{"id":1931,"date":"2016-02-25T13:41:36","date_gmt":"2016-02-25T13:41:36","guid":{"rendered":"https:\/\/result.uit.no\/udig\/?page_id=1931"},"modified":"2023-03-08T13:31:01","modified_gmt":"2023-03-08T13:31:01","slug":"litteratur-og-ressurser","status":"publish","type":"page","link":"https:\/\/result.uit.no\/udig\/kursmodulene\/modul-5-laeringsstrategier\/litteratur-og-ressurser\/","title":{"rendered":"Litteratur og ressurser"},"content":{"rendered":"<div class=\"et_d4_element et_pb_section et_pb_section_0  et_pb_css_mix_blend_mode et_section_regular et_pb_section--with-menu et_block_section\" >\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t<div class=\"et_d4_element et_pb_row et_pb_row_0  et_pb_css_mix_blend_mode et_pb_row--with-menu et_block_row\">\n\t\t\t\t<div class=\"et_d4_element et_pb_column_3_4 et_pb_column et_pb_column_0  et_pb_css_mix_blend_mode et_block_column\">\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t<div class=\"et_pb_module et_d4_element et_pb_text et_pb_text_0  et_pb_text_align_left et_pb_bg_layout_light\">\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t<div class=\"et_pb_text_inner\"><h1 class=\"main_title\">Litteratur og ressurser<\/h1><\/div>\n\t\t\t<\/div><div class=\"et_pb_module et_d4_element et_pb_text et_pb_text_1  et_pb_text_align_left et_pb_bg_layout_light\">\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t<div class=\"et_pb_text_inner\"><h2>Hva sier forskningen<\/h2>\n<ul>\n<li>Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., &amp; Morman, M. K. (2010). <em>How learning works: 7 research-based principles for smart teaching<\/em>. San Francisco, CA: Jossey-Bass.<\/li>\n<li>Bjork, E. L., &amp; Bjork, R. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, &amp; E. M. Pomerantz (Eds.), <em>Psychology and the real world: Essays illustrating fundamental contributions to society<\/em>. New York: Worth Publishers.<\/li>\n<li>Bjork, R. A., Dunlosky, J., &amp; Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. <em>Annual Review of Psychology, 64<\/em>(1), 417-444. doi:10.1146\/annurev-psych-113011-143823<\/li>\n<li>Brown, P. C., Roediger III, H. L., &amp; McDaniel, M. A. (2014). <em>Make it stick: The science of successful learning<\/em>. Cambridge, MA: The Belknap Press of Harvard University Press.<\/li>\n<li>Carpenter, S. K. (2012). Testing enhances the transfer of learning. <em>Current Directions in Psychological Science, 21<\/em>(5), 279-283. doi:10.1177\/0963721412452728<\/li>\n<li>Congleton, A. R., &amp; Rajaram, S. (2011). The influence of learning methods on collaboration: Prior repeated retrieval enhances retrieval organization, abolishes collaborative inhibition, and promotes post-collaborative memory. <em>Journal of Experimental Psychology: General, 140<\/em>(4), 535-551. doi:10.1037\/a0024308<\/li>\n<li>Dunlosky, J., &amp; Rawson, K. A. (2015). Practice tests, spaced practice, and successive relearning: Tips for classroom use and for guiding students\u2019 learning. <em>Scholarship of Teaching and Learning in Psychology, 1<\/em>(1), 72-78. doi:10.1037\/stl0000024<\/li>\n<li>Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., &amp; Willingham, D. T. (2013). Improving students\u2019 learning with effective learning techniques: Promising directions from cognitive and educational psychology. <em>Psychological Science in the Public Interest, 14<\/em>(1), 4-58. doi:10.1177\/1529100612453266<\/li>\n<li>Gurung, R. A. R., Weidert, J., &amp; Jeske, A. (2010). Focusing on how students study. <em>Journal of the Scholarship of Teaching and Learning, 10<\/em>(1), 28-35.