• Learning and teaching
• Writing
• Feedback and assessment
• Supervision/mentoring/peer learning in higher education
• Language, communication and learning
• Technology and learning
• Dialogic art education

Academic article

• Olga Dysthe; Knut Steinar Engelsen (2004). Portfolios and assessment in teacher education in Norway. A theory based discussion of different models in two sites. (external link)
• Olga Dysthe (2002). Professors as mediators of academic text cultures. An interview study with advisors and master degree students three disciplines in a Norwegian university. (external link)
• Olga Dysthe (2007). Pedagogiske endringar etter Kvalitetsreforma og konsekvenser for læring. Utfordringer og strategier vidare. (external link)
• Olga Dysthe (2007). How a reform affects writing in higher education. (external link)
• Ingunn Johanne Ness; Olga Dysthe (2020). Polyphonic Imagination: Understanding Idea Generation in Multidisciplinary Groups as a Multivoiced Stimulation of Fantasy. (external link)
• Olga Dysthe (2002). The learning potenial of a web-mediated discussion in a university course. (external link)
• Olga Dysthe; Sølvi Lillejord (2012). From Humboldt to Bologna: Using peer-feedback to foster productive writing practices among online master students. (external link)
• Olga Dysthe; Knut Steinar Engelsen (2009). Portfolio practices in higher education in Norway in an international perspective: macro-, meso- and micro-level influences. (external link)
• Olga Dysthe; Knut Steinar Engelsen (2004). Portfolios and assessment in teacher education in Norway: a theory-based discussion of different models in two sites. (external link)
• Jo Dugstad Wake; Olga Dysthe; Stig Mjelstad (2007). New and changing teacher roles in a digital age. (external link)
• Olga Dysthe; Knut Steinar Engelsen (2011). Portfolio practices in higher education in Norway in an international perspective: macro-, meso- and micro-level influences. (external link)
• Anton Havnes; Kari Smith; Olga Dysthe et al. (2012). Formative assessment and feedback: Making learning visible. (external link)
• Olga Dysthe (2011). Museenes særlige læringspotensiale i et dialogisk og flerstemmig perpektiv. (external link)
• Olga Dysthe; Akylina Samara; Kariane Westrheim (2006). Multivoiced supervision of master students: A case study of alternative supervision practices in higher education. (external link)
• Olga Dysthe; K. S. Engelsen; Ivar Andreas Åsland Lima (2007). Variations in higher education portfolio assessment. Discussions of quality issues based on a survey in Norway across institutions. (external link)
• Sølvi Lillejord; Olga Dysthe (2008). Productive Learning Practice - A Theoretical Discussion. (external link)
• Knut Steinar Engelsen; Olga Dysthe; Ivar Lima (2006). Mapper på veg inn i høgare utdanning. (external link)
• Olga Dysthe; Wolff-Dietrich Webler (2010). Pedagogical Issues from Humboldt to Bologna: The Case of Norway and Germany. (external link)
• Olga Dysthe (2021). Opportunities and challenges of dialogic pedagogy in art museum education. (external link)
• Olga Dysthe (2011). "What is the Purpose of Feedback when Revision is not Expected?" A Case Study of Feedback Quality and Study Design in a First Year Master's Programme. (external link)
• Olga Dysthe (2006). Bakhtin og pedagogikken - kva ein tidlegare ukjend artikkel fortel om Bakhtins pedagogiske praksis. (external link)

Lecture

• Olga Dysthe (2008). Elevvurdering i skolen. Overordna perspektiv på læringsfremmande vurdering. (external link)
• Olga Dysthe (2008). Fokus på mappearbeid: respons,tilbakemelding og undervegsvurdering. (external link)
• Olga Dysthe (2008). Faglig veiledning i et sosiokulturelt perspektiv. (external link)
• Olga Dysthe (2008). Læringsfremmande vurdering i klasserommet med fokus på tilbakemelding. (external link)
• Olga Dysthe (2008). Elevar med læring som mål. (external link)
• Olga Dysthe (2009). Utfordringar etter Kvalitetsreformen Strategiar for pedagogisk endring. Kultur for læring?. (external link)

