Ola Berge

• PhD
• Consultant at Norwegian Ministry of Education and Research

(Edited by) This publication reports on the presentations given at the workshop ASSESSING THE EFFECTS OF ICT ON LEARNING OUTCOMES (21. – 22. April 2015 in Tromsø, Norway) organised by the Norwegian Centre of ICT in Education.

This presentation reports on the preliminary results of a research project aiming at mapping the literature that analyzes the impact of ICT on traditional learning outcomes. A paper, to be relevant for this project, had to be available in SCOPUS, published in English by a peer-reviewed journal in the field of “social sciences”, and to contain in it...

Abstract It is argued elsewhere that online learning environments constitute new conditions for carrying out collaborative learning activities. This article explores the roles of a series of online meetings in such an environment. The online meetings are arranged as part of a net-based course on object-oriented programming, and constitute a recurri...

With background in the proliferation of Information- and Communication Technologies (ICTs) in educational institutions, there is a growing interest in deploying ICT that complies with specifications and standards for learning technologies in these institutions. A key to obtaining the benefits of cost-efficiency and quality that motivate this intere...

The proliferation of technology-enhanced learning environments and digital learning resources in formal educational institutions (both K-12 and higher education) has led to a corresponding interest in improving the cost-efficiency related to developing and deploying such materials within these institutions. In the e-learning industry, which has bee...

Loud discussions concerning various ways of teaching object-orientation have taken place without much empirical evidence for any position. This paper reports qualitative observations of learning of object-oriented programming in an introductory course. The students were found to cope reasonably well with the object-oriented concepts, and they had l...

This case description focuses on how we have used activity theoretical concepts as analytical tools for improving better pedagogical design regarding a particular course on object- oriented programming. We argue that productive learning environments must be considered as environments where certain pedagogical, communicative, technological condition...

In this paper, we show how sociocultural theories inform the design of a course in object-oriented programming. An essential learning objective within this philosophy is the programming processes as such. To move toward this learning goal, the course design incorporates a combination of the so-called person-centered and decentered approaches to app...

One of the central objectives of project COOL is to explore critical aspects associated with learning (and teaching) object-oriented concepts. This objective will be pursued by bringing forth the heritage of Kristen Nygaard and the Norwegian approach to object-orientation. The project will develop learning material based on this work and intends to...

Loud discussions concerning various ways of teaching object-orientation have taken place without much empirical evidence for any position. This paper reports qualitative observations of learning of object-ori-ented programming in an introductory course. The students were found to cope reasonably well with the object-oriented concepts, and they had...

The problem area of this paper is manifested in discussions concerning the new pedagogical and communicative conditions that are present in ICT-mediated learning communities. An activity theoretical analysis of a networked learning environment that is concerned with object- oriented programming, reveals a strong interplay between this particular kn...