Learning Analytics in Higher Education (LA in HE)

MAP LA

MOOC: Seksuell og Reproduktiv Helse og Rettigheter (LA in Health Education)

Open Educational Resources in Computational Biomedicine (OERCompBio) Peergrade BI study on Peer Assessment and Learning Analytics (Peergrade BI)

Peergrade study on Peer Assessment and Learning Analytics (Peergrade)

Scalable Learning Analytics for Data Integration in Higher Education (Scaleable LA)

Teacher Inquiry Into Student Learning (TISL)

Assessment Innovation & Theoretical Pedagogy – Research on formative assessment, governance, and policy, including scaffolding student & teacher competency and professional development, with an emphasis on how data-driven technologies can inform their practice.

Projects Clickers and Formative Feedback at University Lectures (Clickers and Formative Feedback)

Innovative Pedagogy Report

Intelligent Accountability in Schools (IA in Schools)

Systematic Review on Technology Use in Formative Assessment Practices (Tech in FA)

SLATE Annual Report 2019 —7 Creativity, Learning & Technology – Sociocultural and cognitive underpinnings of creativity, learning and technology and how innovation happens is critical for the advancement of new ideas in both school and business, in order to help business stay competitive and enable learners to cope with an uncertain future (i.e., 21st Century Skills).

Projects Arena for Interdisciplinary Research-based Innovation (AIR-INNOVATION) Desentralisert Kompetanseutvikling (D-Komp)

Dialogic Pedagogy, Creativity & Learning (DIA-CREA)

Leading Creative Knowledge Processes: Knowledge Intensive Organizations and Learning Contexts (LEAD C- PRO) Mapping Relational Leadership (MAP R-LEAD)

Polyphonic Orchestration: The Dialogical Dynamic of Creativity

Postphenomenology of Virtual Reality (Postphenomenology of VR)

Teacher education and digitalisation (ITE)

Emerging Technologies & their Underlying DATA – Research to understand how the data is generated and informs learning and its contexts (e.g., MOOCs Immersive VR, Learning Management Systems, Machine Learning, AI).

Projects Learning in Immersive Virtual Reality (Learning in IVR)

Learning Trails: Vilde Vite and Make Your Fish for VilVite and Bergen Aquarium

Narratives and Narratives Effects in Digital Game-Based Learning (Narrative DGBL)

Phenomenological Methodologies for Virtual Reality (Methods for VR) Vantage: Tactical Simulation Game to Train Ofﬁcer Cadets in Maritime NATO operations

SLATE Annual Report 2019 —8 SLATE project by themes and domains project SLATE

SLATE Annual Report 2019 —9 2019 in numbers

We had 41 publications Journal Papers 17 Book Chapters 5 Conference Papers 9 Posters 4 Reports 6

We organised 21 events We worked on 37 projects

1 conference

We attended 163 meetings 2 symposiums

We held 51 presentations 18 workshops We hosted 7 guest lectures

Public Sector We had 61 collaborators 15% EdTech 10% from 18 countries Publisher 7% Academia Private Sector 57% 7% Research Centre 5%

SLATE Annual Report 2019 —10 RESEARCH RESULTS and OUTPUTS

Examples of research results and outputs from 2019 are presented here.

The Dialogical Nature of Creativity

Ness, I. J., & Glaveanu, V. (2019). Polyphonic Orchestration: The Dialogical Nature of Creativity. In R. A. Beghetto & G. Corazza (Eds.), Dynamic Perspectives on Creativity: New Directions for Theory, Research, and Practice in Education (pp. 189-206). Geneva, Switzerland: Springer. ISBN: 978-3-319-99163-4

ABSTRACT:

In this chapter, we aim to propose and develop a dialogical account of creativity. While creativity is often understood as a feature of a person or products, we offer a different account. We believe creativity is not a static “object” (personal trait or product feature) but rather the dynamic and evolving quality of the relationships we develop with others within a shared cultural environment (Glăveanu VP, The creative self: effect of beliefs, self-efficacy, mindset, and identity. Academic Press, Waltham, 2017). The chapter builds on an extensive ethnographic fieldwork of innovative idea development in organisational settings. Our focus is thus on the concrete case of creativity in multidisciplinary groups in order to illustrate and develop further the concept of Polyphonic Orchestration (see Ness IJ, European Journal of Innovative Management, 20:557–577, 2017). The empirical research we build on showed that when leaders are open to co-construction and dialogue in the groups, the chance of succeeding in building a creative culture improves considerably. This is in contrast to the way leadership is often viewed as a set of managing strategies, almost coming in from the “outside”, to manage the creative processes. The concept of Polyphonic Orchestration portrays creativity at once, as an individual and social, personal and cultural process. This notion is central, we propose, to a dialogical account of creating as it brings forward the pre-condition of dialogue and points to the necessity of guiding the social exchanges that are at the heart of creativity.

Integrating Multiple Data Sources for Learning Analytics

Samuelsen, J., Chen, W., & Wasson, B. (2019). Integrating multiple data sources for learning analytics—review of literature. Research and Practice in Technology Enhanced Learning 14(11), 20. DOI: https://doi.org/10.1186/s41039-019-0105-4

ABSTRACT:

Learning analytics (LA) promises understanding and optimization of learning and learning environments. To enable richer insights regarding questions related to learning and education, LA solutions should be able to integrate data coming from many different data sources, which may be stored in different formats and have varying levels of structure. Data integration also plays a role for the scalability of LA, an important challenge in itself. The objective of this review is to assess the current state of LA in terms of data integration in the context of higher education. The initial search of six academic databases and common venues for publishing LA research resulted in 115 publications, out of which 20 were included in the final analysis. The results show that a few data sources (e.g., LMS) appear repeatedly in the research studies; the number of data sources used in LA studies in higher education tends to be limited; when data are integrated, similar data formats are often combined (a low-hanging fruit in terms of technical challenges); the research literature tends to lack details about data integration in the implemented systems; and, despite being a good starting point for data integration, educational data specifications (e.g., xAPI) seem to seldom be used. In addition, the results indicate a lack of stakeholder (e.g., teachers/instructors, technology vendors) involvement in the research studies. The review concludes by offering recommendations to address limitations and gaps in the research reported in the literature.

SLATE Annual Report 2019 —11 Intelligent Accountability in Schools

Tolo, A., Lillejord, S., Petour , M. T. F., & Hopfenbeck, T. N. (2019). Intelligent accountability in schools: A study of how school leaders work with the implementation of assessment for learning. Journal of Educational Change, 1-24. DOI: https://doi.org/10.1007/s10833-019-09359-x

ABSTRACT:

In response to accountability systems dominated by external inspections and achievement data, calls are being made for intelligent accountability or a new accountability paradigm that focuses on meaningful learning, enabled by professionally skilled and committed educators within the system. In such systems, the actors are encouraged to strive for continuous development in learning organisations based on teamwork, distributed leadership, and professional learning communities. School leaders are positioned between district level administrators and teachers in such processes and have the responsibility to secure professional development. Using the implementation of the national program ‘Assessment for Learning’ in Norway as a case, the article shows that leaders approach professional development differently. Analyses of interviews with leaders from 7 schools reveal three distinct approaches related to how school leaders perceive knowledge. Some school leaders assume that teachers have the necessary knowledge and skills and trust them to manage the implementation process without leader support. Other school leaders distrust teachers’ knowledge and skills and assume that the proper knowledge exists outside the school. These leaders seek external support when they meet teacher resistance. In a third approach, school leaders assume that knowledge develops through collaboration and thereby engage with teachers in continuous judgment about the implementation procedure. In the discussion, questions of trust and distrust are analysed in relation to how professional knowledge is developed and how professional discretion can support the development of intelligent accountability in schools.

Clicker Interventions at University Lectures

Egelandsdal, K., & Krumsvik, R. J. (2019). Clicker Interventions at University Lectures and the Feedback Gap. Nordic Journal of Digital Literacy 1(2), 17. DOI: https://doi.org/10.18261/

ABSTRACT:

The article presents a mixed methods study on clicker interventions conducted in collaboration with four philosophy teachers at fourteen university lectures. The aim was to examine how feedback from the interventions were received and used by teachers and students. The data material comprises a quasi-experiment based on 6,772 student responses, student logs, a student survey and semi- structured interviews with the teachers. Findings show that students experience feedback that supports their self-monitoring and understanding of the content, and that the peer discussions enhanced student performance. The teachers also experienced an increased awareness of the students’ understanding of the topics. Yet, the findings indicate a gap between the reception and use of the feedback.