Academic book chapter

• Mari-Ann Igland; Olga Dysthe (2001). Mikhail Bakhtin og sosiokulturell teori. (external link)
• Olga Dysthe; Arild Raaheim; Ivar Andreas Åsland Lima et al. (2006). Undervisnings- og vurderingsformer. Pedagogiske konsekvenser av Kvalitetsreformen. (external link)
• Olga Dysthe; Knut Steinar Engelsen (2005). Mapper som lærings- og evalueringsform. (external link)
• Olga Dysthe (2003). Teoretisk perspektiver på mapper som lærings- og vurderingsform. (external link)
• Olga Dysthe; L Wittek (2003). Kvalitetskriterier og vurdering. (external link)
• Olga Dysthe; K. S Engelsen (2003). Digitale mapper ved to lærarutdanningsinstitusjonar. (external link)
• Olga Dysthe; Akylina Samara; Kariane Westrheim (2006). En treleddet veiledningsmodell i masterstudiet. (external link)
• Olga Dysthe (2003). Teoretiske perspektiver på mapper. (external link)
• Olga Dysthe; K.S Engelsen (2003). Mapper som lærings- og vurderingsform. (external link)
• Olga Dysthe (2005). Utfordringer til evaluering i en ny læringskultur. (external link)
• Olga Dysthe; Mari-Ann Igland (2001). Vygotskij og sosiokulturell teori. (external link)
• Olga Dysthe; Frøydis Hertzberg (2006). ”Skriv alt du vet om …”. Bruk av mikro-oppgaver i undervisningen. (external link)
• Olga Dysthe; Jens Elmelund Kjeldsen; Siri Breistein et al. (2006). Studentperspektiv på rettleeing. (external link)
• Olga Dysthe; Frøydis Hertzberg (2009). Den nyttige tekstresponsen – hva sier nyere forskning?. (external link)
• Olga Dysthe (2007). From the contested field of testing in the US: The case of the university placement exam in writing. (external link)
• Olga Dysthe (2007). The challenges of assessment in a new learning culture. (external link)
• Olga Dysthe; Frøydis Hertzberg; Ellen Krogh et al. (2017). Writing in The Content Areas: A Scandinavian Perspective combining Macro, Meso, and Micro Levels. (external link)
• Frøydis Hertzberg; Olga Dysthe (2012). Prosesskriving-hvor står vi i dag?. (external link)
• Olga Dysthe (2000). "Den store teksten". Hovudfagsoppgåva som kjelde til frustrasjon og glede. (external link)
• Olga Dysthe (2006). Rettleiaren som lærar, parnar eller meister?. (external link)
• Olga Dysthe; Knut Steinar Engelsen (2003). Digitale mapper ved to lærarutdanningsinstitusjonar. (external link)
• Olga Dysthe (2000). The teacher's role in the multivoiced classroom. (external link)
• Mari-Ann Igland; Olga Dysthe (2003). Mikhail Bakhtin och sociokulturell teori. (external link)
• Olga Dysthe; Mari-Ann Igland (2003). Vygotskij och sociokulturell teori. (external link)
• Olga Dysthe (2003). Rettleiing av hovudfagsstudentar: undervisning, partnerskap eller lærlingskap?. (external link)
• Olga Dysthe; Sølvi Lillejord; Barbara Wasson et al. (2011). Productive e-feedback in higher education - Some critical issues. (external link)
• Olga Dysthe; Frøydis Hertzberg (2007). Kunnskap om skriving i utdanning og yrkesliv - hvor står vi i dag?. (external link)
• Olga Dysthe; Knut Steinar Engelsen (2003). Digitale mapper ved to lærarutdanningsinstitusjonar. (external link)
• Olga Dysthe (2002). Writing at Norwegian universities in an international perspective: From indirect strategies of strengtening writing to the Quality Reform. (external link)
• Olga Dysthe (2000). The Learning Potential of a Webmediated discussion in a university course. (external link)
• Olga Dysthe; Knut Steinar Engelsen (2003). Responsgrupper som læringsressurs i arbeidet med mapper. (external link)
• Olga Dysthe (2002). Om førhållandet mellan individ och grupp I portföljprosessen. (external link)
• Olga Dysthe (2000). "Porteføljemetodikk med sosiokulturell forankring". (external link)
• Olga Dysthe (2007). Mappevurdering som opplæringsform. (external link)
• Olga Dysthe; Line Wittek; Knut Steinar Engelsen et al. (2008). A theory-based discussion of assessment criteria : the balance between explicitness and negotiation. (external link)
• Olga Dysthe; Frøydis Hertzberg (2006). Å bygge opp skrivekompetanse fra bachelor til doktorgrad. (external link)
• Mari-Ann Igland; Olga Dysthe (2003). Mikhail Bakhtin og sosiokulturel teori. (external link)
• Olga Dysthe (2003). Rettleiing av hovudfagsstudentar: undervisning, partnerskap eller lærlingeskap?. (external link)
• Olga Dysthe (2007). Læring og læringsformer i Kunnskapsløftet. (external link)
• Olga Dysthe; Knut Steinar Engelsen (2008). Portfolios and Assessment in Teacher Education in Norway: A Theory-based Discussion of Different Models in Two Sites. (external link)
• Knut Steinar Engelsen; Olga Dysthe (2008). Bruk av mapper i norsk høgare utdanning [The use of portfolios in Norwegian higher education. (external link)
• Olga Dysthe (2000). "Mitt ansvar er å gi elevene de redskaper de trenger for å lykkes" Om lærerens rolle i det dialogiske og flerstemmige klasserommet. (external link)
• Olga Dysthe; Engelsen Knut Steinar (2003). Mapper som lærings- og vurderingform. (external link)
• Olga Dysthe; Akylina Samara (2006). Hvordan møte en endret veiledersituasjon. (external link)
• Olga Dysthe; Arild Raaheim (2006). Pedagogiske endringer som følge av Kvalitetsreformen. (external link)
• Olga Dysthe (2022). Dialogisk pedagogikk i kunstmuseer. Hva, hvorfor og hvordan?. (external link)
• Olga Dysthe; A Raaheim; I Lima (2006). Pedagogiske endringer som følge av Kvalitetsreformen. (external link)
• Olga Dysthe; Sølvi Lillejord; Barbara Wasson et al. (2011). Productive e-feedback in higher education : two models and some critical issues. (external link)
• Olga Dysthe (2013). Dialog, samspill og læring : flerstemmige læringsfelleskap i teori og lærong. (external link)
• Olga Dysthe (2012). Multivoiced classrooms in higher education academic writing. (external link)
• Olga Dysthe; Mari-Ann Igland (2003). Vygotskij og sosiokulturel teori. (external link)
• Olga Dysthe (2009). Læringssyn og vurderingspraksis. (external link)
• Olga Dysthe; Arne Vines (2009). Productive learning in the study of law: The role of technology in the learning ecology of a law faculty. (external link)
• Olga Dysthe (2009). What factors influence the improvement of academic writing practices? A study of reform of undergratuate writing in Norwegian higher education. (external link)
• Olga Dysthe; Knut Steinar Engelsen (2005). Digitale mapper ved to læreruddannelsesinstitutione. (external link)
• Olga Dysthe (2015). Writing pedagogy in online settings - a widening of dialogic Space?. (external link)
• Olga Dysthe (2011). Opportunity spaces for dialogic pedagogy in test-oriented schools: A case study of teaching and learning in high school. (external link)
• Olga Dysthe; Astrid Tolo (2007). Digital portfolios and feedback practices in a traditional university course. (external link)
• Olga Dysthe; Knut Steinar Engelsen; Tjalve Madsen et al. (2007). Criteria in portfolio assessment from student perspectives. The balance between explicitness and negotiation. (external link)
• M Allern; Knut Steinar Engelsen; Olga Dysthe et al. (2008). Digitale mapper - er de på plass nå?. (external link)
• Olga Dysthe (2014). Elevbesøk på kunstmuseum: Frirom eller læringsrom? Museumsundervisning i eit medborgarskapsperspektiv. (external link)
• Line Wittek; Olga Dysthe (2003). Kvalitetskriterier og vurdering - et utviklingsområde innenfor høyere utdanning. (external link)
• Sølvi Lillejord; Olga Dysthe (2009). Productive Horizontal Learning and Digital Tools. (external link)
• Olga Dysthe; Knut Steinar Engelsen (2003). Mapper som lærings- og vurderingsform. (external link)
• Mari-Ann Igland; Olga Dysthe (2001). Mikhail Bakhtin og sosiokulturell teori. (external link)
• Olga Dysthe (2014). Kunstmuseet som dialogisk læringsrom. Læringsmåter og overordnede mål. (external link)