\u00a0 Retrieved from http:\/\/josotl.indiana.edu\/article\/view\/1734<\/li>\n<li>Logan, J., Castel, A., Haber, S., &amp; Viehman, E. (2012). Metacognition and the spacing effect: the role of repetition, feedback, and instruction on judgments of learning for massed and spaced rehearsal. <em>Metacognition and Learning, 7<\/em>(3), 175-195. doi:10.1007\/s11409-012-9090-3<\/li>\n<li>McDermott, K. B., Agarwal, P. K., D\u2019Antonio, L., Roediger Iii, H. L., &amp; McDaniel, M. A. (2014). Both multiple-choice and short-answer quizzes enhance later exam performance in middle and high school classes. <em>Journal of Experimental Psychology: Applied, 20<\/em>(1), 3-21. doi:10.1037\/xap0000004<\/li>\n<li>Morehead, K., Rhodes, M. G., &amp; DeLozier, S. (2015). Instructor and student knowledge of study strategies. <em>Memory<\/em>, Advance online publication, 1-15. doi:10.1080\/09658211.2014.1001992<\/li>\n<li>Nguyen, K., &amp; McDaniel, M. A. (2015). Using quizzing to assist student learning in the classroom: The good, the bad, and the ugly. <em>Teaching of Psychology, 42<\/em>(1), 87-92. doi:10.1177\/0098628314562685<\/li>\n<li>Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., &amp; Metcalfe, J. (2007). <em>Organizing instruction and study to improve student learning<\/em>. (NCER 2007-2004). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education Retrieved from http:\/\/ies.ed.gov\/ncee\/wwc\/pdf\/practice_guides\/20072004.pdf.<\/li>\n<li>Rawson, K. A., Dunlosky, J., &amp; Sciartelli, S. M. (2013). The power of successive relearning: Improving performance on course exams and long-term retention. <em>Educational Psychology Review, 25<\/em>(4), 523-548. doi:10.1007\/s10648-013-9240-4<\/li>\n<li>Roediger III, H. L. (2011). Using testing to improve learning and memory. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, &amp; J. R. Pomerantz (Eds.), <em>Psychology and the real world: Essays illustrating fundamental contributions to society<\/em>. New Youk: Worth Publishers.<\/li>\n<li>Rowland, C. A. (2014). The effect of testing versus restudy on retention: A meta-analytic review of the testing effect. <em>Psychological Bulletin, 140<\/em>(6), 1432-1463. doi:10.1037\/a0037559<\/li>\n<\/ul>\n<h3><\/h3>\n<h2>Underviserens rolle<\/h2>\n<ul>\n<li>Baeten, M., Kyndt, E., Struyven, K., &amp; Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243-260. doi:http:\/\/dx.doi.org\/10.1016\/j.edurev.2010.06.001<\/li>\n<li>Bj\u00f8rgen, I. A. (2000). Ansvar for egen l\u00e6ring. Historien om et begrep. Norsk Pedagogisk Tidsskrift, 84, 227\u2013241.<\/li>\n<li>Donche, V., De Maeyer, S., Coertjens, L., Van Daal, T., &amp; Van Petegem, P. (2013). Differential use of learning strategies in first-year higher education: The impact of personality, academic motivation, and teaching strategies. British Journal of Educational Psychology, 83(2), 238-251. doi:10.1111\/bjep.12016<\/li>\n<li>Freeman, S. et al. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS.<\/li>\n<li>McCune, V., &amp; Entwistle, N. (2011). Cultivating the disposition to understand in 21st century university education. Learning and Individual Differences, 21(3), 303-310. doi:http:\/\/dx.doi.org\/10.1016\/j.lindif.2010.11.017<\/li>\n<li>Trigwell, K., Prosser, M., &amp; Waterhouse, F. (1999). Relations between teachers' approaches to teaching and students' approaches to learning. Higher Education, 37(1), 57-70.<br \/> Retrieved from <a href=\"http:\/\/link.springer.com\/article\/10.1023%2FA%3A1003548313194\" target=\"_blank\" rel=\"noopener\">http:\/\/link.springer.com\/article\/10.1023%2FA%3A1003548313194<\/a><\/li>\n<li>Valdermo, O. og Eilertsen, T. V. En l\u00e6ringsbevisst skole\u201d. Oslo. Cappelen Damm<\/li>\n<\/ul><\/div>\n\t\t\t<\/div>\n\t\t\t<\/div><div class=\"et_d4_element et_pb_column_1_4 et_pb_column et_pb_column_1  et_pb_css_mix_blend_mode et-last-child et_pb_column--with-menu et_block_column\">\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t<div class=\"et_pb_module et_d4_element et_pb_menu et_pb_menu_0 et_pb_bg_layout_light  et_pb_text_align_left et_dropdown_animation_fade et_pb_menu--without-logo et_pb_menu--style-centered\">\n\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t<div class=\"et_pb_menu_inner_container clearfix\">\n\t\t\t\t\t\t\n\t\t\t\t\t\t<div class=\"et_pb_menu__wrap\">\n\t\t\t\t\t\t\t<div class=\"et_pb_menu__menu\">\n\t\t\t\t\t\t\t\t<nav class=\"et-menu-nav\"><ul id=\"menu-modul-5-menu\" class=\"et-menu nav downwards\"><li id=\"menu-item-2692\" class=\"et_pb_menu_page_id-1805 menu-item menu-item-type-post_type menu-item-object-page menu-item-2692\"><a href=\"https:\/\/result.uit.no\/udig\/kursmodulene\/modul-5-laeringsstrategier\/innledning-modul-5\/\">Innledning<\/a><\/li>\n<li id=\"menu-item-2693\" class=\"et_pb_menu_page_id-1809 menu-item menu-item-type-post_type menu-item-object-page menu-item-2693\"><a href=\"https:\/\/result.uit.no\/udig\/kursmodulene\/modul-5-laeringsstrategier\/hva-sier-forskningen\/\">Hva sier forskningen?