Student Data Privacy in MOOCs

Prinsloo, P., Slade, S., & Khalil, M. (2019). Student data privacy in MOOCs: a sentiment analysis. Distance Education 40(3), 1-19.

ABSTRACT:

Student data privacy as a research focus and practice is relatively under-researched in the context of massive open online courses (MOOCs). Central to researching student data privacy in the context of online service providers are the various user agreements that participants must accept or opt into before they can use a MOOC platform. Such documents form the basis for any recourse individuals might have if they have concerns about data privacy. Of specific interest in this research is the emotive use of language used in these documents. Research in other genres suggest that emotive language can be intentionally used to facilitate buy-in or to soften the implications of the agreement between user and provider. This article shares our findings of a sentiment analysis of the terms and conditions and privacy statements of three major MOOC providers.

SLATE Annual Report 2019 —12 Research Colloquium: Learning Design, Technology and the Learning Sciences

Rose C., Misiejuk K., Jingjing Z., Mu S. & Hu X. (2019, July). Approaches and Tools for Learning Analytics at the Learning Design, Technology and the Learning Sciences: a Research Colloquium, Beijing, China.

At the international workshop on Learning Design, Technology, and Learning Sciences held in Beijing China in June 2019, 15 researchers from around the world gather to discus the synergies between the fields of learning design and learning analytics. Professor Barbara Wasson participated in the organisation of the workshop on the Relationship between Learning Design and Learning Analytics, and PhD student Kamila Misiejuk participated in the organisation of the workshop on Approaches and Tools for Learning Analytics. Kamila attended the 3 day colloquium in Beijing.

Common research themes and questions, such as dynamic scaffolding, and adaptivity and personalisation arose during the discussions. For example, one theme that emerged was the challenges of working with multimodal data, in particular data collection, analysis, making sense of the data, and how do we go beyond just combining different streams of data. Another theme was the nature of collaboration that can be explored from the learning data, with topics such as such as its boundaries, that is, if all interaction is collaborative, and the need for new theoretical frameworks for learning in groups as what happens in group is more than just the sum of the individual work of every group participant. Aspects of human-machine partnership, such as how powerful the position of computers is in collaborative settings, ways to work collaboratively with analytic technologies, and if/how can we support and foster regulation rather than replacing it, were addressed. Dimensions of differences across our research, such as research topics, timing of LA interventions, data analysis methods, theoretical frameworks, stakeholders, data sources, or learning settings were also discussed. This led to a discussion on the transferability of research findings to other contexts, e.g., different educational levels or cultural contexts, and the differences between China and other countries towards implementation of LA. Finally, another theme was the importance of cognitive and socio-emotional factors (and the interplay between them) in collaborative learning.

As a result of the discussions, the three hardest challenges to overcome were identified: (i) seeking modelling approaches that leverage the differences across modality streams, (ii) getting beyond the "cottage industry" to work towards meaningful models, integration of findings, and challenging each other’s interpretations, and (iii) understanding the interplay between the cognitive and the social. Discussions in a plenum session helped extend the list with additional challenges, such as the level of LD expertise that should be expected from LA researchers, what kind of LA research is meaningful for LD, and how the loop between LA and LD can be closed in light of many technological and conceptual challenges.

SLATE Annual Report 2019 —13 Innovating Pedagogy 2019

Ferguson, R., Coughlan, T., Egelandsdal, K., Gaved, M., Herodotou, C., Hillaire, G., Jones, D., Jowers, I., Kukulska-Hulme, A., McAndrew, P., Misiejuk, K., Ness, I. J., Rientes, B., Scanlon, E., Sharples, M., Wasson, B., Weller, M. & Whitelock, D. (2019). Innovating Pedagogy 2019: Open University Innovation Report 7. Milton Keynes, UK: The Open University. ISBN: 9781473028333 Free download: http://www.open.ac.uk/innovating

SLATE was invited to participate in developing the Open University UK’s 7th annual report Innovating Pedagogy for 2019 that is aimed at teachers and policy makers. The report explores ten innovative trends in teaching, learning, and assessment in eduction including (in approximate order of immediacy and timescale to widespread implementation):

• Playful learning Evoke creativity, imagination and happiness

• Learning with robots Use software assistants and robots as partners for conversation

• Decolonising learning Recognise, understand, and challenge the ways in which our world is shaped by colonialism

• Drone-based learning Develop new skills, including planning routes and interpreting visual clues in the landscape

• Learning through wonder Spark curiosity, investigation, and discovery

• Action learning Team-based professional development that addresses real and immediate problems

• Virtual studios Hubs of activity where learners develop creative processes together

• Place-based learning Look for learning opportunities within a local community and using the natural environment

• Making thinking visible Help students visualise their thinking and progress

• Roots of empathy Develop children’s social and emotional understanding

AVT Project

Morlandstø, N. I., Hansen, C., Wasson, B., & Bull, S. (2019). Aktivitetsdata for vurdering og tilpasning: Sluttrapport. SLATE Research Report 2019-1. Bergen, Norway: Centre for the Science of Learning & Technology (SLATE). ISBN: 978-82-994238-7-8

The Activity Data for Assessment and Adaptivity (AVT) project aimed to investigate the possibilities for the integration of activity data between vendors of digital tools in schools, in order to provide learning tasks/items that are better adapted to a learner’s needs. The project had as a goal to develop a framework for learning analytics that structures the data generated by learners working with digital tools, and provides an infrastructure that handles secure data exchange between vendors, and enables the recommendation of relevant tasks/items for learners. A second goal was to gain experience and test solutions for uniform exchange, structuring, and secure sharing of data, in order to provide a foundation for future work with learning analytics in primary and lower secondary education. Such a framework contributes to knowledge about how learning analytics can be used to identify a learner's competence level, identify learning gaps, and link to relevant learning resources, while at the same time serves as a resource for digital tool providers (e.g., EdTech vendors, Publishers) to develop high quality adaptive learning tools and resources. The framework also contributes to a discussion about how learning analytics can contribute to an increased quality of assessment work in schools. It is a goal that the framework will become a reference for both school owners and content providers throughout the country when acquiring and developing digital learning resources. The project focused on mathematics, the area of “numbers and algebra” in particular.

SLATE Annual Report 2019 —14 ALMATH

Egelandsdal, K., Hansen, C., Ness, I. J., Smith, M., & Wasson, B. (2019). Adaptiv læring i matematikk: empirisk rapport om Multi Smart Øving i grunnskolen. Bergen, Norway: Centre for the Science of Learning & Technology (SLATE). ISBN: 978-82-93789-02-4

Kynigos, C. (2019). Adaptive Learning in Mathematics: Situating Multi Smart Øving in the Landscape of Digital Technologies for Mathematics Education. Bergen, Norway:: Centre for the Science of Learning & Technology (SLATE). ISBN: 978-82-93789-00-0

Multi Smart Øving (MSØ) is a Norwegian adaptive learning system, developed by Gyldendal Norsk Forlag AS, for Norwegian mathematics education in for primary schools, first to seventh grade, where the age of the pupils ranges from 5–13 year olds. According to Gyldendal, 188,000 students and 9,822 teachers have licenses for the program. As this represents over 40% of all Norwegian pupils in primary school, it can be said that the program is widely distributed.

MSØ is built around individual task solving and is considered by Gyldendal as a digital workbook for practicing mathematics. MSØ is built on a recommender platform developed by the New York based company Knewton to accomplish adaptivity. Each pupil works with one task at a time and is given three attempts to answer correctly. If the pupil answers correctly, or incorrectly three times, she or he is presented with a new task. As an adaptive learning program, the intention behind MSØ is that the tasks are constantly adapted to the individual pupil’s abilities and needs. A pupil who shows mastery of a task receives a new task that is increasingly advanced, while a pupil who struggles with a certain type of task will receive other tasks adapted to his or her competence. In this way, the intention is that the tasks are aligned to the individual pupil’s level of performance.

This individual customisation is based on a competence profile developed for each pupil. The profile changes continuously in line with how the pupil solves the tasks, and the teacher is presented with an overview of the competency of each pupil (and the class) and how the pupils are progressing. In addition, the teacher can see which learning objectives the pupil is working on, the number of correct and wrong answers, and how long the pupil has worked with MSØ. The pupil can send tasks, along with comments, to the teacher if she or he wishes, for instance, to discuss a particular task with the teacher.