Research report

• Olga Dysthe; Gunnar Handal; Thor Øivind Jensen et al. (1993). Studentevaluering av universitetsundervisning. Innstilling fra en komite oppnevnt av Kirke-, utdannings- og forsknings-departementet.. (external link)
• Olga Dysthe; Arild Raaheim; Ivar Andreas Åsland Lima et al. (2006). Evaluering av Kvalitetsreformen: DELRAPPORT 7: Undervisnings- og vurderingsformer: Pedagogiske konsekvenser av Kvalitetsreformen. (external link)
• Kariane Westrheim; Olga Dysthe (2004). Medstudenten som ressurs. (external link)
• Astrid Tolo; Olga Dysthe (2004). Digitale mapper og responspraksis i eit tradisjonelt universitetsfag. Rapport frå Historisk institutt ved Universitetet i Bergen. (external link)
• K. S. Engelsen; Olga Dysthe; I Lima (2006). Mapper på veg inn i høgare utdanning. Resultat frå ei spørjeundersøking i fire institusjonar. (external link)

Conference lecture

• Olga Dysthe (2000). "Giving them the tools they need to succeed." A high school teachers' use of writing and talking to learn. (external link)
• Astrid Tolo; Olga Dysthe (2004). Students perspectives on digital peer feedback in portfolio assessment. (external link)
• Olga Dysthe (2003). Rettleiing på master- og doktorgradsnivå. (external link)
• Olga Dysthe; Knut Steinar Engelsen; Ivar Lima (2006). Variations and similarities in HE portfolio assessment. Findings from a survey in Norway across educations and disciplines. (external link)
• Olga Dysthe (2001). The Mutual Challenge of Writing Research and the Teaching of Writing. (external link)
• Olga Dysthe (2001). The Asynchronous Webmediated Discussion as a Learning Genre. (external link)
• Olga Dysthe (2007). Mapper og tilpassa opplæring. (external link)
• Olga Dysthe (2008). Written Feedback on Text in Higher Education. (external link)
• Olga Dysthe (2008). Rettleiing på tekst i høgare utdanning. (external link)
• Olga Dysthe (2000). Internasjonale perspektiv på mappevurdering og utfordringar for lærarutdanninga. (external link)
• Olga Dysthe (2000). The learning potential of a webmediated discussion. (external link)
• Sølvi Lillejord; Olga Dysthe (2005). Productive Learning Practice - A Theoretical Discussion Paper based on two cases. (external link)
• Olga Dysthe (2001). Læring i det flerstemmige klasserommet. (external link)
• Olga Dysthe (2007). Dialogic postgraduate supervision - characteristics, constraints and affordances. (external link)
• Olga Dysthe (2007). Ulike perspektiv på læring. Konsekvensar for vaksenrolle og tilrettelegging av læringsmiljø. (external link)
• Olga Dysthe; Knut Steinar Engelsen; Anne Kristin Sjo et al. (2007). Higher education portfolio assessment. Discussion of quality issues based on a survey in Norway across institutions and disciplines. (external link)
• Olga Dysthe (2008). Utfordringar etter Kvalitetsreformen Strategiar for pedagogisk endring: Kultur for læring?. (external link)
• Olga Dysthe (2008). Den gode samtalen. (external link)
• Olga Dysthe (2000). Fagskriving og rettleiing i høgare utdanning. (external link)
• Olga Dysthe (2000). Writing to learn and learning to write in higher education in Norway. (external link)
• Anton Havnes; Kari Smith; Olga Dysthe et al. (2011). Making learning visible. (external link)
• Olga Dysthe; Sølvi Lillejord (2009). Using feedback to foster productive writing practices among master students. (external link)
• Olga Dysthe; Astrid Tolo (2003). Digital portfolios and feedback practices in a traditional university course. (external link)
• Olga Dysthe (2003). Dialog, samspill og læring i skolen. (external link)
• Olga Dysthe; Kariane Westrheim (2003). The power of the group in graduate student supervision. (external link)
• Olga Dysthe (2003). Small scale studies of alternative assessment forms and feedback practices following the Quality Reform of Norwegian higher education. (external link)
• Olga Dysthe (2001). Mappevurdering med sosiokulturell forankring. (external link)
• Olga Dysthe (2001). Mappevurdering i lærarutdanninga. (external link)
• Olga Dysthe (2001). Studentaktiviserande læringsformer. Skriving i læringsprosessen. (external link)
• Olga Dysthe (2007). Portfolios as a pedagogical tool: the importance of learning theory. (external link)
