Prof Øystein Gilje, University of Oslo, Norway
Professor Øystein Gilje, born on June 9, 1967, is a Norwegian expert in education, technology, and literacy. With over two decades of experience, his work focuses on integrating learning with technology and the impact of generative artificial intelligence. Gilje is currently leading several key projects, including Ki_OSLO, Learning in the Age of Algorithms, and Agile_EDU, which explore the role of AI in education. He serves as the scientific leader of FIKS, a center at the University of Oslo that fosters collaboration between academia and schools. Additionally, Gilje heads the MuLVu project, which enhances teachers’ assessment practices through iPads in Norwegian schools. His work at the University of Stavanger further extends his influence, contributing to the GrunnDig project. Gilje’s dedication to improving educational practices through innovative research makes him a pivotal figure in the field.
Publication Profile
Scopus
Strengths for the Award
- Extensive Research Experience: Professor Øystein Gilje has over 20 years of experience in the field of learning, technology, and literacy. His work spans various interdisciplinary areas, including generative artificial intelligence, which is highly relevant to current educational challenges.
- Leadership and Innovation: Gilje is the scientific leader of the Research, Innovation, and Competence Development in School (FIKS) center at the University of Oslo. His leadership in this role showcases his ability to drive innovative educational practices and foster collaboration between academic institutions and schools.
- Diverse Project Involvement: He is actively engaged in multiple significant research projects, such as Ki_OSLO, Learning in the Age of Algorithms, and Agile_EDU, demonstrating his commitment to advancing knowledge in education and technology.
- Practical Impact: The iPad-Innovation project (MuLVu) led by Gilje is a prime example of his focus on practical applications. This project has directly impacted the teaching practices of 16,000 students and has contributed to national competence development in Norway.
- Academic Contributions: Gilje’s publication record includes numerous peer-reviewed articles, book chapters, and a co-authored book. His work is widely cited, indicating the impact and recognition of his research in the academic community.
Areas for Improvement
- Global Recognition: While Gilje has made substantial contributions within Norway and Europe, further expanding his research collaborations internationally could enhance his global recognition and influence in the field.
- Interdisciplinary Expansion: Although his work is interdisciplinary, exploring additional intersections between educational technology and other fields, such as cognitive science or social innovation, could further strengthen the breadth of his research portfolio.
- Further Dissemination of Findings: Increasing efforts to disseminate research findings through open-access platforms, international conferences, and public engagement activities could amplify the societal impact of his work.
Education
Øystein Gilje has an extensive academic background that underpins his contributions to education and technology. He earned his Ph.D. from the University of Oslo in 2010, where he focused on expanding educational chronotopes with personal digital devices. This work laid the foundation for his research in integrating technology with learning. Prior to his Ph.D., Gilje completed a Master of Arts (MA) at the University of Oslo in 2002, further solidifying his expertise in pedagogy and education. His journey in education began with a Teacher (Adjunct) qualification from Oslo University College (now OsloMet) in 1992, providing him with a solid grounding in teaching practices. Additionally, Gilje holds a journalism diploma from Gimlekollen in Kristiansand, Norway, obtained in 1989, which complements his research with strong communication skills. His diverse educational background has been instrumental in shaping his innovative approach to education and technology.
Experience
Professor Øystein Gilje has a rich professional background, with significant roles at the University of Oslo and the University of Stavanger. Since 2020, he has been a professor at the Department of Teacher Education and School Research at the University of Oslo, where he also leads the Research, Innovation, and Competence Development in School (FIKS) initiative. FIKS promotes collaboration between higher education and schools to enhance educational practices in Norway. From 2015 to 2020, Gilje served as an Associate Professor at the same department, contributing to various research projects like Knowledge in Motion and Ark&App. His role as Professor II at the University of Stavanger between 2021 and 2022 involved leading the dissemination and publication efforts for the GrunnDig project, further solidifying his expertise in educational research. Gilje’s experience reflects his commitment to advancing education through research, technology, and innovation.
Research Focus
Professor Øystein Gilje’s research is at the intersection of education, technology, and literacy, with a strong focus on how digital tools and artificial intelligence can transform learning environments. His work primarily explores the integration of multimodal learning and assessment practices, particularly in relation to generative artificial intelligence. Gilje leads several innovative research projects, including Ki_OSLO, which examines decentralized competence development, and Learning in the Age of Algorithms, a study funded by the Norwegian Research Council (NRC) that investigates the implications of AI in education. His research also extends to the MuLVu project, where he collaborates with teachers to enhance formative assessment practices using iPads. Gilje’s scholarly contributions aim to bridge the gap between technology and pedagogy, ensuring that digital advancements are effectively integrated into educational systems to improve learning outcomes. His work is pivotal in shaping the future of education in the digital age.
Publication Top Notes
- Expanding educational chronotopes with personal digital devices 📱📚 – Learning, Culture and Social Interaction, 2019
- Unpacking FIFA play as text and action in literacy practices in and out of school 🎮✍️ – Learning, Media and Technology, 2019
- Multimodal composition and assessment: a sociocultural perspective 🎨📝 – Assessment in Education: Principles, Policy and Practice, 2019
- Multimodality, moving images, and aesthetics 🎥🎨 – Multimodality and Aesthetics, 2018
- Learning identities, education and community: Young lives in the cosmopolitan city 🏙️🌍 – Learning Identities, Education and Community, 2016
- Authenticity, agency and enterprise education studying learning in and out of school 🎓💼 – International Journal of Educational Research, 2015
- The making of a filmmaker: Curating learning identities in early careers 🎬🎓 – E-Learning and Digital Media, 2015
- Curation as a new literacy practice 🗂️✍️ – E-Learning and Digital Media, 2015
- Writing within and across modes in filmmaking 📝🎥 – Studies in Writing, 2015
- Tracing learning across contexts: Methodological challenges and ethical considerations 🔍📜 – Methodological Challenges When Exploring Digital Learning Spaces in Education, 2014
Conclusion
Professor Øystein Gilje is a strong candidate for the Best Researcher Award. His extensive experience, leadership in educational innovation, and active involvement in impactful projects underscore his suitability for this recognition. While there are areas where further expansion could be beneficial, his current contributions are exemplary, making him a deserving candidate for the award.