SLATE Annual Report 2019 —15 iComPASS

Hansen, C.J.S., Netteland, G., Wasson, B., Wake, J. (2019). Inquire Competence for better Practice and Assessment (iComPAss): Sluttrapport. SLATE Research Report 2019-2, Bergen, Norway: Centre for the Science of Learning & Technology (SLATE). ISBN: 978-82-93789-04-8

Society and its institutions depend entirely on specialised expertise. The inquire Competence for better Practice and Assessment (iComPAss) project has been an NFR supported competence project in which all partners were involved in the implementation of the project. As a competence project, the starting point was the organisations' need for expertise; in this case, the Master's in Organisation and Management at HVL (formerly the College of Sogn- og Fjordane) and decision makers in Fire and Rescue Services at Sotra Fire Protection IKS. Both organisations wanted to raise the quality of their training, to find methods to identify competency needs, and to develop methods and supporting technology that could provide a better overview of existing training and identified competency needs. NORCE and UiB have developed a method for identifying competence needs and investigated the analysis and visualisation of competence overviews. Three SLATE Masters students developed apps to support aspects of firefighter training. In addition, Enovate AS has participated and further developed an existing product and developed a prototype for a data collection tool.

The main results from iComPAss include:

• Identifying Competence Needs: Inquiring Practice, a method for identifying competence needs and developing a skills hierarchy that includes skills and the context around the skills in an organisation.

• Data collection tools: Readiness App, Assessment App, and fireTracker, an Indoor positioning and biosensor App for smoke diving.

• Using the visualisation tool Highcharts, visualisations of data from the assessment application, with a focus on group and individual skills were developed. The indoor positioning app visualises smoke diver movements within a smoke filled house.

• The project’s research partners and participating organisations developed knowledge about how data can be used to raise awareness of training and education development, and how such awareness can support the development of the organisations.

• iComPAss partner EVOVATE has plans for commercialising some of the applications developed in the project and our method for identifying competence needs will be used in further research and in consultant work.

• Project results from the project were disseminated to the education sector, the public sector, and the business community, which has led to new project initiation. SLATE Annual Report 2019 —16 Outreach During 2019 SLATE hosted 7 SLATE Guest Lectures and arranged 1 conference, 2 symposium, 18 workshops, and 2 courses.

Interdisciplinary PhD Interdisciplinary course

In a first of its kind initiative, Senior Researcher Dr. Ingunn Johanne Ness, leader of the research theme Creativity & Innovation at SLATE, along with two colleagues from the Faculty of Social Science at UiB -- Birgit Kopainsky, Professor in System Dynamics, Department of Geography, and Dr. Hiwa Målen, project manager at DIGSSCORE (Digital Social Science Core Facility) -- designed and held a PhD course aimed to help PhD candidates prepare for career paths both inside and outside of academia. The course was held the first time in spring 2019.

The main aim of the course was to provide the participants with the needed tools to solve a complex challenge provided by US, the UNEP (United Nations Environment Program), using a new and innovative multidisciplinary method. The organising team themselves developed the problem-solving method used in this course by combining Prof. Kopainsky’s research on the use of the system dynamics method for sustainability transitions with Dr. Ness’ research on creative knowledge processes. The PhD candidates´ final products were subsequently presented to UNEP for evaluation.

The course represents a unique and pioneering model both in terms of content and the employed methods. At the same time “the course responds directly to the UiB revised strategy for 2019–2022 ‘Ocean, Life, Society’”, as expressed by Professor Robert Bjerknes, vice-rector of interdisciplinary affairs and large projects, who was present at the kick-off.

International Conference on Dialogic Pedagogy, Creativity & Learning

The international conference on Dialogic Pedagogy, Creativity & Learning: How do we foster dialogic teaching, creativity, & learning in educational settings? was held at the University of Bergen on 3rd June with over 80 participants. Organised by SLATE Researcher Ingunn Ness and Professor Emeritus Olga Dysthe, the program had a stellar line up of speakers:

Rupert Wegerif: Education as opening, widening and deepening dialogic space(s)

Eugene Matusov: Students and teachers as authors in a Bakhtinian critical dialogue

Olga Dysthe: Writing and talking in dialogic pedagogy and the role of the teacher

Per Fibæk Laursen: The next didactic revolution will become dialogical

Ingunn Johanne Ness: Polyphony and creative knowledge processes in the classroom and in higher education

Ingvill Rasmussen & Kari Anne Rødnes: Dialogue + microblogging = multivoicedness?

SLATE Annual Report 2019 —17 National Symposium on Learning Analytics in Higher Education The emerging application of learning analytics that uses student data to improve teaching, learning, and the student experience in higher education is gaining world wide attention. While learning analytics is at an early stage of development and adoption, there is evidence of promising results. How do we begin with learning analytics in our institutions?

SLATE invited to a 1 day national symposium in Bergen, the 30 October, 2019. Over 50 participants heard interesting talks by Mohammad Khalil on learning analytics in higher education, on implementation experience with learning analytics in higher education in the UK from Niall Sclater and at UC Berkeley by Steven Williams, by Arve Olaussen on UNIT’s experience with learning analytics and the Norwegian digitalisation strategy, Anne Swanberg who described how BI works with data to help prevent dropouts, and Barbara Wasson on the SHEILA framework that can be used to inform institutional strategies and policy processes of learning analytics. Feedback on the symposium was overwhelmingly positive and we plan a follow-up symposium in 2020.

International Symposium: Real-World Impact of Creativity Creativity is undeniably one of the buzzwords of the 21st century. It gained a prominent role in educational policy, business strategy, marketing campaigns, recruitment plans, political activism and beyond. And yet the question remains of what exactly we mean by creativity in all these contexts. More than this, what is the real-world impact of our definitions, theories, and practices of creativity in the life of students and teachers, in organisations, and in society at large? If creativity is the ‘force for good’ we imagine it to be, what can we learn from its application in different key domains and areas of our collective life?

This international symposium on The Real World Impact of Creativity in Education, Organisations, and Society held in Geneva on the 6th of December, explored the real-world impact of creativity in education, organisations and society with a focus on a) how creativity is understood and practiced in these different contexts; b) what we can learn about the creative process from considering these domains; and c) how we can assess and critically reflect on the role and value of creativity in the 21st century. We debated these themes with the help of international experts through keynotes, paper presentations, and panel discussions.

This symposium was the third edition of a long-term collaboration between Webster University Geneva and SLATE, including a first event on creativity, learning and technology, and a second event on interdisciplinarity.

SLATE Annual Report 2019 —18 SLATE Guest Lecture Series

In 2019 SLATE hosted 7 guest lectures by leading international researchers.

SLATE Guest Lecture Series

Dr. Eva Hartell, KTH Royal Institute of Technology 12.03 Comparative judgment – unpacking teachers' assessment practices

Tom Broos, Catholic University of Leuven 26.04 Automated feedback at scale and how students interact with it

Professor Olga Viberg, KTH Royal Institute of Technology 11.06 Measuring Self-Regulated Learning through Mobile Learning Analytics

Richard Glassey, KTH Royal Institute of Technology 11.06 How Software Development Academy Paves the Way at KTH

Dr. Jussi Okkonen, University of Tampere 3.09 LivingLabs as a Vehicle for Co-Development of EdTech

Dr. Matt Russell, University of Texas at Austin 9.09 Using Analytics to Improve First-Generation Student Development

Professor Inge Molenaar, Radboud University Nijmegen 6.11 From Learning Analytics at scale in Schools to Hybrid Human-AI regulation

Visitors from the Ministry of Education

SLATE Annual Report 2019 —19 Management and Administration

SLATE is hosted by the Faculty of Psychology (PSYFA) at the University of Bergen (UiB). SLATE’s primary funding support comes from the Norwegian Ministry of Education and Research and UiB. PSYFA also provides some administrative support.

Administrative Structure

The Centre is led by Director, Professor Barbara Wasson and the Administrative Leader, Jorunn Viken. In addition, the SLATE leader group comprises Senior Researcher Ingunn Ness. SLATE is responsible for administering its own economy and communication. General IT support is provided by the IT department at UiB. In 2019 one permanent engineer (system developer) and one new permanent Senior Researcher were hired. A permanent full Professor position was announced, but the committee did not find any of the applicants qualified. The position is now announced again, and we intend to hire someone before fall 2020. We will continue to expand in 2020. Several hour-based research assistants were hired in 2020, one 20% research position was hired from 1st March, one associate professor II is being hired, and 1 postdoc position will be released.