• Olga Dysthe (2007). Kva har Kvalitetsreforma lært oss om pedagogiske endringar i høgare utdanning? Utfordringar og dilemmaer framover. (external link)
• Olga Dysthe (2007). Sentrale sider ved mappemetodikk. (external link)
• Olga Dysthe; Knut Steinar Engelsen (2009). Development, purposes and practices of portfolios in higher education in Norway in an international perspective. What have been shaping factors at macro, meso and micro level?. (external link)
• Olga Dysthe; Knut Steinar Engelsen (2008). Development, purposes and practices of portfolios in higher education in Norway. What have been shaping factors at macro, meso and micro level?. (external link)
• Kariane Westrheim; Olga Dysthe (2003). En treleddet veiledningsmodell for masterstudiet i pedagogikk ved UiB. (external link)
• Olga Dysthe (2000). Writing in three disciplines at a Norwegian university. Students' and teachers views and implications for innovation. (external link)
• Olga Dysthe (2000). Læring i det fleirstemmig og dialogiske klasserommet. (external link)
• Olga Dysthe (2000). "Giving them the tools they need to succeed." A high school teachers' use of writing and talking to learn. (external link)
• Olga Dysthe; Tjalve Gjøstein Madsen; Hildegunn Otnes et al. (2004). Between ideal and reality A student perspective on criteria in portfolio assessment. (external link)
• Olga Dysthe (2003). Mappemetodikk og bruk av IKT. Erfaringer og dilemmaer. (external link)
• Olga Dysthe (2003). Sosiokulturelle perspektiv på læring - hva innebærer det for skole og studier?. (external link)
• Olga Dysthe (2001). Mappevurdering - kva, kvifor, korleis?. (external link)
• Olga Dysthe (2007). Ulike perspektiv på læring. Konsekvensar for tilrettelegging av læringsmiljø og for lærarens rolle i høgare utdanning. (external link)
• Olga Dysthe (2007). Læringssyn og vurderingsformer. (external link)
• Olga Dysthe (2008). Productive learning in view of two strands in dialogism: one focusing on intersubjectivity and interaction as sharing and consensus, the other on difference and controversy. (external link)
• Olga Dysthe (2008). ’Assessment for learning’ – ’classroom assessment’ Some overarching considerations & portfolio examples. (external link)
• Olga Dysthe (2000). The learning potential of a webmediated discussion. (external link)
• Olga Dysthe (2000). Writing in three disciplines at a Norwegian university. Students' and teachers views and implications for innovation. (external link)
• Olga Dysthe (2001). Frå Bård skulemeister til Pokemon. Om lærarens rolle som danningsagent i dagens skule. (external link)
• Olga Dysthe (2009). The challenge of making feedback improve student learning. (external link)
• Olga Dysthe; Knut Steinar Engelsen (2008). The Disciplinary Content Portfolio in Norwegian Higher Education ¿ How and Why? Paper. (external link)
• Olga Dysthe (2003). Dialog, samspill og læring. Et sosiokulturelt teoriperspektiv på kunnskap og læring - hva innebærer det for skolen?. (external link)
• Olga Dysthe (2003). Skrivestrategiar for mastergradstudentar. (external link)
• Olga Dysthe (2001). Læring og vurdering i det flerstemmige klasserommet. (external link)
• Olga Dysthe (2001). Læring og vurdering i det flerstemmige klasserommet. (external link)
• Olga Dysthe (2007). Konsekvensar av ulike læringssyn for vaksenrolle og tilrettelegging av læringsmiljø i grunnskolen. (external link)
• Olga Dysthe (2007). Læringsteori og praksis - kva er samanhengen?. (external link)
• Olga Dysthe (2007). Pedagogiske konsekvenser av Kvalitetsreformen: Studentenes læringsutbytte. Veien videre - utfordringer og strategier. (external link)
• Olga Dysthe (2007). Electronic Feedback in Higher Education. (external link)
• Olga Dysthe (2007). Er det plass for dialogorientert pedagogikk i Kunnskapsløftet?. (external link)
• Olga Dysthe (2007). Skriving i utdanning og yrkesliv - hvor står vi idag?. (external link)
• Olga Dysthe (2008). What factors influence the improvement of academic writing practices? A study of reform of undergraduate writing in higher education in Norway. (external link)
• Olga Dysthe (2008). Research on Feedback in Higher Education. (external link)

