Tone Vold

• Vold, Aud Tone; Ranglund, Ole Jørgen Stefferud & Lervik, Monica Johannesen (2026). Use of AI in Education to Support KM Processes in Organizations. Proceedings of the European Conference on Knowledge Management. ISSN 2048-8971. 27(2), s. 1410–1416. doi: https:/papers.academic-conferences.org/index.php/eckm/article/view/5103. Fulltekst i vitenarkiv
• Videnovik, Maja; Vold, Aud Tone; Kiønig, Linda Vibeke & Trajkovik, Vladimir (2025). Game Strategies to Engage and Empower Students. International Journal of Games Based Learning. ISSN 2155-6849. 15(1). doi: 10.4018/ijgbl.391304. Fulltekst i vitenarkiv Vis sammendrag

  This study examines whether game-based learning can be used as a promising strategy for fostering students' engagement and motivation. Researchers investigate students' perceptions of the effectiveness of three educational games designed to teach cybersecurity in primary schools: an escape room–style game, a treasure hunt game, and a quiz competition. Although all games cover the same cybersecurity content, they differ in interactivity and mobility. The research explores students' experiences in terms of ease of use, educational value, entertainment, and influence on future learning. Results show positive responses across all games, with no significant gender differences. The escape room game was considered the most challenging yet most favored, suggesting students appreciate immersive and stimulating experiences. Findings support the potential of game-based approaches to enhance student engagement in not only cybersecurity education but across other subjects as well.

• Haave, Hanne Marit; Ranglund, Ole Jørgen Stefferud; Vold, Aud Tone; Wahl, Carl-Henrik & Jensen, Jonas Holteberg (2025). The magic of one-day music camps – how reproduce the magic in academia? Proceedings of the European Conference on Knowledge Management. ISSN 2048-8971. 26(1), s. 388–395. doi: 10.34190/eckm.26.1.4055. Fulltekst i vitenarkiv Vis sammendrag

  Music camps are intensive one-day seminars where students are tasked with creating lyrics, composing melodies, and producing a song within 11 hours. This experience is demanding for both the students and the faculty. Faculty members must be experienced and adept at monitoring the progress of the various groups, providing different inputs based on each group's advancement. The music camps follow a sequence of activities designed to facilitate song development and production within the given time frame. Over three years of longitudinal study on the music camp practice during the first year of the Bachelor program in Music Business and Production at the Business School of the University of Inland Norway, students have unanimously agreed that it is a highly effective learning experience. Is this possible to utilize in other parts of academia? What needs to be considered if this approach is to be successfully implemented? Hence, how can this approach be applied to other courses and curricula? In this paper we explore the possibilities and seek to suggest some possible solutions for successful integration it into different curricula.

• Haave, Hanne Marit; Stølan, Trygve; Ranglund, Ole Jørgen Stefferud & Vold, Aud Tone (2025). Knowledge Sharing in an Academic Institution: A Case Study on Joint Course Evaluation. Proceedings of the European Conference on Knowledge Management. ISSN 2048-8971. 1, s. 396–399. doi: https:/papers.academic-conferences.org/index.php/eckm/article/view/4056. Fulltekst i vitenarkiv Vis sammendrag

  There is an increasing demand in academia for working more effectively. As budgets are tighter and lecturers struggle to find time for all administration tied to each course, we need to work differently, but without losing opportunities of sharing knowledge amongst the lecturers that make up the community of practice that represents a study program. One way of sharing knowledge and to help strengthen the community feeling amongst the lecturers on a study program, is to join forces regarding course evaluations. Often courses can be viewed as connected, particularly within the same study program. Hence, to save time for the students and for faculty staff, it is thus possible to organize for a joint evaluation form. In this paper we will present the students’ and the lecturers’ feedback on using a joint evaluation form that comprises evaluation for two courses within the same study program for two different study programs; “Organization, leadership and digitalization” and “Knowledge Management”, both part time study programs, but with a rather high number of students (approximately 250 and 90). We will investigate how this affects the knowledge sharing amongst colleagues lecturing at the same study program. Our qualitative research approach has consisted of observations and group interviews. One of the most interesting findings was that the students got an improved understanding of the connection between the courses and allowed utilizing their own work background in both courses, the latter enabling them to understand better what happens in their workplace. For the faculty staff it facilitated for more collaboration and a stronger sense of being in a community of practice.

• Vold, Aud Tone; Haave, Hanne Marit; Ranglund, Ole Jørgen Stefferud; Wahl, Carl-Henrik & Kiønig, Linda Vibeke (2024). Making Tacit Knowledge Explicit: Disseminating Knowledge in a World Record Attempt. Proceedings of the European Conference on Knowledge Management. ISSN 2048-8971. 25(1), s. 890–894. doi: 10.34190/eckm.25.1.2789. Fulltekst i vitenarkiv
• Vold, Aud Tone; Haave, Hanne Marit; Stølan, Trygve; Wahl, Carl-Henrik; Ranglund, Ole Jørgen Stefferud & Kiønig, Linda Vibeke (2024). Organizing the World's Largest Songwriting Camp: From a KM Perspective. Proceedings of the European Conference on Knowledge Management. ISSN 2048-8971. 25(1), s. 884–889. doi: 10.34190/eckm.25.1.2784. Fulltekst i vitenarkiv
• Vold, Aud Tone; Haave, Hanne Marit; Ranglund, Ole Jørgen Stefferud & Wahl, Carl-Henrik (2024). Becoming Reflective Practitioners in the Music Business. Proceedings of the European Conference on Knowledge Management. ISSN 2048-8971. 25(1), s. 1144–1148. doi: 10.34190/eckm.25.1.2788. Fulltekst i vitenarkiv
• Vold, Aud Tone & Eikset, Andrea (2024). Use of AI in education – a case study from Norway. IEEE Xplore Digital Library. Fulltekst i vitenarkiv
• Vold, Aud Tone; Stølan, Trygve; Haave, Hanne Marit & Kiønig, Linda Vibeke (2024). Relevance of higher education for adults in a work-life – a case study from Norway. Proceedings of the European Conference on Knowledge Management. ISSN 2048-8971. 1(1). doi: 10.34190/eckm.25.1.2702. Fulltekst i vitenarkiv Vis sammendrag

  This case study is conducted in the spring semester of the first year, testing out organizing the mandatory assignments allowing to coordinate the two courses offered: “Project Management” and “Digital work forms in organizations”, and facilitate for the students to utilize their own organization as a basis for the case in the assignment. The study programme of Bachelor in Organization and Management consists of a total of eight courses, each semester offering two courses parallel to each other. The students are adult employees and attend two-day seminars five times per semester. The research for this paper will be qualitative in conducting semi-structured interviews. The aim of the research will be to unveil if this has had an impact on the perception of relevance, and their learning outcome. The results will show how successful this “merger” regarding the assignment between the two different courses, based on how the students perceive the outcome to support the relevance regarding their job situation. Moreover, how they perceive the learning outcome from looking at the same case from the perspective of two different curricula will be interesting and may influence the way one organizes future training in higher education institutions.