Employees in 2019 Barbara Wasson Director Jorunn Viken Administrative Leader Dana Kvietkute Centre Economist (40%) Ingunn J. Ness Senior Researcher, Creativity and Innovation theme Leader Mohammad Khalil Senior Researcher Kjetil Egelandsdal Postdoc Kristin Børte Senior Researcher (7 months; parental leave 4 months 100%, 2 months 50%) Nina Morlandstø Senior Engineer, Project Leader Gleb Belokrys Senior Engineer & developer (4 months) Weiqin Chen Professor II Chronis Kynigos Professor II Vlad Glaveanu Associate Professor II Jeroen van Merrienboer Professor II Mireille Al Farah Communications Advisor (2 months) Kamila Misiejuk Research Assistant (25%)

PhD Candidates & Masters Students Rosaline Barendregt PhD Candidate Fay Weldon PhD Candidate Jeanette Samuelsen PhD Candidate Kamila Misiejuk PhD Candidate Joakim Vindenes PhD Candidate Fredrik Sundt Breien PhD Candidate (Industrial PhD with Equinor & VilVite Science Centre) Gunhild Lundberg PhD Candidate NTNU (Ingunn Ness is co-supervisor) Ole Fredrik Nordbye Masters Student Audun Gulbrandsen Masters Student Jay Poltakova Masters Student Ingrid Dahl Furunes Masters Student Glenn Håkon Bekkeli Masters Student Maria Smith Masters Student Bjørn Ståle Aalberg Masters Student

SLATE Annual Report 2019 —20 The Board and the Scientific Advisory Committee

The SLATE Board is an administrative body that meets usually twice a year. One meeting was held in May 2019. In addition, the Board can be consulted on issues outside the regular meetings. The SLATE Board leader is Professor Bente Wold, dean of the Psychology Faculty, UiB, and her alternative Associate Professor Gro Mjeldheim Sandal.

SLATE Board UiB Alternate Bente Wold Dean Vice-Dean of Research Gro Mjeldheim Sandal (Leader) Psychology Faculty Psychology Faculty

Oddrun Samdal Vice-Rector of Education

Dean Vice-Dean of Education Jan Erik Askildsen Dag Elgesem Social Science Faculty Social Science Faculty

Natalie Johnsen Student Representative Håkon Randgaard Student Representative

External Alternate Research Director Research Leader Ingvild Eide Graff Torill Helen Tveito NORCE NORCE Director education & competence Director Bjørn Lyngdal Lin Holvik Vestland Fylkeskommune Kulturtanken

The SLATE Scientific Advisory Committee (SAC) comprised of leading international researchers and consultants from the international research community. SAC is a sounding board for research directions and strategies. SAC members were consulted independently in 2019.

Scientific Advisory Committee Jo-Anne Baird Department of Education, Oxford University Elaine Coleman Strategic Consultant Nancy Law CITE, University of Hong Kong Konrad Morgan EDUVATE INC Sølvi Lillejord Norwegian Knowledge Centre for Education/Director Teacher Education UiB

SLATE Annual Report 2019 —21 Finances

The Norwegian Ministry of Education and Research (5,54 MNOK core funding) and UiB (5,0 MNOK core funding) were SLATE’s primary funding sources in 2019. There is a still a delay in the use of both KD and UiB funds (from SLATEs first year).

The actual costs incurred in 2019 are presented in the table below.

KD Financed 5 548 100

Salary- and personal costs 4 267 644

Investments R&D 600 000

Operating costs 1 281 560

Total costs 6 108 324

Transferred to 2020 -560 224

UiB Financed 5 000 000

Salary- and personal costs 3 856 645

Operating costs 56 931

Total costs 3 913 576

Transferred to 2017-2020 1 086 424

External financing (BOA)

AVT project 350 000

Intromat project 100 000

Decentralised competence development 100 000

Gifts and research funds* (e.g., Meltzer) 70 000

Total 620 000

*In addition to the externally financed projects booked at SLATE, our researchers are participating in UiB internally funded elite programs such as Momentum (100K) and Spire (40K), etc. We also received NOK 100 000 from Universitetsfond that was used to support the International Symposium Dialogic pedagogy, creativity and learning arranged in June. In addition, SLATE PhDs formally enrolled at other faculties at UiB have received Meltzer that are booked in that faculty.

SLATE Annual Report 2019 —22 Appendix

Journal Papers

Chen, W. (2019). Knowledge-aware learning analytics for smart learning. Procedia Computer Science 159, 1957-1965. DOI: https://doi.org/10.1016/j.procs.2019.09.368

Egelandsdal, K., & Krumsvik, R. J. (2019). Clicker Interventions at University Lectures and the Feedback Gap. Nordic Journal of Digital Literacy 1(2), 17. DOI: https://doi.org/10.18261/ issn.1891-943x-2019-01-02-06

Gray, R. (2019). Meaningful interaction: toward a new theoretical approach to online instruction. Technology, Pedagogy and Education 28(4), 473-484. DOI: https://doi.org/ 10.1080/1475939X.2019.1635519

Gulati, A., Schwarzlmüller, T., du Plessis, E., Søfteland, E., Gray, R., & Biermann, M. (2019). Evaluation of a new e-learning framework for teaching nuclear medicine and radiology to undergraduate medical students. Acta Radiologica Open 8(7), 1–6.

Heyn, L., Olsen, U., Phelps, J., Gray, R., & Raaheim, A. (2019). Taksonomitabellen: en oversettelse av The Taxonomy Table til norsk. Nordisk sygeplejeforskning 9(4), 272-284.

Hoel, T., & Chen, W. (2019). Privacy engineering for learning analytics in a global market: Defining a point of reference. International Journal of Information and Learning Technology 36(4), 288-298. DOI: https://doi.org/10.1108/IJILT-02-2019-0025

Lillejord, S., & Børte, K. (2019). Middle leaders and the teaching profession: building intelligent accountability from within. Journal of Educational Change, 1-25. https://doi.org/10.1007/ s10833-019-09362-2

Lillejord, S., and Børte, K. (2019) Trapped between Accountability and Professional Learning? School Leaders and Teacher Evaluation. Professional Development in Education https://doi.org/ 10.1080/19415257.2019.1585384

Ludvigsen, K., & Ness, I. J. (2019). Writings on the wall: How the use of technology can open dialogical spaces in lectures. Thinking Skills and Creativity, 1-18.

Nouri, J., Ebner, M., Ifenthaler, D., Saqr, M., Malmberg, J., Khalil, M., Bruun, J., Viberg, O., González, M. Á. C., Papamitsiou, Z., & Berthelsen, U. D. (2019). Efforts in Europe for Data-Driven Improvement of Education–A Review of Learning Analytics Research in Six Countries. International Journal of Learning Analytics and Artificial Intelligence for Education 1(1), 8-27.

Ortiz de Gortari, A. B., & Griffiths, M. D. (2019). Letter to the Editor for ‘Current Addiction Reports’—Game Transfer Phenomena and Dissociation: a Reply to Guglielmucci et al. (2019). Current Addiction Reports 6, 155–158. DOI: https://doi.org/10.1007/s40429-019-00250-6

Prinsloo, P., Slade, S., & Khalil, M. (2019). Stuck in the middle? Making sense of the impact of micro, meso and macro institutional, structural and organisational factors on implementing learning analytics. European Journal of Open, Distance and E-learning 22(2), 1-12.

Prinsloo, P., Slade, S., & Khalil, M. (2019). Student data privacy in MOOCs: a sentiment analysis. Distance Education 40(3), 1-19.

Samuelsson, M., & Ness, I. J. (2019). How to turn democratic deliberations into productive processes of co-operation – a response to ”Deliberating public policy with adolescents. Democracy & Education Journal, 27(1), 1-5.