Book anthology

• Olga Dysthe; Knut Steinar Engelsen (2005). Mapper som pedagogisk redskap. Perspektiver og erfaringer. (external link)
• Olga Dysthe; Knut Steinar Engelsen (2005). Mapper som pædagogisk redskab. Perspektiver og erfaringer. (external link)
• Olga Dysthe; Akylina Samara (2006). Forskningsveiledning på master - og doktorgradsnivå. (external link)
• Olga Dysthe; Knut Steinar Engelsen (2003). Mapper som lærings - og vurderingsredskap. (external link)

Non-fiction monograph

• Olga Dysthe; Nana Bernhardt; Line Esbjørn (2012). Dialogbasert undervisning. Kunstmuseet som læringsrom. (external link)
• Olga Dysthe; Knut Steinar Engelsen (2003). Mapper som pedagogisk redskap. (external link)
• Olga Dysthe (2003). Dialog, samspil og læring. (external link)
• Olga Dysthe; Ingunn Johanne Ness; Preben Olund Kirkegaard (2020). Dialogisk pædagogik, kreativitet og læring. (external link)
• Olga Dysthe; Knut Steinar Engelsen (2003). Mapper som pedagogisk redskap. Perspektiver og erfaringer. (external link)
• Olga Dysthe (2003). Dialog, samspel och lärande. (external link)
• Olga Dysthe; Mari-Ann Igland (1993). Ord på nye spor : innføring i prosessorientert skrivepedagogikk. (external link)
• Olga Dysthe; Frøydis Hertzberg; Torlaug Hoel (2000). Skriving for å lære. Skriving i høyere utdanning. (external link)

Textbook

• Olga Dysthe; Frøydis Hertzberg; Torlaug Hoel (2000). Skriving for å lære. Skriving i høyere utdanning. (external link)
• Olga Dysthe; Mari-Ann Igland (2005). Ord på nye spor - indføring i procesorienteret skrivepædagogik Ord på nye spor - innføring i prosessorientert skrivepedagogikk. (external link)

Non-fiction book chapter

• Olga Dysthe; Frøydis Hertzberg (2014). Skriveopplæring med vekt på prosess og produkt. (external link)
• Ingunn Johanne Ness; Olga Dysthe (2020). Polyphonic Imagination - about Understanding Idea Generation in Multidisciplinary Groups as a Multivoiced Stimulation of Fantasy. (external link)
• Olga Dysthe (2020). Lærerens betydning og rolle i dialogisk pædagogik - casestudie fra en åræstationsorienteret skolevirkelighed. (external link)
• Olga Dysthe; Ingunn Johanne Ness; Preben Olund Kirkegaard (2020). Dialogisk pædagogik som deltagende læring. (external link)
• Kåre Kverndokken; Olga Dysthe (2023). Skriving med vekt på prosess og produkt. (external link)

Academic monograph

• Olga Dysthe; Frøydis Hertzberg; Torlaug Løkensgard Hoel (2010). Skrive for å lære. Skriving i høyere utdanning 2. utgave. (external link)
• Olga Dysthe; Knut Steinar Engelsen (2005). Mapper som pædagogisk redskab. Perspektiver og erfaringer. (external link)

Popular science article

• Olga Dysthe (2009). Evaluering i klassen til støtte for læring. (external link)

See a complete overview of publications in Cristin.

RECENT PUBLICATIONS

Book:

Dysthe, O; Bernhardt, N; Esbjørn, L. (2012) Dialogbasert undervisning. Kunstmuseet som læringsrom. Oslo: Fagbokforlaget. LNUs skriftserie (189) ISBN 978-82-450-1333-7) 256 s.