• Vold, Aud Tone; Ranglund, Ole Jørgen Stefferud & Kiønig, Linda Vibeke (2024). Post COVID-19 - Students`Expectations of HyFlex Learning Opportunities. European Conference on e-Learning. ISSN 2048-8637. Vol 23(No 1), s. 402–405. doi: 10.34190/ecel.23.1.3077. Fulltekst i vitenarkiv
• Vold, Aud Tone; Ranglund, Ole Jørgen Stefferud & Lervik, Monica Johannesen (2024). Video-feedback on assignments - a case study from Norway. European Conference on e-Learning. ISSN 2048-8637. Vol 23(No 1), s. 396–401. doi: 10.34190/ecel.23.1.3062. Fulltekst i vitenarkiv
• Videnovik, Maja; Trajkovik, Vladimir; Vold, Aud Tone; Kiønig, Linda Vibeke; Bogdanova, Ana Madevska & Filiposka, Sonja (2024). Using peer-learning and game-based instruction for achieving long-lasting knowledge of cybersecurity in primary schools. IEEE Access. doi: 10.1109/ACCESS.2024.3479921. Fulltekst i vitenarkiv
• Vold, Aud Tone; Haave, Hanne Marit; Ranglund, Ole Jørgen Stefferud; Wahl, Carl-Henrik & Koulaei, Afra (2023). Preparing for Work-life Through Work-like Situated Learning: a Case Study. Proceedings of the European Conference on Knowledge Management. ISSN 2048-8971. 24(2), s. 1421–1428. doi: 10.34190/eckm.24.2.1716. Fulltekst i vitenarkiv Vis sammendrag

  In this paper we investigate how it is to have supervision during a course when the students are to learn to write and compose music during a 12-hour music camps. It is a study that is close to practice as the part of the programme is about the students are to experience how it is to work on producing and developing music in a work life. The connection to work life require that the students establish an understanding of the purpose of the music camps and why they are organized the way they are. We will analyse this approach in the light of the communication principles of Habermas. The role of the supervisor does in a Norwegian setting require equality and symmetry in the relation between the supervisor and student, something that contributes to a psychological safety in the situation. This in turn contribute towards the students being able to forward their own points of views. The supervisors seek to make the students reach an awareness regarding what they will encounter in a work life. Hence, they encounter the concrete situations that occur and either steer or support the students based on their level of maturity and competency level. This can be regarded as an ongoing interaction regarding tacit and explicit knowledge. These are processes that not only support individual learning, but development of new knowledge which can be incorporated in the further development of the music camps. We have developed a conceptual model that has guided us in our analysis which is based on the qualitative investigations we have undertaken. Our conclusion is that the lecturers experience and skills, and work-like approach to the education strongly contribute towards facilitating a way of communicating that imply a sense of equality and symmetry in the communication between the student and lecturers, something they report contribute to a psychological safety that enables the learning not only of theory and skills, but also prepare them for a work-life.

• Vold, Aud Tone; Haave, Hanne Marit; Peters, Pascale & Khadri-Poggi, Yasmina (2023). Onboarding and Knowledge Sharing in the "New Normal" - Cases from The Netherlands and Norway. Proceedings of the European Conference on Knowledge Management. ISSN 2048-8971. 24(1), s. 486–490. Fulltekst i vitenarkiv
• Vold, Aud Tone; Ranglund, Ole Jørgen Stefferud & Kiønig, Linda Vibeke (2023). Using video-feedback to support learning outcome and worklife relevance. European Conference on e-Learning. ISSN 2048-8637. 22(1), s. 364–368. doi: 10.34190/ecel.22.1.1802. Fulltekst i vitenarkiv Vis sammendrag

  With students having the opportunity of choosing to take part in courses online rather than attend physically, they may lose the personal contact with the lecturers. One way of inducing a personal touch is by providing personalized video-feedback on the students’ assignments to maintain or establish a connection with the students. Video-feedback is tested out in blended learning, and thus far, the results have been positive. The students claim that this is a more personal and direct way of obtaining feedback on their work. The students in this research project are students in the study programme of Knowledge Management at the Business School at the Inland Norway University of Applied Sciences. The courses consist of three full-day seminars per semester, in addition to streaming video of the curriculum. There is also a mandatory assignment that the students need to pass in order to proceed and take their exam. The courses, both in the autumn semester and the spring semester, have been delivered as a hybrid version, meaning that the students have been able to follow the courses, either online or present in a (physical) classroom. The video-feedback on their assignments has been developed from only being feedback on their assignment and issues for improvement, to where in this semester, the focus has been on tying the feedback to the learning objectives of the course. In this paper, the focus has been on the students who have only been able to follow the courses on an online basis. Via in-depth interviews, such as via Zoom with online students, the impact of the video-feedback has been compared for these particular students to the generic students who have also attended in person. Our investigations have revealed that the impact on the online students were positive, as they do find this type of feedback more personal compared to the students who had also been present in the classroom.

• Vold, Aud Tone; Ranglund, Ole Jørgen Stefferud & Lervik, Monica Johannesen (2023). Does one size fit all? Comparing video-feedback in two different courses. European Conference on e-Learning. ISSN 2048-8637. 22(1), s. 280–285. doi: 10.34190/ecel.22.1.1880. Fulltekst i vitenarkiv Vis sammendrag

  Several surveys show that students appreciate feedback on their assignments in order to learn more, and to understand more about their academic progress. In order to personalize the feedback, this has been recorded on video and distributed to the students. In video-feedback, we as lecturers can stress certain messages in a different way than in written feedback. It is also possible to communicate a lot more in a 3-5-minute video. In this paper, we compare the students’ opinions about video-feedback. In one course, the students received both video-feedback and written feedback as a follow up on the same assignment, and in two other courses they only received video-feedback. Through interviews, we have investigated two different approaches. This has allowed us to look into two different approaches, and how students perceive this. In the course with the video-feedback and the written feedback, the students prefer the written feedback, and in the two courses with video-feedback only, the students are very positive and report on learning outcomes from the feedback in addition to them also wanting video-feedback in other courses as well. The results were surprising, as theory explains why video-feedback should be preferred.

• Vold, Aud Tone; Kiønig, Linda Vibeke; Lourens, Ann & Mapaling, Curwyn (2023). Facilitating lifelong learning for mature part-time students: findings from South Africa and Norway. European Conference on e-Learning. ISSN 2048-8637. 22(1), s. 369–374. doi: 10.34190/ecel.22.1.1801. Fulltekst i vitenarkiv Vis sammendrag

  When the COVID-19 pandemic spread, governments worldwide ordered most of the population to stay at home. From one day to the other all lecturing in higher education institutions (HEIs) had to be online. For many this resulted in solitude and isolation, something that in turn ad an effect on students’ well-being and academic achievements. The situation was somewhat different for mature part-time students (MPTS). They had struggled with being able to attend classes (at a campus), sometimes feeling alienated and left “on their own”. During the pandemic, they were able to attend more lectures as they were offered online. After the pandemic, most courses were offered as a hybrid version; they could return to campus or follow the courses online. Some students returned to campus, but not as many as one hoped. Hence, the student well-being and the academic achievements did not improve as much as hoped and expected.There have been several discourses regarding “forcing” students back to campus in order to improve the students’ situation and to regain the personal contact with the students. However, for one growing group of students, the MPTS’, the hybridity is what has brought them closer to the campus. For these students, the academic achievements have not deteriorated nor their well-being. In fact, investigations show that the hybrid education enables a life-long education situation.In this paper we present investigations from two universities from two very different parts of the world; The Inland Norway University of Applied Sciences, Norway and Nelson Mandela University, South Africa. Our joint research has focussed on looking at how hybridity can be adapted in order to better facilitate for the MPTS to maintain in a life-ling learning situation supporting academic success and ensuring retention, as this group is now no longer in a home office, but back in a work-life

• Vold, Aud Tone & Kiønig, Linda Vibeke (2023). HyFlex learning as support for lifelong learning. European Conference on e-Learning. ISSN 2048-8637. 22(1), s. 358–363. doi: 10.34190/ecel.22.1.1881. Fulltekst i vitenarkiv Vis sammendrag

  Since the COVID-19 pandemic, the courses in a study programme in Knowledge Management have been offered as a hybrid version, serving students at both a campus and online. The official policy from the universities is that the students are wanted back at the campuses. However, students in a work-life lifelong learning situation do not always have the opportunity of travelling to a campus. Hence, the possibility of taking part digitally in a class with a mix of online and physically present students has been the right solution for many working students. This paper presents results from a survey among students enrolled in four different courses in the study programme of Knowledge Management at the Inland Norway University of Applied Sciences, Norway, where the physical classroom is based in Kongsvinger, and the students are either present at the campus or online simultaneously. The preliminary results show that the students in this lifelong learning situation are depending on this hybridity in order maintain their learning opportunities, as this enables them to stay in an often-demanding work situation, as well as being able to stay as learners at a university. This implies that the hybridity, first boosted by the COVID-19 pandemic, now, independently of the pandemic, is a demand within the segment of lifelong learners, as this will support access to higher education independent of place of residence, family situation or work situation. The students in this segment claim to attend physically if and when they have the opportunity to travel due to the above-mentioned situations. Hence, online only is not always the best option.