SLATE Annual Report 2019 —23 Tolo, A., Lillejord, S., Petour , M. T. F., & Hopfenbeck, T. N. (2019). Intelligent accountability in schools: A study of how school leaders work with the implementation of assessment for learning. Journal of Educational Change, 1-24. DOI: https://doi.org/10.1007/s10833-019-09359-x

Wong, J., Khalil, M., Baars, M., de Koning, B., & Paas, F. (2019). Exploring sequences of learner activities in relation to self-regulated learning in a massive open online course. Computers & Education 140. DOI: 10.1016/j.compedu.2019.103595

Conference Papers

Flobak, E., Wake, J., Vindenes, J., Kahlon, S., Nordgreen, T., & Guribye, F. (2019). Participatory Design of VR Scenarios for Exposure Therapy. In Participatory Design of VR Scenarios for Exposure Therapy. Glasgow, UK: ACM. ISBN: 978-1-4503-5970-2

Khalil, M., Wong, J., Baars, M., Zafar, F., & Wasson, B. (2019). Evaluating the Usability of a Study Support Mobile App for Higher Education. In World Conference on Mobile and Contextual Learning (pp. 85-93). Delft, Netherlands: AACE.

Misiejuk, K., & Wasson, B. (2019). Building an ENA Model with Peer Assessment Data. In B. Eagan, M. Misfeldt & A. Siebert-Evenstone (Eds.), First International Conference on Quantitative Ethnography: Conference Proceedings Supplement (pp. 26-27). Madison, WI, USA: The Society for Quantitative Ethnography.

Misiejuk, K. (2019). The Potential of Learning Analytics for Supporting Peer Assessment. In B. Eagan, M. Misfeldt & A. Siebert-Evenstone (Eds.), First International Conference on Quantitative Ethnography: Conference Proceedings Supplement (pp. 62-63). Madison, WI, USA: The Society for Quantitative Ethnography.

Slade, S., Prinsloo, P., & Khalil, M. (2019). Learning analytics at the intersections of student trust, disclosure and benefit. In Proceedings of the 9th International Conference on Learning Analytics & Knowledge (pp. 235-244). Tempe, AZ, USA DOI: 10.1145/3303772.3303796

Wake, J.D., Wasson, B., Bjørgen, E.P., & Heimsæter, F. (2019). Supporting firefighter training through visualising indoor positioning, motion and time use data. In Z. Franco, J.J. Gonzales & J.H. Canos (Eds.), Proceedings of the 16th ISCRAM Conference, (pp. 1173 - 1182). Valencia, Spain.

Extended Abstracts

Børte, K., Nesje, K., & Lillejord, S. (2019). Prerequisites for student active learning. In The International Congress for School Effectiveness and Improvement (ICSEI). Stavanger, Norway.

Hansen, C., & Wasson, B. (2019). As vendors and teachers see it: Opportunities and challenges in the use of learning analytics. In The 3rd Annual Learning & Student Analytics Conference (LSAC). Nancy, France.

Khalil, M. (2019). The use of Learning Analytics to Explore Sequences of Self-Regulated Learning in MOOCs. In The 3rd Annual Learning & Student Analytics Conference (LSAC). Nancy, France

Lillejord, S. & Børte, K. (2019). Teacher evaluation - Trapped between accountability and professional learning. In American Educational Research Association – AERA 2019 Annual Meeting. Canada,Toronto.

Book Chapters

Egelandsdal, K., & Krumsvik, R. J. (2019). Clicker Interventions, promoting student activity and feedback at University Lectures. In A. Tatnall (Ed.), Encyclopedia of Education and Information Technologies (pp. 17). Springer. DOI: https://doi.org/10.1007/978-3-319-60013-0

SLATE Annual Report 2019 —24 Egelandsdal, K., Ludvigsen, K., & Ness, I. J. (2019). Clicker Interventions in Large Lectures in Higher Education. In Learning, Design, and Technology (pp. 22). Springer. DOI: https://doi.org/ 10.1007/978-3-319-17727-4_147-1

Ness, I. J. (2019). Behind the Scenes: How to research creativity in multidisciplinary groups. In I. Lebuda & V. Glaveanu (Eds.), The Palgrave Handbook of Social Creativity Research (pp. 353-372). Palgrave Macmillan. ISBN: 978-3-319-95497-4

Wong, J., Baars, M., de Koning, B., Zee, T. v. d., davis, d., Khalil, M., & Houben, G. (2019). Educational Theories and Learning Analytics: From Data to Knowledge. In Utilizing Learning Analytics to Support Study Success (pp. 3-25). Springer. DOI: https://doi.org/ 10.1007/978-3-319-64792-0_1

Posters

Breien, F. (2019, June). Cross Ontological Characteristics of narratives in DGBL using High Author Agency Actors to Positively Affect Engagement, Motivation, and Learning Outcomes. Poster Session presented at the 15th EATEL Summer School on Technology Enhanced Learning, Bari, Italy.

Misiejuk, K. & Wasson, B. (2019, October). Building an ENA Model with Peer Assessment Data. Poster Presented at the International Conference on Quantitative Ethnography 2019, Madison, Wisconsin, USA.

Misiejuk, K. (2019, June). The Potential of Learning Analytics for Supporting Peer Assessment. Poster Presented at the the Learning Design, Technology and the Learning Sciences: a Research Colloquium, Beijing Normal University in Beijing, China.

Misiejuk, K. (2019, June). The Potential of Learning Analytics for Supporting Peer Assessment. Poster Session Presented at the 15th EATEL Summer School on Technology Enhanced Learning, Bari, Italy.

Reports

Hansen, C., Netteland, G., Wasson, B., & Wake, J. (2019). Inquire Competence for better Practice and Assessment (iComPAss): Sluttrapport. Bergen, Norway ISBN: 978-82-93789-04-8

Wasson, B. (Ed.). (2019). IKT og Læring: Rapport fra Undergruppen. Rapport levert til Arbeidsgruppen on IKT Samarbeid ved UiB. April

SLATE Annual Report 2019 —25 Workshops organised

Breien F. (2019, May). Author- and Game Agency in Narrative Digital Game-Based Learning at the SLATE Internal Workshop, Bergen, Norway

Breien F. (2019, May). Designing Narrative DGBL to Optimize Effects on Engagement and Motivation at the Curricular Design Workshop in High School Education - Kolon High School, Bergen, Norway

Breien F. (2019, June). Author- and Game Agency in Narrative Digital Game-Based Learning at the 15th EATEL Summer School on Technology Enhanced Learning, Bari, Italy

Breien F. (2019, October). Designing Narrative DGBL to Optimize Effects on Engagement and Motivation at the Design Workshop on Science Mediation - Bergen Science Center VilVite, Bergen, Norway

Dysthe O. & Ness I. J. (2019, June). Dialogic Pedagogy, Creativity, and Learning - discussing implications meeting at the Dialogic Pedagogy, Creativity, and Learning, Bergen, Norway.

Khalil M. & Rayyan S. (2019, April). Learning Analytics impact on Teaching and Instructional Design in Higher Education at the American University of Ras Al Khaimah, Ras al Khaimah, UAE

Khalil M. & Rayyan S. (2019, April). Learning Analytics impact on Teaching and Instructional Design in Higher Education at the The IEEE Global Engineering Education Conference, Dubai, UAE

Misiejuk K. (2019, June). Introduction to Epistemic Network Analysis workshop at the 15th EATEL Summer School on Technology Enhanced Learning, Bari, Italy.

Misiejuk K. (2019, October). Introduction to Epistemic Network Analysis workshop at the Visit at the Carnegie Mellon University, Pittsburgh, PA, USA.

Misiejuk K. & Eagan B. (2019, October). Introduction to Epistemic Network Analysis workshop at the International Conference on Quantitative Ethnography (ICQE), Madison, WI, USA.

Ness I. J. (2019, January). Interdisciplinary Teamwork and Innovation at the Medical Faculty course, Bergen, Norway.

Ness I. J. (2019, February). Team formation and Innovation at the Course on sustainable Innovation (Faculty of Social Science), Bergen, Norway.

Ness I. J. & Glaveanu V. (2019, March). Creativity - in learning and life at the Desentralized Competence Development

Ness I. J. (2019, May). Interdisciplinary team work - how to succeed with Innovation at the PhD for Innovation course, Bergen, Norway.

Ness I. J. (2019, May). PhD for Innovation: Group roles and creativity in interdisciplinary teams at the PhD for Innovation course, Bergen, Norway.

Ness I. J. (2019, November). AIR. Innovation workshop at the AIR. Innovation kick-off, Bergen, Norway.

Viberg O. & Khalil M. (2019, August). Supporting Self-Regulated Learning with Mobile Learning Analytics at the Nordic Learning Analytics Summer Institute, Tallinn, Estonia.