Dansk utgave: København: Skoletjenesten 2012.

 

Translations:

Dysthe, O; Bernhardt, N; Esbjørn, L. (2013) Dialoguebased Teaching. The Art Museum as a Learning Space.

Copenhagen: Skoletjenesten. Tanslation: Russel Dees. ISBN 978-87-91663-11-6

 

Dysthe, O; Bernhardt, N; Esbjørn, L. (2013) Enseñanza basada en el dialogo. El Museuo de Arte como Espacio de Aprendizaje. Skoletjenesten. Traduccion: Avanti Gruppen. ISBN 978-91663-12-3.

 

Articles 2011-13

Dysthe, O. (2011) Opportunity spaces for dialogic pedagogy in test-oriented achools. A case study of teaching and learning in high school. In M. Peters & J. White (Eds.) Bakhtinian Pedagogy: Opportunities and challenges for research, policy and practice in education across the globe. Peter Lang Publisher. 69-90

Dysthe, O. & Engelsen, K. S. (2011) Portfolio practices in higher education in Norway in an international perspective: macro-, meso- and micro-level influences. Assessment & Evaluation in Higher Education, 36(1), 63-79 

Dysthe, O. (2011)Museenes særlige læringspotensiale i et dialogisk og flerstemmig perspektiv.(The particular learning potential in museums in a dialogical and multivoiced perspective) Unge Pædagoger  (1) p. 23-31

Dysthe, O; Lillejord, S; Wasson, B; Vines, A. (2011) Productive e-feedback in higher education - Some critical issues. In S. R. Ludvigsen, R. Säljö, I. Rasmussen & A. Lund  Learning across sites: new tools, infrastructures and practices. Cambridge University Press, p. 243-258

Dysthe, O.(2011) "What is the Purpose of Feedback when Revision is not Expected?" A Case Study of Feedback Quality and Study Design in a First Year Master's Programme. Journal of Academic Writing 2011 ;Volum 1.(1) p. 126-134

Dysthe, O. (2012) Multivoiced classrooms in higher education academic writing. In M. Castelló & C. Donahue (Eds.) University writing: Selves and Texts in Academic Societes. Emerald Group Publishers.

Dysthe, O. (2012) Medborgerskap og dialogens muligheter og begrensninger. (Citizenship and the possibilites and restrictions of dialogue) MiD Magasin Nr. 26. p. 16 – 19. Museumsformidlere i Danmark.

 

Dysthe, O.& Lillejord, S. (2012) From Humboldt to Bologna: Using peer-feedback to foster productive writing practices among online master students. International Journal of Web Based Communities 2012; Volum 4.(8) p. 471-485

Havnes, A.; Smith, K.; Dysthe, O.; Ludvigsen, K. (2012) Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation; Vol. 38. p. 21-27

Hertzberg, F. & Dysthe, O. (2012) Prosesskriving – hvor står vi I dag? In S. Matre, D. K. Sjøhelle, R. Solheim (Eds.) Teorier om tekst i møte med skolens lese- og skrivepraksiser.(Process writing-where are we today? In Theories of text meeting reading and writing practices in schools. Oslo: Universitetsforlaget, p. 59-72.

Dysthe, O. (forthcoming) The art museum as a learning space – Fostering Broad Educational Goals. In D. Rugaard, L. Sattrup & S. Brovall Villumsen (Eds.) Cultural institutions & cultural citizenship, GB: Common Ground Publishing. 

 

PUBLICATIONS IN ENGLISH 1996-2010

 

Articles in peer reviewed international journals and books (selection)

Dysthe, O. (1996) "The Multivoiced Classroom". Written Communication 3, Sage Publications, 57s.

Dysthe, O. (1999) Dialogue theory as a tool for understanding interactive learning processes" Literacy and Numeracy. Sidney, Australia 2/99.39-65.

Dysthe, O.(2000) The teacher’s role in the multivoiced classroom. In K. Sjøholm & A. Østern (Eds): Perspectives on language and communication in multilingual education. Faculty of Education. Åbo Academi University. 55-73.

Dysthe, O. (2002) Writing at Norwegian universities in an international perspective: From indirect strategies of strengthening writing to the Quality Reform. I G. Rijlaarsdam, L. Björk, G. Bräuer, L. Rienecker & P. Stray Jorgensen. Studies in Writing, Volume 12: Teaching Academic Writing in European Higher Education. Amsterdam: 2002 Kluwer Academic Publisher.

Dysthe, O. (2002) The learning potential of a web-mediated discussion in a university course. Studies in Higher Education, 2002, 25, 339-352.

Dysthe, O. (2002) Professors as mediators of academic text culture. An interview study with advisors and master degree students in three disciplines in a Norwegian university. Written Communication, Sage publications: 2002, 19/4, 485-536.

Dysthe, O. & Engelsen, K. S. (2004) Portfolios and assessment in teacher education in Norway: a theory-based discussion of different models in two sites. Assessment & Evaluation in Higher Education. 29 ( 2), 239-258.