• Vold, Aud Tone (2023). The Future of Education: Strengthening the Relevance of Lifelong Learning. I Ampartzaki, Maria & Kalogiannakis, Michail (Red.), Pedagogy, Learning, and Creativity. IntechOpen. ISSN 9781803566658. s. 119–136. doi: 10.5772/intechopen.110328. Fulltekst i vitenarkiv Vis sammendrag

  This chapter explores educational practices to increase work relevance in lifelong learning education programmes. The outlet of the analysis is the development of skills for change, and to lay the grounds for innovativeness and entrepreneurial behaviour in future organizations. For the Higher Education Institutions (HEI’s), there are different pathways to shape and improve on their relevance to education for the work life. We examine how higher education institutions can consolidate their position in the future by agile attention to the development of the necessary skills that promote innovative and entrepreneurial behaviour. The primary argument is a need for a dynamic co-evolving relationship between the work environment and the fine tuning of educational content and educational practices in order to bridge the gap from curriculum to work context, and the probability of a meaningful application of educational content at work. The qualitative data is collected through interviews with students and their colleagues and superiors within two different organizations in Norway. From the analysis, we suggest a conceptual model providing further details of these “relational interdependences” between educational and work factors and outline some basic underlying factors in the work environment that help shape the relevance of skills needed in work life.

• Videnovik, Maja; Vold, Aud Tone; Kiønig, Linda Vibeke; Bogdanova, Ana Madevska & Trajkovik, Vladimir (2023). Game-based learning in computer science education: a scoping literature review. International Journal of STEM Education. 10. doi: 10.1186/s40594-023-00447-2. Fulltekst i vitenarkiv Vis sammendrag

  Using games in education has the potential to increase students’ motivation and engagement in the learning process, gathering long-lasting practical knowledge. Expanding interest in implementing a game-based approach in computer science education highlights the need for a comprehensive overview of the literature research. This scoping review aims to provide insight into current trends and identify research gaps and potential research topics concerning game-based learning in computer science. Using standard methodology for scoping review, we identifed 113 articles from four digital libraries published between 2017 and 2021. Those articles were analyzed concerning the educational level, type of the game, computer science topic covered by the game, pedagogical strategies, and purpose for implementing this approach in diferent educational levels. The results show that the number of research articles has increased through the years, confrming the importance of implementing a game-based approach in computer science. Diferent kinds of games, using diferent technology, concerning diferent computer science topics are presented in the research. The obtained results indicate that there is no standardized game or standardized methodology that can be used for the creation of an educational game for computer science education. Analyzed articles mainly implement a game-based approach using learning by playing, and no signifcant focus is given to the efectiveness of learning by designing a game as a pedagogical strategy. Moreover, the approach is mainly implemented for developing computational thinking or programming skills, highlighting the need for its implementation in other topics beyond programming

• Vold, Aud Tone; Kiønig, Linda Vibeke & Slyman, Souad (2023). Utilizing Outdoor Quiz Games in Secondary School: Teachers’ Perceptions of Usefulness. Proceedings of the European Conference on Games Based Learning (ECGBL). ISSN 2049-0992. 17(1), s. 706–711. Fulltekst i vitenarkiv Vis sammendrag

  Outdoor play is a natural way for children of all ages to do physical activity. The advantages of being outdoor in an educational setting have been elaborated. For instance, the social constellations may change when outdoors as the social structures defined in the classroom setting no longer apply as the pupils may display different skillsets outdoors as to indoors. Using games for learning purposes have been employed for several decades. As far back as in 1904, the Landlord’s Game was used to teach people about real estate and taxation. Since then games have mostly been developed for leisure purposes, but some also for educational purposes. In this paper, we elaborate on the use of a Norwegian developed quiz game called ‘ZippyGO’. Most of the research on ZippyGO have been focusing on students’ perceptions of the use of this quiz game. In this paper, however, we focus on the teachers’ perceptions and use of an outdoor quiz game for educational purposes. In this particular case, four teachers have collaborated on developing questions for the quizzing. We conducted mixed method ways of collecting data, surveys and semi-structured interviews. Our investigations have focused mainly on how the teachers perceive working on developing adequate questions for the quiz and how they perceive pupils may react to using the quiz game. We have also challenged the teachers on their perceptions of games for learning purposes in general and about being outdoor during class.

• Ranglund, Ole Jørgen Stefferud; Haave, Hanne Marit & Vold, Aud Tone (2023). Academic Development Through Course Enhancements: Becoming Reflective Practitioners. Proceedings of the European Conference on Knowledge Management. ISSN 2048-8971. 2, s. 1099–1105. Fulltekst i vitenarkiv Vis sammendrag

  Working in Communities of Practice (CoP) when developing student support in courses, may also have an impact on the academic learning. In CoP’s scholars can meet up to discuss, solve issues and develop new solutions. It is an arena for reflection on action, retrospective reflection and for meta-learning. In this paper we will present how two lecturers have co-developed knowledge through knowledge sharing, discussions and projects with students. The two lecturers have different background regarding education teaches within the same main area; organizational theory and development, and Knowledge Management. By sharing tacit and explicit knowledge when co-developing support for students learning, their own reflections support our learning process. Through reflection before action when developing the initiatives that we want to test out on students, reflecting in action when we deploy the initiatives, reflect on action when we evaluate the initiatives and reflect retrospectively together longer after deploying the initiative, we learn and develop not only as academics but also as reflective practitioners. This is also what we want for our students. Through several years we have developed the courses in the study programme of Knowledge Management at the Inland Norway University of Applied Sciences, Norway. The development has exclusively been to support students learning outcome and work relevance of the different courses. The latest initiative is about video-feedback and how this can support the students enhanced learning outcome. We are investigating what the students claim will provide them with yet another tool for learning and that will improve their academic skills. Through the process of working with this project and utilizing our knowledge of the different ways of reflection, knowledge sharing, cooperation and collaboration, we have learned from the project and our process. Hence, our meta-learning may also benefit our students as we as reflective practitioners can help our students become reflective practitioners, too.

• Vold, Aud Tone; Ranglund, Ole Jørgen Stefferud & Slyman, Souad (2023). Research on an Assessment Method: Student Feedback on Video-feedback on Mandatory Assignments. Proceedings of the European Conference on Research Methods in Business and Management. ISSN 2049-0968. s. 224–227. Fulltekst i vitenarkiv
• Haave, Hanne Marit; Kaloudis, Aris & Vold, Aud Tone (2023). Onboarding and Socialization Under COVID-19 Crisis: A Knowledge Management Perspective. I Bergum, Svein; Peters, Pascale & Vold, Aud Tone (Red.), Virtual Management and the New Normal: New Perspectives on HRM and Leadership since the COVID-19 Pandemic. Palgrave Macmillan. ISSN 9783031068126. s. 223–242. doi: 10.1007/978-3-031-06813-3_12. Fulltekst i vitenarkiv Vis sammendrag

  COVID-19 has contributed to a digitalization of communication, and in many cases a distribution of the workforce in organizations. In turn, this has affected knowledge management practices during the pandemic. In particular, this paper scrutinizes the impact of the COVID-19 pandemic on onboarding practices in a large public organization. The research aimed to investigate employees’ perceptions of the onboarding process during the COVID-19 pandemic, and how they expect “the new normal” workday to unfold. A total of nine employees were interviewed in a large public organization. We find that COVID-19 caused a certain degree of detachment from the workplace among the new employees, raised issues regarding communication, knowledge sharing and personal development, but also the uptake of an extensive and lasting use of digital administrative systems. The newcomers emphasize the importance of being physically present at work. The unanimous prediction of the post-COVID-19 work future was more flexibility regarding working at the office versus working from home, and a balance for newcomers between presence and e-learning when being onboarded.