SLATE Annual Report 2019 —26 Conferences organised

Ness, I. N. & Dysthe, O. (2019) Design and Dialogic Pedagogy, Creativity, and Learning. International Conference, June 3, Bergen, Norway

Symposiums organised

Ness, I.J. & Glaveanu, V. (2019) The impact of Creativity in education, organization and society. International Symposium, December 6, Webster University, Geneva, Switzerland.

Wasson, B. & Khalil M. (2019) Learning Analytics in Higher Education. International Symposium, October 10, University of Bergen, Bergen, Norway.

Courses organised

Kopainsky, B., Målen, H. & Ness, I. N. (2019) PhD for Innovation - Interdisciplinary problem-solving and creativity. May 7-23, University of Bergen, Bergen, Norway.

Wasson, B. & Khalil M. (2019) INFO352 - Research Topics in Technology-Enhanced Learning. August 20 - December 30, SLATE, University of Bergen, Bergen, Norway.

SLATE Annual Report 2019 —27 SLATE Presentations Date Event Place Who* Title Gyldendal Akademisk workshop on 8.01 Bergen IN Bakhtin and the sociocultural perspective the book Til Elevens beste Læring i og for arbeidslivet (ped. Organizational learning & Innovation from a 18.02 Bergen IN 113) sociocultural perspective Peergrade Exploring Peer Assessment with Learning 13.03 PeergradeCon KM Copenhagen Analytics Building a Learning-Centered, Scholarly Aarhus 15.03 RG Culture for Digital Assessment at the University University of Bergen Bergen Artificial Intelligence and 26.03 Solstrand KM Measuring Learning in the Age of Big Data Machine Learning Symposium Digitization of Learning and Assessment: The 5.04 Faculty of Law UiB RG TALIDA project American Learning Analytics impact on Teaching and 5.04 EDUCON2019 University, UAE, MK Instructional Design in Higher Education Dubai American Educational Research Teacher evaluation - Trapped between 7.04 Association – AERA 2019 Annual Toronta KB accountability and professional learning Meeting 29.04 Christiekonferansen UiB JoV VR—Fra idé til virkelighet University of Digital transformation of society – key 29.04 CeDIT BW Adger challenges and knowledge needs Global Road Trip Webinar Series on Oulu University, Aligning Learning and Assessment: 7.05 RG Innovative Pedagogical Practices Finland Transforming the Traditional University Exam 10.05 Italian Learning Analytics Conference Rome BW What is Learning Analytics

14.05 PhD Lecture Umeå University MK Ethics and Privacy of Learning Analytics

20.05 Sorbonne students' visit at SLATE SLATE IN Interdisciplinary Innovation Research

20.05 Sorbonne students' visit at SLATE SLATE BW Learning Analytics Exploring Peer Assessment with Learning 20.05 Sorbonne students' visit at SLATE SLATE KM Analytics HVL 24.05 COPE workshop BW Adaptive treatment Bergen Department of Linguistics and 27.05 OsloMet RG Seminar on Teaching with Canvas Scandinavian Studies Polyphony and Creative Knowledge International conference on Dialogic 3.06 SLATE IN processes in the Classroom and in Higher Pedagogy, Creativity & Learning Education Digitaliseringskonferansen for høyere NTNU The Role of Learning Analytics in 4.06 BW utdanning og forskning Trondheim Digitalisation of Higher Education Media City 12.06 MCB Future Week JoV The Virtual Self Bergen 17.06 EdMedia + Innovate Learning Amsterdam BW Learning Analytics and its Role in Education

21.06 UiB-AI & Nora meeting Bergen BW Artificial Intelligence in Villa Griffone, STEPRE model - dialogic pedagogy in higher 22.06 EC3 3rd MIC Conference IN Bologna education Media City 4.07 ICDE-UiB Meeting BW Research at SLATE Bergen NAUS 2019: The Digital Workplace – 15.08 Tromsø BW Artificial Intelligence Meets Learning Analytics Skills for a Changing World Supporting Self-Regulated Learning with 28.08 LASI 2019 Tallinn University MK Mobile Learning Analytics 5.09 LA in Health Education - MOOC OsloMet MK Didactics of MOOCs European Conference for Education Digital Assessment as Feedback to Support 6.09 Hamburg RG Research (ECER) Effective and Meaningful Learning

10.09 IKT-temadag i lektorutdanningen Bergen KE Responsteknologi i undervisningen

Fagdag "Det digitale klasserommet Knappskog 12.09 CH, IN Desentralisert kompetanseutvikling - status under fagfornyelsen" skole

SLATE Annual Report 2019 —28 SLATE Presentations Date Event Place Who* Title

19.09 Forelesning for PPU-studenter Bergen KE Vurdering i skolen

University of Ethics and Privacy in TEL and Learning 24.09 BSc Course MK Eastern Finland Analytics

International Society for the Addressing the “Border” between Teaching, 10.10 Scholarship of Teaching and Atlanta, GA RG Learning and Assessment in Norwegian Learning Conference (ISSOTL 2019) Higher Education

KTH, Lecture on Learning Analytics Methods and 15.10 PhD Course MK Stockholm Tools As vendors and teachers see it: LSAC, the 3rd Annual Learning & 23.10 Nancy, France CH Opportunities and challenges in the use of Student Analytics Conference learning analytics Université de The use of Learning Analytics to Explore LSAC, the 3rd Annual Learning & 25.10 Lorraine MK Sequences of Self-Regulated Learning in Student Analytics Conference Nancy MOOCs How can instructors facilitate student 29.10 UiB Læringslab Labfrokost UiB RG learning in online courses? National Symposium on Learning 30.10 Bergen BW Learning Analytics Analytics in Higher Education

National Symposium on Learning 30.10 Bergen MK Learning Analytics in Higher Education Analytics in Higher Education Testing and Evaluating a Ludo-Narrative IT University of Design Process to Optimize Positive Effects 1.11 Character Seminar FB Copenhagen from Narratives in Digital Game-Based Learning 5.11 BI Personell Seminar Arendal BW Læringsanalyse Representasjon 11.11 KD Topp politisk møte sbolig BW Partnerskap, Data, og Kunstig Intelligens Oslo Exploring the Effects of Narratives on 26.11 Game Research Network UiB FB Engagement and Motivation in Game Based Science Mediation Hvordan bør AI brukes innen dagens og 27.11 SETT Dagene Lillestrøm BW fremtidens utdanning? 28.11 Online Educa 2020 Berlin BW Artificial Intelligence in Education Årets forskningsdag, Det 29.11 UiB IN Innovation and Interdisciplinary team work psykologiske fakultet, UiB Blended Learning, Lecturing and Active Department of Earth Sciences 4.12 Solstrand RG Learning: or, what is really being covered Teaching Retreat here? 16.12 InfoMedia Christmas Seminar Solstrand BW Learning Analytics in Higher Education ExcITed Center for Teaching NTNU 17.12 RG The TALIDA Project at UiB Excellence Trondheim

* GB-Gleb Belokrys; BW-Barbara Wasson; CH-Cecilie Hansen; FB-Fredrik Sundt Breien; KE-Kjetil Egelandsdal; IN-Ingunn Ness; JoV-Joakim Vindenes; JV-Jorunn Viken; KM-Kamila Misiejuk; RG-Robert Gray;

SLATE Annual Report 2019 —29 SLATE Meetings When With Where Who* Topic Grete Netteland (HVL), Susan Bull 3-4.01 Bergen BW, CH Open Learner Models in iComPAss (Consultant)

7-9.01 Susan Bull (Consultant) UiB BW, CH, NM Open Learner Models in AVT

10.01 Stefanie Meyer Bergen IN Introduction course - grant applications

Grete Netteland (HVL) Anneline 11.01 Skype CH Kompetanseutvikling i helsesektoren Rossland (VID)

16.01 Jacob Grandin m. ﬂ. Bergen IN CET201 Innovation bachelor course meeting

17.01 Line Hilt m. ﬂ. Bergen IN Referansengruppen, Iped møte

Grete Netteland, Høgskulen på 18.01 Skype BW, CH Digital kompetanse i helsesektoren Vestlandet (HVL)

18.01 Hiwa Målen Bergen IN Identifying Innovation Projects

18.01 Olga Viberg Bergen MK Discussion on ECTEL Paper

18.01 Harald Pedersen, Bergen kommune Bergen CH, IN, MK Fleksible videreutdanning i digital kompetanse

Jacob Grandin på Bergen CET201, Innovation course, møte i akademisk 22.01 Bergen IN Innovasjonslab komité