<\/a><\/li>\n<li id=\"menu-item-2694\" class=\"et_pb_menu_page_id-1811 menu-item menu-item-type-post_type menu-item-object-page menu-item-2694\"><a href=\"https:\/\/result.uit.no\/udig\/kursmodulene\/modul-5-laeringsstrategier\/undervisererens-rolle\/\">Hva er underviserens rolle?<\/a><\/li>\n<li id=\"menu-item-48632\" class=\"et_pb_menu_page_id-1931 menu-item menu-item-type-post_type menu-item-object-page menu-item-48632\"><a href=\"https:\/\/result.uit.no\/udig\/kursmodulene\/modul-5-laeringsstrategier\/litteratur-og-ressurser\/\">Litteratur og ressurser<\/a><\/li>\n<li id=\"menu-item-48629\" class=\"et_pb_menu_page_id-1892 menu-item menu-item-type-post_type menu-item-object-page menu-item-48629\"><a href=\"https:\/\/result.uit.no\/udig\/kursmodulene\/modul-6-interaktive-tavler\/\">>> Neste modul (6)<\/a><\/li>\n<\/ul><\/nav>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<div class=\"et_mobile_nav_menu\">\n\t\t\t\t<div class=\"mobile_nav closed\">\n\t\t\t\t\t<span class=\"mobile_menu_bar\"><\/span>\n\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":173,"featured_media":0,"parent":1802,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"","meta":{"inline_featured_image":false,"_et_pb_use_builder":"on","_et_pb_old_content":"<h3>Hva sier forskningen<\/h3>\r\n<ul>\r\n\t<li>Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., &amp; Morman, M. K. (2010). <em>How learning works: 7 research-based principles for smart teaching<\/em>. San Francisco, CA: Jossey-Bass.<\/li>\r\n\t<li>Bjork, E. L., &amp; Bjork, R. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, &amp; E. M. Pomerantz (Eds.), <em>Psychology and the real world: Essays illustrating fundamental contributions to society<\/em>. New York: Worth Publishers.<\/li>\r\n\t<li>Bjork, R. A., Dunlosky, J., &amp; Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. <em>Annual Review of Psychology, 64<\/em>(1), 417-444. doi:10.1146\/annurev-psych-113011-143823<\/li>\r\n\t<li>Brown, P. C., Roediger III, H. L., &amp; McDaniel, M. A. (2014). <em>Make it stick: The science of successful learning<\/em>. Cambridge, MA: The Belknap Press of Harvard University Press.<\/li>\r\n\t<li>Carpenter, S. K. (2012). Testing enhances the transfer of learning. <em>Current Directions in Psychological Science, 21<\/em>(5), 279-283. doi:10.1177\/0963721412452728<\/li>\r\n\t<li>Congleton, A. R., &amp; Rajaram, S. (2011). The influence of learning methods on collaboration: Prior repeated retrieval enhances retrieval organization, abolishes collaborative inhibition, and promotes post-collaborative memory. <em>Journal of Experimental Psychology: General, 140<\/em>(4), 535-551. doi:10.1037\/a0024308<\/li>\r\n\t<li>Dunlosky, J., &amp; Rawson, K. A. (2015). Practice tests, spaced practice, and successive relearning: Tips for classroom use and for guiding students\u2019 learning. <em>Scholarship of Teaching and Learning in Psychology, 1<\/em>(1), 72-78. doi:10.1037\/stl0000024<\/li>\r\n\t<li>Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., &amp; Willingham, D. T. (2013). Improving students\u2019 learning with effective learning techniques: Promising directions from cognitive and educational psychology. <em>Psychological Science in the Public Interest, 14<\/em>(1), 4-58. doi:10.1177\/1529100612453266<\/li>\r\n\t<li>Gurung, R. A. R., Weidert, J., &amp; Jeske, A. (2010). Focusing on how students study. <em>Journal of the Scholarship of Teaching and Learning, 10<\/em>(1), 28-35.