• Bergum, Svein; Peters, Pascale & Vold, Aud Tone (2023). Epilogue: The Future of Work and How to Organize and Manage It. I Bergum, Svein; Peters, Pascale & Vold, Aud Tone (Red.), Virtual Management and the New Normal: New Perspectives on HRM and Leadership since the COVID-19 Pandemic. Palgrave Macmillan. ISSN 9783031068126. s. 405–434. doi: 10.1007/978-3-031-06813-3_20. Fulltekst i vitenarkiv Vis sammendrag

  This book examines how Human Resource Management and leadership have been affected by the COVID-19 pandemic, what organizations can learn from this, and how these new experiences could be applied in the "New Normal". The editors of this book have compiled the new knowledge that exists around remote leadership and organizational practices, relative to pre-COVID-19 studies, and the experiences learned during the pandemic. Key discussion themes focus on the role of distance in leadership, organizations and HR, the sustainability aspects involved, innovations and knowledge development achieved, the role of digitalization and new requirements and possibilities for management post-COVID-19. The editors conclude by investigating the strategic processes and factors influencing the "New Normal". This book will be of great importance for academics, students and practitioners in the fields of Management, Leadership, Human Resource Management, Sustainability, Change Management and Crisis Management.

• Vold, Aud Tone; Slyman, Souad; Bergum, Svein & Kiønig, Linda Vibeke (2023). Entrepreneurs creating entrepreneurs – retailer supporting the forming of micro businesses. Proceedings of the European Conference on Innovation and Entrepreneurship, ECIE. ISSN 2049-1050. 18(2), s. 899–904. doi: 10.34190/ecie.18.2.1855. Fulltekst i vitenarkiv Vis sammendrag

  Making clothes and developing your own brand of clothes may not be innovative although it is a sign of entrepreneurial behaviour. However, the entrepreneurship does not stop there. For some years now, a young man has been selling a clothing range, as well as collaborating with other brands, in order to help kids and youths coming from the same background as himself, i.e., surrounded by drugs and criminality. His idea is to catch the kids/youths before they start taking drugs, become addicted or commit a crime, and show them that there are other better ways to live their lives. He is working towards several new goals: One of them is to open a school where they not only learn “the ordinary curriculum”, but which also focuses on making a living for themselves and how to stand up for themselves. It is about adapting the schooling and learning to their life situation, rather than the children adapting to school. The earnings are not great (yet), but his eagerness to present the objective of the business has earned him some attention, not only among potential customers, but also with local and other authorities. His passionate and yet humble appearance appeals to customers and authorities. In addition to earning money to fund other youths, he also invests in them setting up micro businesses in order to become independent. In other words, his entrepreneurship skills have helped develop other entrepreneurs. In this paper, we will present the initial findings of our entrepreneur and his entrepreneurial achievements, characteristics and transformative style. We seek to explain the success behind such entrepreneurial activities using social entrepreneur and transformative leadership theories. We have conducted our first initial semi-structured interviews via zoom using interview guides and more research is planned for the next phase of our research.

• Koulaei, Afra; Vold, Aud Tone; Haave, Hanne Marit; Wahl, Carl-Henrik & Ranglund, Ole Jørgen Stefferud (2023). Voice Behavior in Creative Teams: A Case Study of Music Production. Proceedings of the European Conference on Innovation and Entrepreneurship, ECIE. ISSN 2049-1050. 18(1), s. 486–492. Fulltekst i vitenarkiv Vis sammendrag

  Putting people together with distinct roles on a team often seems effective for creative work, as group work can share diverse ideas based on roles and expertise. However, to refine and build on one another's suggestions, members must proactively engage in voice behavior without fear of being criticized or negatively evaluated. Voice or challenging the status quo and expressing suggestions for change are critical in enhancing the final team outcome. However, not all the team members engage in voice behavior. What is often ignored is the effect of variation in members' role centrality on voice behavior. A member's role in a team is highly related to the member's perception of his or her status on a team and perceived self-efficacy. Self-efficacy motivates members to engage in voice behavior and express their diverging ideas that could eventually improve the creativity of the joint team outcome. The present research aims to examine the dynamics of voice behavior focusing on creative teams considering two contextual factors: variation in team members' role centrality and time pressure. The results from pilot qualitative field interviews and observations indicate that members with a less central role on a team are less likely to be proactive in voice behavior, and time pressure is likely to strengthen such a tendency. In particular, our preliminary findings suggest that dampened self-efficacy might be one underlying mechanism that explains the negative effect of low member role centrality on voice behavior, in particular, for teams that work under time pressure.

• Vold, Aud Tone; Ranglund, Ole Jørgen Stefferud; Bergum, Svein; Wahl, Carl-Henrik; Haave, Hanne Marit & Kiønig, Linda Vibeke (2023). How a small-town enterprise delivers “worldwide” services – a case from the music production industry. Proceedings of the European Conference on Innovation and Entrepreneurship, ECIE. ISSN 2049-1050. 18(2), s. 1087–1094. doi: 10.34190/ecie.18.2.1869. Fulltekst i vitenarkiv Vis sammendrag

  In Rena, a small town (approx. 2,500 inhabitants) in a small municipality (approx. 5,000 inhabitants), there is a rather small enterprise that has not only had a national impact, but also attracts international attention. The company has specialized in music production and developing singer/songwriters and are running a substantial number of “music camps” that are sessions lasting either a weekend or a week with different themes. With increasingly better equipment accessible to “everyone” and digital platforms with short access to the public, the competition regarding being spotted on the different music apps is high and increasing rapidly. In our paper, we have investigated how this company has made a living out of facilitating for the development of music. We have used qualitative methods, and primarily focussed on in-depth interviews with the employees and participants, as well as observations during sessions. Our results show that not only their business model, but also the structure and facilitation, is vital for developing products that may be published. The structure and facilitation have been developed over some time. During this time, the founder and colleagues have shown exceptional learning abilities, and not only developed as music producers, but also as facilitators. We have found some explanations for this success, not only from theory on innovation and entrepreneurship, but also in theory on Positive Deviance, which we will present in the paper. The combination of these directions has provided a richer understanding of how this small-town company has a worldwide customer database. The innovation capacity of the company has supported the development of the organization as they have been able to utilize their dynamic skills, hired staff with complimentary skills and through a leadership and management style managed to engage the staff by involving and including them in the strategic development of the organization and what they offer their customers. Their ability to attract and develop competency and their professionalism have contributed towards turning potential disadvantages to a part of what they offer the customers as a support and positive means to finish or enhance their products.

• Vold, Aud Tone; Lervik, Monica Johannesen & Holen, Stig (2022). Post- COVID-19 pandemic education: the student perspective. European Conference on e-Learning. ISSN 2048-8637. s. 845–853. doi: 10.34190/ecel.21.1.916. Fulltekst i vitenarkiv Vis sammendrag

  The COVID-19 pandemic can be considered to be a long-term crisis and the outcome of such a crisis is depending on the decisions made during the crisis. As a Higher Education Institution, we are now at a crossroad regarding how to utilize experiences learned during the pandemic. Before the COVID-19 pandemic, there were only a few online study programmes at the Inland Norway University of Applied Sciences, Rena, Norway. During the pandemic, all of the education provided was online. There are now discussions amongst faculty staff regarding a return to the "ordinary" physical lectures or to embark on a hybrid way of educating students. However, equally important is what the students' perceptions of hybrid versus physical lectures are. We have therefor, through qualitative interviews, investigated what would suit the students’ needs. We have asked the students if they prefer digital teaching, physical teaching or a hybrid which combines both digital and physical teaching. In this paper we present the results from these investigations. The students feedback indicated clearly that they prefer physical teaching, but also that they would like to have access to digital recordings and lectures. We believe that his feedback is an important input to the further discussions on the New Normal in Higher Education Institutions.