Mønster og analyser, Aktivitetsdata fra 23.01 Christoph Trattner, (NORCE) Bergen CH, NM læringsverktøy og vurderingsverktøy

25.1 Haci Akman (AHKR, UiB) Bergen CH Digital kompetanse og multikulturalisme

Fagkart og Aktivitetsdata for vurdering og 28.1 UDE & Gyldendal Oslo BW, CH, NM tilpasning

29.01 UDE, Kikora, Conexus, Kunnskap.no Oslo BW, CH, NM Adaptivitet og oppgavenivåer

29.01 Anne Homme UiB IN Forskningsgruppemøte, Kunnskap og Styring

30.01 Stefanie Meyer Bergen IN Introduction course, grant application (part 2)

31.01 Ulrich Dettweiler. UiS Skype BW Forskningsråd application

31.01 Marianne Brattland, OsloMet Skype BW NUAS

1.02 Jon Hoem, HVL Sotra CH, KE Søknadsinitiering

5.02 Hiwa Målen & Birgit Kopainsky UiB IN Identifying Innovation projects meeting

7.02 UiB IKT Underguppen SLATE BW, IN, JV UiB IKT Underguppen

8.02 Jon Hoem, HVL SLATE CH, IN Exploring collaboration

8.02 Steinar Tverlid, Equinor Bergen IN Innovation processes in Organizations

11.02 Øyvind Halvorsen, Iped UiB IN Sociocultural perspectives in the Classroom

Resultater fra analyser av aktivitetsdata i 12.02 Christoph Trattner (NORCE) UiB CH, NM læringsverktøy og vurderingsverktøy

UiB fagutvalgsrepresentanter til 12.02 Trondheim BW Digitaliseringsstyret Digitaliseringsstyrets

14.02 Eric Hamilton Skype BW UNESCO collaboration

15.02 Michalis Giannakos Bergen MK Master Thesis grading

18.02 UDE Oslo CH, NM Aktivitetsdata for Vurdering og Tilpasning

19.02 Steinar Tverlid, Equinor Equinor IN Exploring cases for PhD course

19.02 Anne Homme, Iped UiB IN Kunnskap og Styring - research group meeting

SLATE Annual Report 2019 —30 SLATE Meetings When With Where Who* Topic 19.02 Haci Akman Bergen BW, CH Forskningsråd application

20.02 Cathrine Tomte UiB BW, MK NFR Application

25.02 Birgit Krogstie, NTNU Trondheim IN Meeting about Midterm evaluation, NTNU

25-27.02 Konrad Morgan & Sølvi Lillejord Portsmouth BW Research collaboration

26.02 Gunhild Lundberg Trondheim IN Post Midterm evaluation, NTNU

27.02 Birgit Kopainsky, Hiwa Målen UiB IN Meeting on PhD for Innovation course

28.02 Hiwa Målen & Birgit Kopainsky UiB IN Developing PhD for Innovation course meeting

Bente Irmiger, Faculty of ﬁne art, music 28.02 UiB IN Interdisciplinary research exploration meeting and design, UiB

Fracoise Bouchet, University of 4.03 Skype BW Possible collaboration Lorraine, France

Victoria Carpenter, University of SRHE 5.03 IN Science in Higher Education meeting (London) Bedfordshire UK London

Grete Netteland (HVL), Anneline 11.03 Skype CH Digital kompetanse i helsesektoren Rosslang (VID)

Meeting on collaboration on grant application 13.03 Jon Hoem m ﬂ, (HVL) HVL CH, KE, IN (with HVL)

15.03 Olga Viberg & Agnes Kukulska-Hulme Skype BW Amnity project application

BW, CH, IN, 18.03 Jon Hoem, HVL SLATE Robot application KE

Harald Sodemann, Department of 18.03 SLATE BW, JV, RG VR collaboration Geology, UiB

19.03 Saif Rayyan Bergen MK Meeting on EDUCON 2019 workshop

Developing PhD for Innovation course - 19.03 Birgit Kopainsky & Hiwa Målen UiB IN meeting

19.03 Olga Viberg Skype MK AMITY application

21.03 Martine Baars & Olga Viberg, KTH Skype MK ECTEL paper

22.03 Sharon Slade, UK & Paul Prinsloo, SA Skype MK Meeting on Distance Education Article

22.03 Anne Homme, IPed UiB IN Kunnskap og Styring, research group meeting Developing PhD for Innovation course 28.03 Hiwa Målen & Birgit Kopainsky UiB IN meeting BW, CH, 28.03 UDE, KS og Cappelen Damm Oslo Utvikling av læremidler for fagfornyelsen NM Olga Viberg & Agnes Kukulska- 29.03 Skype BW Amnity project application Hulme UiB fagutvalgsrepresentanter til 1.04 Trondheim BW Digitaliseringsstyret Digitaliseringsstyrets 3.04 Saif Rayyan Skype MK Meeting on EDUCON2019 workshop Vito Lorenzo & Catherine Tomte, 3.04 Skype BW, MK Meeting on NFR Application UiA 3.04 UiB IKT og Lærings komite SLATE BW, IN, JV UiB IKT og Lærings komite meeting 11.04 Ole Johan Eikeland UiB KE Statistics for ALMAT-project 11.04 CompBioMed Executive Meeting Stockholm BW CompBioMed 24.04 Jacqueline Wong Skype MK Meeting on ICALT 2019 paper Developing PhD for Innovation, 26.04 Birgit Kopainsky & Hiwa Målen UiB IN discussing case meeting

SLATE Annual Report 2019 —31 SLATE Meetings When With Where Who* Topic Exploring case for PhD course, UN 29.04 UN, Nairobi Skype IN Nairobi Exploring collaboration with faculty of fine 29.04 Bente Irmiger UiB IN art, music and design UiB fagutvalgsrepresentanter til 30.04 UiB BW Digitaliseringsstyret Digitaliseringsstyrets 6.05 Kunnskapsdepartementet (KD) SLATE BW, IN, JV Dialogue meeting with KD Infrastructure at UiB - working group 8.05 Gro Sandal and the working group UiB IN meeting 2nd Planning Meeting: Learning Design, Nancy Law, University of Hong 9.05 Skype KM Technology and the Learning Sciences: a Kong, et al. Research Colloquium Paul Prinsloo (South Africa) & Book Chapter of LA in Distributed 10.05 Skype MK Sharon Slade (UK) Learning 13.05 Martine Baars and Olga Viberg Skype MK Meeting on ACE application Lucas Jeno, Department of 16.05 Bergen KE Meeting about research project "ArtsApp" Eduaction, UiB 20.05 Sorbonne students' visit at SLATE Bergen BW, KM, IN Learning Analytics BW, CH, 22.05 UDE og KS Oslo AVT2, planleggingsmøte med KS og UDE NM 24.05 Mike Antoni, Hege Eriksson HVL BW Adapative artificial intelligence Askøy Desentralized Competence development 27.05 Serine Ødegård m. fl. kommune BW, CH, IN meeting at Fjell Rådhus Fjell Lucas Jeno, Department of 27.05 Bergen KE Meeting about research project "ArtsApp" Education, UiB 28.05 Ida Landgärds Skype MK UiA Collaborations on LA in MOOCs 3rd Planning Meeting: Learning Design, Nancy Law, University of Hong 28.05 Skype KM Technology and the Learning Sciences: a Kong, et al. Research Colloquium Interdisciplinary team work in higher 31.05 Reidun Kjome SLATE IN education meeting Dialogic Pedagogy and social justice 7.06 Eugene Matusov SLATE IN meeting at Hotell Norge 7.06 Hiwa Målen, Birgit Kopainsky UiB IN Evaluation, PhD course meeting 11.06 Bjørg Hildeskår SLATE CH, IN Desentralisert kompetanseutvikling 11.06 Alexander Rayvn Bergen MK, NM Developer position 12.06 Gro Sandal and the working group UiB IN Infrastructure working group meeting 12.06 Olga Viberg, KTH Skype BW, MK Collaboration Roni Reiter Palmon (University of Research methods in social creativity 18.06 Nebraska) and Zorona Pringle (Yale Geneva IN meeting University) 21.06 UiB-AI & Nora Bergen BW UiB-AI & Nora meeting Olga Viberg & Agnes Kukulska- 24.06 Skype BW, MK Amnity project application Hulme Ingvild Vikingen Skogestad, Knappskog 25.06 CH Desentralisert kompetanseutvikling Knappskog skule skule 26-27.06 European Union Standaraization Milan MK EC for Standaraization 3.07 Jessie - UiB Student Bergen MK Interview with Jessie - Timetracker paper 4.07 ICDE Bergen BW ICDE 15.07 Studix Skype BW Collaboration Nils Anders Mæland og Børre 29.07 Sotra CH Erfaringmøte om iComPAss Brekkvassmo (Sotra Brannvern) How to lead organizations for innovation 13.08 Eirik Solberg, Equinor Equinor IN meeting 14.08 Bjørg Hildeskår SLATE IN Kompetanse for kvalitet 15.08 Hiwa Målen & Birgit Kopainsky UiB IN Scaling up Phd for Innovation meeting Skoler fra Fjell, Sund, Askøy og Desentralisert kompetanseheving 19.08 Øygarden, Fjell kommune, Askøy Sotra CH planleggingsmøte kommune, NLA og HVL 20.08 Hiwa Målen and Birgit Kopainsky UiB IN Scaling up PhD for Innovation meeting