\u00a0 Retrieved from http:\/\/josotl.indiana.edu\/article\/view\/1734<\/li>\r\n\t<li>Logan, J., Castel, A., Haber, S., &amp; Viehman, E. (2012). Metacognition and the spacing effect: the role of repetition, feedback, and instruction on judgments of learning for massed and spaced rehearsal. <em>Metacognition and Learning, 7<\/em>(3), 175-195. doi:10.1007\/s11409-012-9090-3<\/li>\r\n\t<li>McDermott, K. B., Agarwal, P. K., D\u2019Antonio, L., Roediger Iii, H. L., &amp; McDaniel, M. A. (2014). Both multiple-choice and short-answer quizzes enhance later exam performance in middle and high school classes. <em>Journal of Experimental Psychology: Applied, 20<\/em>(1), 3-21. doi:10.1037\/xap0000004<\/li>\r\n\t<li>Morehead, K., Rhodes, M. G., &amp; DeLozier, S. (2015). Instructor and student knowledge of study strategies. <em>Memory<\/em>, Advance online publication, 1-15. doi:10.1080\/09658211.2014.1001992<\/li>\r\n\t<li>Nguyen, K., &amp; McDaniel, M. A. (2015). Using quizzing to assist student learning in the classroom: The good, the bad, and the ugly. <em>Teaching of Psychology, 42<\/em>(1), 87-92. doi:10.1177\/0098628314562685<\/li>\r\n\t<li>Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., &amp; Metcalfe, J. (2007). <em>Organizing instruction and study to improve student learning<\/em>. (NCER 2007-2004). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education Retrieved from http:\/\/ies.ed.gov\/ncee\/wwc\/pdf\/practice_guides\/20072004.pdf.<\/li>\r\n\t<li>Rawson, K. A., Dunlosky, J., &amp; Sciartelli, S. M. (2013). The power of successive relearning: Improving performance on course exams and long-term retention. <em>Educational Psychology Review, 25<\/em>(4), 523-548. doi:10.1007\/s10648-013-9240-4<\/li>\r\n\t<li>Roediger III, H. L. (2011). Using testing to improve learning and memory. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, &amp; J. R. Pomerantz (Eds.), <em>Psychology and the real world: Essays illustrating fundamental contributions to society<\/em>. New Youk: Worth Publishers.<\/li>\r\n\t<li>Rowland, C. A. (2014). The effect of testing versus restudy on retention: A meta-analytic review of the testing effect. <em>Psychological Bulletin, 140<\/em>(6), 1432-1463. doi:10.1037\/a0037559<\/li>\r\n<\/ul>\r\n<h3><\/h3>\r\n<h3>Underviserens rolle<\/h3>\r\n<ul>\r\n\t<li>Baeten, M., Kyndt, E., Struyven, K., &amp; Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243-260. doi:http:\/\/dx.doi.org\/10.1016\/j.edurev.2010.06.001<\/li>\r\n\t<li>Bj\u00f8rgen, I. A. (2000). Ansvar for egen l\u00e6ring. Historien om et begrep. Norsk Pedagogisk Tidsskrift, 84, 227\u2013241.<\/li>\r\n\t<li>Donche, V., De Maeyer, S., Coertjens, L., Van Daal, T., &amp; Van Petegem, P. (2013). Differential use of learning strategies in first-year higher education: The impact of personality, academic motivation, and teaching strategies. British Journal of Educational Psychology, 83(2), 238-251. doi:10.1111\/bjep.12016<\/li>\r\n\t<li>Freeman, S. et al. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS.<\/li>\r\n\t<li>McCune, V., &amp; Entwistle, N. (2011). Cultivating the disposition to understand in 21st century university education. Learning and Individual Differences, 21(3), 303-310. doi:http:\/\/dx.doi.org\/10.1016\/j.lindif.2010.11.017<\/li>\r\n\t<li>Trigwell, K., Prosser, M., &amp; Waterhouse, F. (1999). Relations between teachers' approaches to teaching and students' approaches to learning. Higher Education, 37(1), 57-70.\r\nRetrieved from <a href=\"http:\/\/link.springer.com\/article\/10.1023%2FA%3A1003548313194\" target=\"_blank\">http:\/\/link.springer.com\/article\/10.1023%2FA%3A1003548313194<\/a><\/li>\r\n\t<li>Valdermo, O. og Eilertsen, T. V. En l\u00e6ringsbevisst skole\u201d. Oslo. Cappelen Damm<\/li>\r\n<\/ul>","_et_gb_content_width":"","iawp_total_views":18,"footnotes":""},"class_list":["post-1931","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/result.uit.no\/udig\/wp-json\/wp\/v2\/pages\/1931","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/result.uit.no\/udig\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/result.uit.no\/udig\/wp-json\/wp\/v2\/types\/page"}],"replies":[{"embeddable":true,"href":"https:\/\/result.uit.no\/udig\/wp-json\/wp\/v2\/comments?post=1931"}],"version-history":[{"count":0,"href":"https:\/\/result.uit.no\/udig\/wp-json\/wp\/v2\/pages\/1931\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/result.uit.no\/udig\/wp-json\/wp\/v2\/pages\/1802"}],"wp:attachment":[{"href":"https:\/\/result.uit.no\/udig\/wp-json\/wp\/v2\/media?parent=1931"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}