• Kiønig, Linda Vibeke; Vold, Aud Tone; Ranglund, Ole Jørgen Stefferud; Trajkovik, Vladimir; Videnovik, Maja & Braun, Robin (2022). Use of IT in Higher Education and Training - Social learning through outdoor quiz game app, 19th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE (Institute of Electrical and Electronics Engineers). ISSN 9781728188836. doi: 10.1109/ITHET50392.2021.9759410. Fulltekst i vitenarkiv Vis sammendrag

  Learning in higher education is no longer by listening to a professor and handing in assignments. At the Inland Norway University of Applied Sciences, the Knowledge Management (KM) study programme has been developed over several years. From introducing Flipped Classroom, the development has been to make the students develop their own assignments based on the issues of KM they are able to unveil at their own workplaces. The practice on this is done by working to develop short cases to solve in the classroom rather than giving lectures. The lectures over the textbook and curriculum are provided by streaming video and podcasts and the students are encouraged to download and watch/listen prior to the seminars. A short introduction is provided at the start of the seminars, but not as elaborated as in the videos and podcasts. The students tend to stay indoors and work. To investigate how breaking up the indoor stay and to continue the learning process during a “break” outside, we have developed quizzes from the curriculum. They have to download an app and in groups solve the quizzes that pop up when they close in on the designated area on the map in the app. In the app, the areas are marked by icons in the shape of berries (blueberry, raspberry, cloudberry, etc.) on a map. They have to go to the area in order for the quiz to appear. The quizzes are up to now developed by the lecturers. The students have during the Covid-19 pandemic been working in solitude and thus lost the important factor of social learning. Attempts to make the students work in group have only to a certain extent been successful. As well as “black screens”, the number of students “fading out” when trying to divide the students into “breakoutrooms”, to support the social learning processes, are too high. Encouraging the students to go outside and work in groups to solve the quizzes allow the student to also discuss other issues than just the curriculum, and to get to know each other outside the classroom. The data are collected our data through in-depth interviews and group interviews with the students. The collected data will show how the students perceive a) to work on the quiz, b) to solve the quiz, c) to work in groups outside the classroom and how this support a) their learning outcome and b) their social learning situation.

• Videnovik, Maja; Dimova, Georgina; Vold, Aud Tone; Kiønig, Linda Vibeke & Trajkovik, Vladimir (2022). Migration of an Escape Room–Style Educational Game to an Online Environment: Design Thinking Methodology. JMIR Serious Games. 10(3). doi: 10.2196/32095. Fulltekst i vitenarkiv Vis sammendrag

  The COVID-19 pandemic outbreak has led to a sudden change in education, closing schools and shifting to onlineteaching, which has become an enormous challenge for teachers and students. Implementing adequate online pedagogicalapproaches and integrating different digital tools in the teaching process have become a priority in educational systems. Findinga way to keep students' interest and persistence in learning is an important issue that online education is facing. One possible wayto establish engaging and interactive learning environments, using the energy and enthusiasm of students for educational purposes,is the use of game-based learning activities and gamification of different parts of the educational process.

• Vold, Aud Tone; Haave, Hanne Marit; Ranglund, Ole Jørgen Stefferud & Wahl, Carl-Henrik (2022). Preparing students for a digital work-life using student-centred methods - a case study from Music Production. Proceedings of the European Conference on Knowledge Management. ISSN 2048-8971. 23(2), s. 1467–1472. doi: 10.34190/eckm.23.2.781. Fulltekst i vitenarkiv Vis sammendrag

  Students are expected to be digital, using digital tools for staying updated on their study programmes, time schedules, and how to find and hand in assignments. The tools that the students need in their future jobs are not necessarily taught, as these tools may be specific to each company. However, in the study programme of Music Production, the use of equipment and digital software is a part of the education. This paper showcases how the students are exposed to tools and work forms that they will use in the music production business. Introductions are provided, and the students can then practice using the tools. The most intensive training is provided in five to six intensive sessions during a study year. These sessions are called “camps”. These camps have a duration of approximately 12 hours each, with the students divided into groups, the purpose of which is to develop and produce song texts and melodies, which at the end of the camp are presented in a plenary session. These intensive learning activities include the extensive use of tools for producing the songs, as well as collaborative work forms, as the students need to work together and learn together in groups. The qualitative investigations from these intensive song writing camps show how the students benefit from the group work, situated learning and collaboration, and present their view on the usefulness of these camps.

• Arntzen, Aurilla Aurelie; Vold, Aud Tone & Lara-Bercial, Pedro J. (2022). A Model for an Effective Learning Process in Higher Education: An Example from Three User Cases. Proceedings of the European Conference on Knowledge Management. ISSN 2048-8971. 23(1), s. 37–43. doi: 10.34190/eckm.23.1.737. Fulltekst i vitenarkiv Vis sammendrag

  Knowledge is the most important asset in education. Knowledge Management has been the focus for many years in higher education. Recently, universities have embraced innovative processes that could foster a better learning process. Digital learning platforms such as Canvas or Blackboard has been deployed at the higher education to facilitate the learning process. However, it is still recognized that knowledge might not be fully acquired by students. Adoption of technological artifacts has proven to be a good step forward; however, it seems not sufficient. Lately there has been a focus on how to implement student centric methodologies to foster learning effectiveness. For instance, Project-based learning (Trullàs, Blay, Sarri, & Pujol) approach intends to provide to students the possibility to be engaged in project reflecting similar issues suchin real life in order to further develop skills and competences. This paper outlines two approaches based on the leitmotiv “learning by doing” and on the implication of students in defining jointly a use case for their home exams. The paper presents 3 experiences from 3 universities based in Norway and Spain. A model for an effective learning in Higher Education is delineated.

• Vold, Aud Tone; Ranglund, Ole Jørgen Stefferud & Haave, Hanne Marit (2022). I miss my Office in my home Office: Challenges with work from home. Proceedings of the European Conference on Knowledge Management. ISSN 2048-8971. 23(2), s. 946–954. doi: 10.34190/eckm.23.2.649. Fulltekst i vitenarkiv Vis sammendrag

  The COVID-19 pandemic has sent many employees to home offices. Some employees enjoy their home office, while for various reasons others experience challenges working from home. Qualitative investigations show that new employees who have been recruited and hired during the COVID-19 pandemic can find life in the home office quite challenging. Despite adequate technological solutions that make it possible to perform the work tasks from home, these employees want to be able to physically attend at their workplace. Our data indicate that it is important that the company not only sees technology and digitalization as "hard core" skills, but that the digital and technological are woven into other aspects of organizational life, for example, structures, culture and social interaction. New employees need to feel that they are valued, and that the business wants to establish personal and social bonds that support the development of loyalty to the company and quality of the production. These are conditions that are often tied to informal learning in the workplace. Relational development and maintenance are vital for having newcomers to not only function in the digital arena, but also within the physical sphere at the workplace.

• Vold, Aud Tone; Haave, Hanne Marit & Ranglund, Ole Jørgen Stefferud (2022). The New Normal Worklife: Lessons from the Pandemic. Proceedings of the European Conference on Knowledge Management. ISSN 2048-8971. 23(1), s. 495–501. doi: 10.34190/eckm.23.1.782. Fulltekst i vitenarkiv Vis sammendrag

  COVID-19 has contributed to a digitalization of communication, and in many cases to a distribution of an organization's workforce. Several organizations in Norway claim that they will adapt to a more flexible approach regarding allowing work from home (WFH) in a post-COVID-19 worklife and allow a more “hybrid” way of working. This paper describes how the long-term crisis has unfolded in a large governmental organization. The focus for the investigations have been on how the employees have experienced working from home, and how this will impact their post-COVID-19 worklife, all with a Knowledge Management (KM) perspective. Through qualitative interviews with managers’ and employees’ issues, like a lack of possibilities regarding informal communication and sharing of knowledge, have arisen. This implies that there is a need for addressing KM practices that secure a flow of information, learning conditions and job satisfaction in the post-COVID-19 workday.