Dysthe, O.; Samara, A; Westrheim, K. (2006) Multivoiced supervision of Master's students: a case study of alternative supervision practices in higher education. Studies in Higher Education, 31 (3), 299-319.

Dysthe, O. (2007) How a reform affects writing in higher education. Studies in Higher Education. 32 ( 2) , 237-252.

Dysthe, O. (2007) The challenges of assessment in a new learning culture. In A. Havnes & L. McDonald: Balancing Dilemmas in Assessment and Learning in Contemporary Education. Routledge:15-32.

Dysthe, O., Engelsen, K. S., Madsen, T., & Wittek, L.: (2007) Criteria in portfolio assessment from student perspectives. The balance between explicitness and negotiation. In A. Havnes & L. McDonald: Balancing Dilemmas in Assessment and Learning in Contemporary Education. Routledge: 121-132.

Dysthe, O. & Tolo, A. (2007) Digital portfolios and feedback practices in a traditional university course. In M. Kankaanranta & P. Linnakylä (eds): Perspectives on e-Portfolios. Jyväskylä , Fi: Agora Center, University of Jyväskylä Press:107-133.

Dysthe, O. (2007) From the contested field of testing in the US: The case of the university placement exam in writing. In C. Carlsen & E. Moe (Eds) A human touch to language testing. Oslo: Novus: 157-172.

Wake, J. D., Dysthe, O., & Mjelstad, S. (2007). New and changing teacher roles in a digital age. Educational Technology & Society 10 (1), 40-51.

Dysthe, O. & Engelsen, K. S. (2008) Portfolios and assessment in teacher education in Norway, a theory-based discussion of different models in two sites. In P. Murphy & K. Hall: Learning and practice. Agency and identites. London: Sage.

Lillejord, S. & Dysthe, O.: (2008) Productive Learning Practice - A Theoretical Discussion. Journal of Education and Work, 21(1), 75-89.

Dysthe, O. (2009) What factors influence the improvement of academic writing practices? A study of reform of undergraduate writing in Norwegian higher education. In C. Bazerman, R.Krut, K.J. Lunsford, S.Null, P.M. Rogers, & A.Stansell (Eds.), Traditions of writing research. New York, NY: Routledge/Taylor & Francis.

Vines, A. & Dysthe, O. (2009) Productive learning in the study of law:The role of technology in the learning ecology of a law faculty. L. Dirckinck-Holmfeld, C. Jones, B. Lindstrøm (Eds) Analysing networked learning practices in higher education and continuing professional development. Sense Publishers.

Dysthe, O., Lillejord, S., Vines, A., Wasson, B. (2010) Productive E-feedback in higher education – Some critical issues. S. Ludvigsen, A. Lund, I. Rasmussen & R. Säljö). Learning across sites: New tools, infrastructures and practices. Oxford, UK: Pergamon Press.

Dysthe, O. & Engelsen, K. S. (2010) Portfolio practices in higher education in Norway in an international perspective: macro-, meso- and micro-level influences. Assessment & Evaluation in Higher Education. Accessible reprint version 02 Oct 2009

Dysthe, O. & Webler, W-D. (2010) Pedagogical issues from Humboldt to Bologna. The case of Norway and Germany. Higher Education Policy, 23, s 247-270.

 

Books (published in Norwegian) 

Dysthe, O. (1987) Ord på nye spor. Innføring i prosessorientert skrivepedagogikk. [Introduction to process writing] Oslo: Det Norske Samlaget 173 s. New and revised edition w. Mari-Ann Igland.. Det Norske Samlaget 1993. Danish translation 2006, Århus:Klim

Dysthe, O. (1995) Det flerstemmige klasserommet.[The multivoiced classroom ] Oslo: Ad Notam/Gyldendal 1995, 246 sider. (Svensk omsetting: Det flerstämmiga klassrummet, Lund: Studentlitteratur 1996, Dansk omsetting: Det flerstemmige klasserommet, KLIM 1997)

Dysthe, O. (1996) ed. Ulike perspektiv på læring og læringsforskning. [Different perspectives on learning and research on learning] Oslo: Cappelen Akademisk forlag.

Dysthe, O., Hertzberg, F, Hoel, T. Løkensgard (2000) Skriving for å lære. Skriving i høyere utdanning. [Writing to learn. Writing in higher education] Oslo: Abstrakt forlag. Swedish translation: Studentlitteratur 2002, Danish translation: Klim 2002 .

Dysthe, O. (2001) ed. Dialog, samspel og læring. [Dialogue, interaction and learning] Oslo: Abstrakt forlag. Swedish translation: Studentlitteratur 2003, Danish translation: Klim 2003

Dysthe, O. & Engelsen, K. S. eds. (2003) Mapper som lærings- og vurderingsredskap. [Portfolis as a learning tool] Oslo: Abstrakt forlag.  Swedish translation Studentlitteratur: 2004. Danish translation Klim: 2004.