SLATE Annual Report 2019 —32 SLATE Meetings When With Where Who* Topic 20.08 Olga Viberg and Martine Baars Bergen MK Discussion for LAK20 paper 2.09 Martin Ebner Skype MK MOOC didactics 3.09 Arne Magnus Morken m fl. UiB IN, JV Brukergruppen C12 Jussi Okkonen, University of 3.09 Bergen BW, MK Collaboration Tampere 4.09 Astrid Tolo UiB IN Preparation for Singh Workshop 4.09 Olga Viberg Skype BW, MK ACE application Ingvild Vikingsen Skogestad, Knappskog 5.09 CH Desentralisert kompetanseutvikling Knappskog skule skule 5-6.09 Ann-Karin Oslo MK Meeting on Oslomet project - MOOC Preparation to the ICQE workshop on 6.09 Brendan Eagan, UW-Madison Skype KM Epistemic Network Analysis Teaching courses - meeting with the 6.09 Bente Irmiger UiB IN faculty of fine art, music and design Equinor 9.09 Steinar Tverlid, Equinor IN Book project meeting Bergen 10.09 Jacquline Wong Skype MK Discussion for mlearn presentation Rebecca Ferguson & Eileen 12.09 Skype BW Playful Learning application Scanlon, OU Kunnskap og Styring, research group 13.09 Anne Homme m fl UiB IN meeting Preparation to the ICQE workshop on 13.09 Brendan Eagan, UW-Madison Skype KM Epistemic Network Analysis 16.09 Paul Prinsloo and Sharon Slade Bergen MK Discussion for LAK20 paper 23-24.09 Momentum program staff UiB IN Momentum meeting Therese Hopfenbeck, University of 24.09 Skype BW Systematic Review collaboration Oxford 24.09 Angelica Ortiz de Gotari Skype BW New eSports project Book project on Dialogic Pedagogy, 27.09 Olga Dysthe UiB IN Creativity and Learning Xueli from the faculty of fine art, 27.09 UiB IN Exploring project possibilities music and design Preparation to the ICQE workshop on 27.09 Brendan Eagan, UW-Madison Skype KM Epistemic Network Analysis Preparation to the ICQE workshop on 2.10 Brendan Eagan, UW-Madison Skype KM Epistemic Network Analysis 2.10 KTH, Stockholm, Turku Skype MK Compbiomed funding Extension 7.10 Bjørg Hildeskår, Andreas Nordeide Sotra CH, IN Desentralized competence development 8.10 Kari Øritsland Bergen IN Vis Innovation meeting 9.10 Hiwa Målen and Birgit Kopainsky UiB IN Developing PhD course - upscale Carolyn Rose, Carnegie Mellon Preparation to the research visit at the 9.10 Skype KM University Carnegie Mellon University 18.10 BIR Bergen BW KS project 22.10 Sølvi Lillejord Skype BW, IN Lektørutdanning 22.10 Jelena Larsen, University of Tromsø Skype BW Visit to SLATE 22.10 Bente Irmiger UiB IN Exploring collaboration across faculties 24.10 Oddrun Samdal m fl at Museplass 1 UiB BW, IN, JV Strategic meeting regarding SLATE future AVT2 Aktivitetsdata for Vurdering og 25.10 UDE og KS Oslo BW, CH Tilpasning 28.10 Steven Williams Bergen MK Peder Sather - Steven Williams 28.10 Olga Viberg Skype BW, MK NORDFORSK application Daniel Spikol (University of Malmo) 29.10 Skype BW Nordforsk NAILA application & Sanne Järvelä (University of Oulu)

SLATE Annual Report 2019 —33 SLATE Meetings When With Where Who* Topic Susane Tosca (Roskilde University), Lucas Wilde (Tübingen University), Joleen Bloom, Hans Joachim Backe, Ida Broni Christensen and Espen Aarseth (IT University of 31.10-1.11 IT Univ FB Characters in Video Games Seminar Copenhagen), Jan-Noël Thon Copenhagen (NTNU), Paolo Bertetti (Siena University), Nicolle Lamerichs (HU Utrecht), James Phelan (Ohio State University) 7-8.11 Momentum staff Bergen IN Momentum

11.11 VIS innovasjon, Kari Øritsland Bergen IN Innovation Research

BW, CH, JV, 12.11 Centre for Crisis Psychology Brussels Collaboration MK

Ragnhild Berg, DIKU BW, CH, JV, 12.11 Brussels Erasmus+ initiatives Benedicte Einarsen National expert EU MK

Tor Ivar Eikås, Norwegian Research BW, CH, JV, 12.11 Brussels H2020 Europa program Council MK

BW, CH, JV, Possibilities for support from the Norwegian 13.11 Vest-Norge kontor in Brussels Brussels MK ofﬁce for UiB, NORCE, and NTNU

19.11 Birgit Kopainsky, Hiwa Målen UiB IN Innovation and Sustainability

19.11 Studix Skype KE Møte med Studix

20.11 ICDE Skype BW OEB presentation and panel

20.11 Jessica Chan, Oxford Skype BW Systematic Review

Yishay Mor, Donatella Persico, Daniel 25.11 Skype BW Erasmus+ initiative Spikol, Allison Littlejohn, and others

26.11 Squirrel AI and others Berlin BW, KM Squirrel AI

27-29.11 LARS Nordic Trondheim MK LARS 2019

2.12 Vis innovasjon UiB IN Innovation research

Sverre Litleskare and Jo Wake Visioning a Narrative DGBL as Medical 2.12 Bergen FB (Norwegian Research Centre) Intervention

Yishay Mor, Donatella Persico, Daniel 5.12 Skype BW Erasmus+ initiative Spikol, Allison Littlejohn, and others

3.12 Tore Burheim, IT Director UiB UiB BW Learning Analytics at UiB

Fjell kommune, Fjell Ungdomsskule og Desentralisert kompetanseutvikling møte med 9.12 Sotra CH, KE Tranevågen Ungdomsskule ungdomsskuler

Fjell kommune, Askøy kommune, Skoler Desentralisert kompetanseutvikling 9.12 fra Fjell, Sund, Øygarden og Askøy, NLA Straume CH Prosjektgruppemøte og HVL

Jan-Ove.Farstad & Nina Østensen, Law BW, CH, IN, 10.12 Bergen Meeting on DIKU application Faculty, UiB KE, MK

19.12 Univeristy of Tromsø Bergen GB, BW, MK Collaboration with UiT

19.12 Yishay Mor, Israel Skype BW ID4HLS application

* GB-Gleb Belokrys; BW-Barbara Wasson; CH-Cecilie Hansen; FB-Fredrik Sundt Breien; KE-Kjetil Egelandsdal; IN-Ingunn Ness; JoV-Joakim Vindenes; JV-Jorunn Viken; KM-Kamila Misiejuk; RG-Robert Gray

SLATE Annual Report 2019 —34 SLATE Annual Report 2019 —35 Visiting Address: Faculty of Psychology, University of Bergen Christiesgate 13, Vektrgården, 3rd floor

Postal Address: Faculty of Psychology University of Bergen PO Box 7807 N-5020 Bergen, Norway

https://www.slate.uib.no https://www.facebook.com/SlateResearch/

@SlateResearch

SLATE Annual Report 2019 —36