• Haave, Hanne Marit & Vold, Aud Tone (2021). Knowledge Management during a long-term crisis – challenges with distributed employees. Proceedings of the European Conference on Knowledge Management. ISSN 2048-8971. s. 813–820. doi: 10.34190/EKM.21.120. Fulltekst i vitenarkiv
• Ranglund, Ole Jørgen Stefferud; Haave, Hanne Marit; Arntzen, Synnøve & Vold, Aud Tone (2021). "Face-to-Face" or Sim-to-Sim: Pros and cons regarding groupwork using a games based environment. Proceedings of the European Conference on Games Based Learning (ECGBL). ISSN 2049-0992. s. 604–609. Fulltekst i vitenarkiv
• Vold, Aud Tone; Lervik, Monica Johannesen & Holen, Stig (2021). Teacher motivation during the corona crisis, facing "black screens" and missing "watercoolers". European Conference on e-Learning. ISSN 2048-8637. s. 512–520. doi: 10.34190/EEL.21.025. Fulltekst i vitenarkiv
• Vold, Aud Tone & Haave, Hanne Marit (2020). Relevance of Adult Higher Education on Knowledge Management in the Healthcare Sector. Electronic Journal of Knowledge Management (EJKM). 18(3), s. 236–254. doi: 10.34190/EJKM.18.03.004. Fulltekst i vitenarkiv Vis sammendrag

  Organizations, including the healthcare sector, are subject to changes in market, technology and regulations. This requires enhanced and different types of knowledge, and has led to an increased demand for adult higher education. However, the competencies required need to be met by the providers of higher education. This article presents a qualitative case study investigating the work relevance of an adult education study bachelor programme for middle managers of the public health sector in Norway. The paper explores how the education has shaped the interplay between the student/practitioner and his/her surroundings. The data in the study have been collected using in‑depth interviews. The case study showcases the potential impacts of higher education within public healthcare management in the workplace, also highlighting the factors that are predominant regarding the application and dissemination of formal knowledge in the workplace. The primary findings of this study are that there is an interplay between the form and content of the education, personal capabilities and individual characteristics of the student (employee/health manager), as well as an organizational maturity pertaining to knowledge‑management and the exposure to organizational innovation in the broader healthcare system. The case study contributes to the field of knowledge management issues by showing how a study programme can support the development of knowledge management practices in an organization, through focusing on the relevance pronounced through the management practices.

• Haave, Hanne Marit & Vold, Aud Tone (2020). Online Quizzing During Corona-Crisis: Games in Education. Proceedings of the European Conference on Games Based Learning (ECGBL). ISSN 2049-0992. s. 229–234. Fulltekst i vitenarkiv
• Videnovik, Maja; Trajkovic, Vladimir; Kiønig, Linda Vibeke & Vold, Aud Tone (2020). Increasing Quality of Learning Experience using Augmented Reality Educational Games. Multimedia Tools and Applications. ISSN 1380-7501. doi: 10.1007/s11042-020-09046-7. Fulltekst i vitenarkiv Vis sammendrag

  Adequate pedagogical approaches for integration of technology in the learning process create new opportunities for improving the quality of teaching and learning experiences, raising students’ interest and motivation for the classroom activities at the same time. Game-based learning implemented with different technologies can utilize students’ energy and enthusiasm for educational purposes. To increase the quality of experience of the learning process, elements of popular games (e.g., mobile games and augmented reality games) should be used in the educational context. This paper proposes methodological guideline that can be used for the integration of games in education. The methodological guideline defines the two steps process of creating educational games starting from students’ attitudes and needs, and then incorporates educational outcomes. As a case-study augmented reality educational games platform was designed to illustrate the possibilities and benefits of the proposed approach.

• Lervik, Monica Johannesen; Holen, Stig & Vold, Aud Tone (2020). Opportunities and limitations regarding praxis in online education - three narratives. European Conference on e-Learning. ISSN 2048-8637. doi: 10.34190/EEL.20.034. Fulltekst i vitenarkiv Vis sammendrag

  The corona crisis has challenged the academic organizations and their employees. In particular, the employees who have concentrated on live “performances” and live seminars have had to move to digital platforms. However, many academics have already done the shift, or at least a semi-shift to digital platforms. Some academics have recorded lectures, while some have done online lecturing. There are a variety of aids and tools for academics to use. The limitation for many is TIME. Generally speaking, one has enough with lecturing and all the preparations, correcting assignments, student contact, evaluating, reports to deans and whatnot. The time to explore and play with tools is simply not within the normal amount of academic hours. Nonetheless, the corona crisis has contributed to many academics taking a plunge into the online world, some gladly, some “kicking and screaming”. Through three narratives, we present the work-life of “online academics”, our experiences with online lecturing, online seminars and our own research on online education. Our point of departure is the opportunities and limitations that lie in the use of tools, exploring the nature of the online medium and our own experimentation. We will present theory that we have found useful for the explorative approach to online education. Our data are our own experiences, as we discuss our experiences and conclude with suggestions for further opportunities and eventual limitations regarding online education.

• Haave, Hanne Marit; Vold, Aud Tone & Kaloudis, Aris (2020). The Importance of Tacit and Explicit Knowledge Transfer in an Onboarding Programme. Proceedings of the European Conference on Knowledge Management. ISSN 2048-8971. s. 300–307. doi: 10.34190/EKM.20.075. Fulltekst i vitenarkiv Vis sammendrag

  "Onboarding" is one way of facilitating training for newcomers in order to get them socialized and trained for the job in question. Getting newcomers "up to speed" and reducing turnover is cost saving for a company. In this paper, we showcase how this has been done in a company in Norway. This organization suffered from high turnover and a lengthy training period for newcomers. Theory on socio-cultural learning, organizational culture, and knowledge management has enlightened our study. In order to display the interplay between organizational socialization and learning at work, we will present our findings on the development of an onboarding initiative. In particular, we dive into the subtleties of the border between formal structures of the onboarding and the informal best practices. Tacit knowledge conveyed through the informal best practices can be transferred and adapted through conversation and behaviour. The data material is collected through qualitative in-depth interviews over a period of three years. The onboarding is not only contributing towards higher effectiveness and less turnover, but also developing, and continuously improving, learning structures in the organization.

• Vold, Aud Tone; Haave, Hanne Marit & Kaloudis, Aris (2020). On Work Relevance of Adult Education: A Case Study Narrative. Electronic Journal of Knowledge Management (EJKM). 18(2), s. 105–120. doi: 10.34190/EJKM.18.02.002. Fulltekst i vitenarkiv Vis sammendrag

  There is an increased focus on relevance of higher education. Mostly it is about enhanced job opportunities or job advancements for the individual. However, relevance of higher education may also be towards solving important issues or problems at a workplace. There are some necessary preconditions as to how an educational activity becomes relevant. Firstly, the student must be capable to discover how generic knowledge and acquired skills may or may not apply to concrete situations at work. This requires experience, understanding of the norms and culture of the organisation and a certain form of practical intelligence. Secondly, the conditions at work place must be conducive to innovation and change in various ways. In this article, we present a case study where employee turnover and lack of effective training routines were a major efficiency constraint in a Norwegian firm. With constant competition, changes in markets and other factors that influence the sustainability of an organization, cutting costs, such as high turnover and the time from being newcomer to being fully operative in the job. The responsible for training activities in the firm realized that additional formal education at the higher education level was needed, and he decided to enrol in a Knowledge Management study program at The Inland Norway University of Applied Sciences in order to learn how he could improve knowledge management and learning processes of new employees at his workplace. The case study ultimately demonstrates how crucial the interplay between content and form of education on one hand and specific conditions facilitating changes and improvements at work on the other is for the relevance in formal higher education narrative.