Dysthe, O. & Samara, S. eds. (2006) Forskningsveiledning på master- og doktorgradsnivå. [Research supervision at master and PhD level] Oslo: Abstrakt forlag.

International Conference Presentations

• Dysthe, O. & Lillejord, S. (2009) Using feedback to foster productive writing practices among master students. Paper presented at the Higher Education Special Interest Group Invited Symposium, EARLI Conference: “Fostering communities of learners”, Amsterdam Aug. 2009.
• Havnes, A. & Dysthe, O, (2009) Assessment, feedback and the advancement of learning. A cross-country comparison of feedback practice and policy in higher education. Paper presented at the Assessment and Evaluation Special Interest Group Invited Symposium, EARLI Conference : “Fostering communities of learners”, Amsterdam Aug. 2009.
• Dysthe, O. & Engelsen, K.S . (2008) Development, purposes and practices of portfolios in higher education in Norway in an international perspective. What have been shaping factors at macro, meso and micro level?. EARLI/Northumbria Assessment Conference 2008 (ENAC, Potsdam, 2008)
• Dysthe, O. (2008) Productive learning in view of two strands in dialogism: one focusing on intersubjectivity and interaction as sharing and consensus, the other on difference and controversy. Rommetveit seminaret; 2008-06-12 Høgskolen Stord Haugesund.

• Dysthe, O. (2009) “What’s the purpose of feedback when revision is not expected?” A case study of feedback practices and study design in a first year master programme .5th EATAW Conference, Coventry, GB June 30. - July 2. 2009
• Dysthe, O., Engelsen, K.S.,Sjo, A. K.,Allern, M: Variations in higher education portfolio assessment. Discussion of quality issues based on a survey in Norway across institutions and disciplines. EARLI 2007, Budapest 28 Aug -1 September.
• Samara, A. & Dysthe, O. Three Cases of Postgraduate Peer Learning Practices – Crucial Factors of Success. EARLI 2007, Budapest 28 Aug -1 September.
• Dysthe, O. Electronic feedback in higher education. Presentation at The 4th Conference of the European Association for the Teaching of Academic Writing.30.6- 2.7, 2007 Ruhr- Universität Bochum, Germany.
• Dysthe, O. What do(n't) we know about feedback? Symposium at 4th Conference of the European Association for the Teaching of Academic Writing.30.6- 2.7, 2007 Ruhr- Universität Bochum, Germany

• Dysthe, O.: Dialogic postgraduate supervision – characteristics, constraints and affordances. ”Perspectives and Limits of Dialogism in Mikhail Bakhtin: Applications in Psychology, Art, Education and Culture” The University of Crete, Rhetymnion, 25.-27. May 2007.
• Dysthe, O. & Hertzberg, F. Kunnskap om skriving i utdanning og yrkesliv – hvor står vi i dag? Skrive for nåtid og framtid. Skrivekonferanse. Trondheim, NTNU, 9. - 10. oktober 2006.
• Dysthe, O., Engelsen, K.S. & Lima, I.: Variations in HE portfolio assessment. Discussions of quality issues based on a Norwegian survey in four institutions. PP- presentation at ASSESSMENT 2006, Third Biennial Joint Northumbria/EARLI SIG Assessment Conference. Redworth Hall, Durham county Aug. 30th- Sept. 1st 2006. (ppt)
• Dysthe, O.: The challenges of assessment in a new learning culture. NERA/NFPF Conference in Reykjavik, Iceland 2004
• Dysthe, O.: Mappemetodikk og IKT. [Portfolio pedagogy and ICT] PP-presentation at ITU Conference: Digital dannelse, Oslo, Norway, Sept. 2003.
• Dysthe, O. & Tolo, A.: Digital portfolios and feedback practices in a traditional university course. Paper presented at EARLI 10th Biennial Conference, Padova, Italy, Aug. 26.-30, 2003. (ppt)
• Dysthe, O. & Westrheim, K. The power of the group in graduate student supervision. Paper presented at EARLI 10th Biennial Conference, Padova, Italy, Aug. 26.-30, 2003.
• Dysthe, O. & Engelsen, K. S. Digital portfolios as a learning tool in teacher education in Norway. Paper at EARLI/Northumbria Assessment 2002, Learning Communities and Assessment Cultures, Newcastle, 28.-30. August 2002. (The final version of the paper published in Assessment and Evaluation in Higher Education, 2004).
• Dysthe, O: Theoretical background for portfolios as learning and assessment tools in teacher education. Paper at NERA/NFPF Conference, Tallin, 7- 9. 3, 2002
• Dysthe, O. The asynchronous webmediated discussion as a learning genre. Paper presented at Genres and Discourses in Education, Work and Cultural Life. Oslo University College, May 2001
• Dysthe, O.:The mutual challenge of writing research and the teaching of writing. EATAW: The European Association for the Teaching of Academic Writing& EWCA: The European Writing Centre Association. University of Groeningen, Nederland, 2001
• Dysthe, O. A high school teachers' use of writing and talking to learn. Writing 2000. Biennial Conference of EARLI sig Writing. University of Verona, Italy, 6. - 9. Sept. 2000