• Vold, Aud Tone; Kiønig, Linda Vibeke & Løvsletten, Per Anders (2019). Using AR in Higher Education – suggested use in the Real Estate Agency Study Program, 18th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE (Institute of Electrical and Electronics Engineers). ISSN 9781728124643. doi: 10.1109/ithet46829.2019.8937344. Fulltekst i vitenarkiv Vis sammendrag

  Games, e.g. like Pokémon Go, use Augmented Reality (AR). The functionality that allows one to “see” an object through an application on a mobile phone, can also be used to test out the visual portrayal of e.g. where to put a sauna on a property. It separates itself from Virtual Reality (VR) by being a representation on top of the real world picture. VR portrays a complete virtual reality where all you can see is programmed. Since AR allow the real world to be the basis of the visual image, it provides us with a tool for different uses. Currently one uses AR to organize training for rescue operations at the Inland Norway University of Applied Sciences. Up to four different people can work in the same “world” at the same time with different vehicles; one can drive the police car, one can fly the helicopter, one can drive the ambulance, etc. All of the participants can sit in their own room and watch what the other “players” are doing in the same visual area. This provide the students with unique insight and training regarding e.g. crisis management. However, how can we support the students attending the Real Estate Study Program by using AR? One option is to place a building in an environment in order to “see” it in a particular setting. Can we cater for other needs by utilizing AR? This paper present a pre-study regarding using AR and we will here investigate the different ways AR may support the students in the Real Estate Study Program. We have discussed the use of AR with students and Real Estate Agents that may be our students’ future work places. We have investigated their needs, and have in the paper presented and proposed how AR can be a support in the education in order to support the worklife for our students. We also suggest how data can be collected from the different uses and support Knowledge Management processes in the Real Estate Agencies.

• Videnovik, Maja; Vold, Aud Tone; Kiønig, Linda Vibeke & Trajkovic, Vladimir (2019). Design Thinking Methodology for Increasing Quality of Experience of Augmented Reality Educational Games, 18th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE (Institute of Electrical and Electronics Engineers). ISSN 9781728124643. doi: 10.1109/ithet46829.2019.8937385. Fulltekst i vitenarkiv Vis sammendrag

  Integration of technology in education with adequate pedagogical approaches creates new opportunities or improving the quality of teaching and learning experiences, raising students' interest and motivation for the classroom activities at the same time. Game-based learning implemented with different technologies can utilize students’ collaboration, energy, and enthusiasm. In order to increase the quality of experience of the learning process, elements of popular games (e.g. mobile games and augmented reality games) should be used in the educational context. This paper describes how design thinking methodology can be used to propose a model for the integration of games in education. The methodology defines the process of creating educational games starting from students’ attitudes and needs and moving towards needed educational outcomes. As an example case study augmented reality prototype game was designed in order to illustrate the possibilities and benefits of the proposed methodology. The achieved results confirm that the proposed methodology ensures a powerful gaming experience and high-quality learning experience.

• Vold, Aud Tone & Ranglund, Ole Jørgen Stefferud (2019). How can Flipped Classroom Activities Support Teacher Motivation? European Conference on e-Learning. ISSN 2048-8637. 2019-, s. 603–608. doi: 10.34190/EEL.19.161. Fulltekst i vitenarkiv
• Vold, Aud Tone & Haave, Hanne Marit (2019). How to Develop and Implement a Bottom up KM Initiative in all Levels of a Department in an Organization. Proceedings of the European Conference on Knowledge Management. ISSN 2048-8971. s. 1091–1095. doi: 10.34190/KM.19.150. Fulltekst i vitenarkiv Vis sammendrag

  Shortening the time for training new employees is desired, as this will mean reduced cost for the organization. The faster a new employee is a “full member” of the staff, the more income can be generated for the company. We have followed a pilot apprentice program where able to see what worked and what did not. The organization has struggled with high turnover and long training time. They introduced an apprenticeship based training, but due to circumstances within the organization, the training program “crumbled”. For a while the mentors had increasingly different ways of training the apprentices. In this paper we suggest how one can develop and implement a training regime that will work over time. This will contribute towards knowledge management initiatives in the organization as it will help knowledge sharing not only between mentor and apprentice, but also between the mentors and the rest of the organization.

• Vold, Aud Tone & Haave, Hanne Marit (2019). The Emergence - and Collapse - of Results From Knowledge Management Initiatives: A Case Study From Norway. Proceedings of the European Conference on Knowledge Management. ISSN 2048-8971. 2, s. 1086–1090. doi: 10.34190/KM.19.149. Fulltekst i vitenarkiv
• Videnovik, Maja; Trajkovic, Vladimir; Kiønig, Linda Vibeke & Vold, Aud Tone (2018). Kahooting and Learning – a study from Macedonia and Norway. Proceedings of the European Conference on Games Based Learning (ECGBL). ISSN 2049-0992. Fulltekst i vitenarkiv
• Ranglund, Ole Jørgen Stefferud; Haave, Hanne Marit; Venemyr, Geir Ove; Vold, Aud Tone & Braun, Robin (2018). Gaming and Scenario Building: A Student Active Approach to Learning. Proceedings of the European Conference on Games Based Learning (ECGBL). ISSN 2049-0992. s. 526–532. Fulltekst i vitenarkiv
• Kiønig, Linda Vibeke; Tøndel, Marte; Schult, Ingunn; Holen, Stig & Vold, Aud Tone (2018). Does using real cases when educating health managers enhance relevance and learning outcome? The proceedings of the ... international conference on e-learning. ISSN 2048-8882. 2018-July, s. 179–183. Fulltekst i vitenarkiv
• Tøndel, Marte; Kiønig, Linda Vibeke; Schult, Ingunn; Holen, Stig & Vold, Aud Tone (2018). Students as co-developers of courses in higher education. The proceedings of the ... international conference on e-learning. ISSN 2048-8882. 2018-July, s. 448–453. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Bergum, Svein; Peters, Pascale & Vold, Aud Tone (2023). Virtual Management and the New Normal: New Perspectives on HRM and Leadership since the COVID-19 Pandemic. Palgrave Macmillan. ISBN 9783031068126. 451 s. Fulltekst i vitenarkiv Vis sammendrag

  This book examines how Human Resource Management and leadership have been affected by the COVID-19 pandemic, what organizations can learn from this, and how these new experiences could be applied in the "New Normal". The editors of this book have compiled the new knowledge that exists around remote leadership and organizational practices, relative to pre-COVID-19 studies, and the experiences learned during the pandemic. Key discussion themes focus on the role of distance in leadership, organizations and HR, the sustainability aspects involved, innovations and knowledge development achieved, the role of digitalization and new requirements and possibilities for management post-COVID-19. The editors conclude by investigating the strategic processes and factors influencing the "New Normal". This book will be of great importance for academics, students and practitioners in the fields of Management, Leadership, Human Resource Management, Sustainability, Change Management and Crisis Management.

Se alle arbeider i NVA

• Vold, Aud Tone & Ranglund, Ole Jørgen Stefferud (2026). Enhancing Relevance of Higher Education Initiatives for Change in Organizations. Fulltekst i vitenarkiv
• Vold, Aud Tone & Ranglund, Ole Jørgen Stefferud (2025). How HEI can support learning in organizations - a case study from the Knowledge Management study program. Fulltekst i vitenarkiv
• Vold, Aud Tone & Wahl, Carl-Henrik (2024). Making Tacit Knowledge Explicit: Disseminating Knowledge in a World Record Attempt. Fulltekst i vitenarkiv
• Vold, Aud Tone & Wahl, Carl-Henrik (2024). Becoming Reflective Practitioners in the Music Business. Fulltekst i vitenarkiv
• Vold, Aud Tone; Haave, Hanne Marit & Wahl, Carl-Henrik (2024). Organizing the World's Largest Songwriting Camp: From a KM Perspective. Fulltekst i vitenarkiv
• Stølan, Trygve & Vold, Aud Tone (2024). Relevance of higher education for adults in a work-life – a case study from Norway. Fulltekst i vitenarkiv
• Vold, Aud Tone & Eikset, Andrea (2024). Use of AI in education – a case study from Norway. Fulltekst i vitenarkiv
• Vold, Aud Tone; Haave, Hanne Marit; Peters, Pascale & Khadri-Poggi, Yasmina (2023). Onboarding and Knowledge Sharing in the "New Normal"- Cases from the Netherlands and Norway. Fulltekst i vitenarkiv
• Vold, Aud Tone (2023). Høgskolelektor ser positivt på tekstroboter: – Vi må tenke framover. [Internet]. NRK Innlandet. Fulltekst i vitenarkiv Vis sammendrag

  Studiesteder diskuterer hvordan de skal endre eksamen på grunn av kunstig intelligens. Høgskolelektor mener man enkelt kan hindre juks, uten å fjerne hjelpemidler.

• Haave, Hanne Marit & Vold, Aud Tone (2023). Preparing for Work-life Tthrough Work-like Situated Learning: a Case Study. Fulltekst i vitenarkiv
• Vold, Aud Tone & Kiønig, Linda Vibeke (2023). HyFlex learning as support for lifelong learning. Fulltekst i vitenarkiv
• Vold, Aud Tone & Kiønig, Linda Vibeke (2023). Using video-feedback to support learning outcome and worklife relevance. Fulltekst i vitenarkiv
• Vold, Aud Tone (2023). Does one size fit all? Comparing video-feedback in two different courses. Fulltekst i vitenarkiv
• Vold, Aud Tone & Kiønig, Linda Vibeke (2023). Facilitating lifelong learning for mature part-time studets: findings from South Africa and Norway. Fulltekst i vitenarkiv
• Vold, Aud Tone; Slyman, Souad & Ranglund, Ole Jørgen Stefferud (2023). Research on an Assessment Method: Student Feedback on Video-feedback on Mandatory Assignments. Fulltekst i vitenarkiv
• Vold, Aud Tone (2023). Utilizing Outdoor Quiz Games in Secondary School: Teachers’ Perceptions of Usefulness. Fulltekst i vitenarkiv
• Vold, Aud Tone (2023). Academic Development Through Course Enhancements: Becoming Reflective Practitioners. Fulltekst i vitenarkiv
• Bergum, Svein; Vold, Aud Tone & Peters, Pascale (2023). Introduction. I Bergum, Svein; Peters, Pascale & Vold, Aud Tone (Red.), Virtual Management and the New Normal: New Perspectives on HRM and Leadership since the COVID-19 Pandemic. Palgrave Macmillan. ISSN 9783031068126. s. 1–14. Fulltekst i vitenarkiv Vis sammendrag

  This book examines how Human Resource Management and leadership have been affected by the COVID-19 pandemic, what organizations can learn from this, and how these new experiences could be applied in the "New Normal". The editors of this book have compiled the new knowledge that exists around remote leadership and organizational practices, relative to pre-COVID-19 studies, and the experiences learned during the pandemic. Key discussion themes focus on the role of distance in leadership, organizations and HR, the sustainability aspects involved, innovations and knowledge development achieved, the role of digitalization and new requirements and possibilities for management post-COVID-19. The editors conclude by investigating the strategic processes and factors influencing the "New Normal". This book will be of great importance for academics, students and practitioners in the fields of Management, Leadership, Human Resource Management, Sustainability, Change Management and Crisis Management.

• Vold, Aud Tone; Lervik, Monica Johannesen & Holen, Stig (2022). Post- COVID-19 pandemic education - the student perspective. Fulltekst i vitenarkiv
• Peters, Pascale; Bergum, Svein & Vold, Aud Tone (2022). Van telewerken naar duurzaam hybride werken: Implicaties voor HRM en leiderschap. Tijdschrift voor management en organisatie. ISSN 0165-1722. 76(5/6), s. 131–151. Fulltekst i vitenarkiv
• Vold, Aud Tone (2021). Use of IT in Higher Education and Training: Social learning through and outdoor quiz game app. Fulltekst i vitenarkiv
• Kiønig, Linda Vibeke; Vold, Aud Tone; Ranglund, Ole Jørgen Stefferud; Trajkovic, Vladimir; Videnovik, Maja & Braun, Robin (2021). Use of IT in Higher Education and Training - Social learning through outdoor quiz game app. Fulltekst i vitenarkiv
• Haave, Hanne Marit & Vold, Aud Tone (2021). Knowledge Management during a long-term crisis – challenges with distributed employees. Fulltekst i vitenarkiv
• Vold, Aud Tone & Haave, Hanne Marit (2021). "Face-to-face" or Sim-to-Sim: pros and cons regarding group work using a games-based environment. Fulltekst i vitenarkiv
• Vold, Aud Tone (2021). Teacher motivation during the corona crisis, facing "black screens" and missing "watercoolers". Fulltekst i vitenarkiv
• Ranglund, Ole Jørgen Stefferud; Haave, Hanne Marit; Kiønig, Linda Vibeke & Vold, Aud Tone (2021). Higher education opportunities to contribute to HRM that supports sustainability, democratic attitudes and inclusion - development through student involvement. Fulltekst i vitenarkiv
• Venemyr, Geir Ove; Bakken, Bjørn T.; Haave, Hanne Marit; Ranglund, Ole Jørgen Stefferud & Vold, Aud Tone (2021). Å lære om beredskap for å sikre bærekraft - akademias mulighet til å påvirke. Fulltekst i vitenarkiv
• Vold, Aud Tone & Haave, Hanne Marit (2020). HVA ER «NY NORMAL»? - OVERGANGEN FRA OPPLEVD PÅGÅENDE KRISE TIL POST-KRISE UNDER BEGRENSEDE FORHOLD I ARBEIDSSITUASJONEN. Fulltekst i vitenarkiv
• Vold, Aud Tone & Haave, Hanne Marit (2020). Ledelse under langvarig krise- utfordringer ved lederskap med distribuerte medarbeidere. Fulltekst i vitenarkiv
• Vold, Aud Tone & Haave, Hanne Marit (2020). The Importance of Tacit and Explicit Knowledge Transfer in an Onboarding Programme. Fulltekst i vitenarkiv
• Vold, Aud Tone; Haave, Hanne Marit & Kaloudis, Aris (2020). The Importance of Tacit and Explicit Knowledge Transfer in an Onboarding Programme. Fulltekst i vitenarkiv
• Ranglund, Ole Jørgen Stefferud & Vold, Aud Tone (2020). Forming av de nye lederne i det nye arbeidslivet - Utdanningsinstitusjonenes rolle. Fulltekst i vitenarkiv
• Vold, Aud Tone & Ranglund, Ole Jørgen Stefferud (2019). Mintzberg Revisited - does digitalization demand a different model? Fulltekst i vitenarkiv
• Vold, Aud Tone & Ranglund, Ole Jørgen Stefferud (2019). Mintzberg revisited – the impact of digitalization. Fulltekst i vitenarkiv
• Vold, Aud Tone & Haave, Hanne Marit (2019). The Emergence - and Collapse - of Results From Knowledge Management Initiatives: A Case Study From Norway. Fulltekst i vitenarkiv
• Vold, Aud Tone & Haave, Hanne Marit (2019). How to Develop and Implement a Bottom up KM Initiative in all Levels of a Department in an Organization. Fulltekst i vitenarkiv
• Vold, Aud Tone; Kiønig, Linda Vibeke & Løvsletten, Per Anders (2019). Using AR in Higher Education – suggested use in the Real Estate Agency Study Program. Fulltekst i vitenarkiv
• Videnovik, Maja; Vold, Aud Tone; Kiønig, Linda Vibeke & Trajkovic, Vladimir (2019). Design Thinking Methodology for Increasing Quality of Experience of Augmented Reality Educational Games. Fulltekst i vitenarkiv
• Vold, Aud Tone & Kiønig, Linda Vibeke (2018). Students as Co-Developers of Courses in Higher Education. Fulltekst i vitenarkiv
• Vold, Aud Tone & Kiønig, Linda Vibeke (2018). Flipping the Classroom for Health Managers. Fulltekst i vitenarkiv
• Vold, Aud Tone & Haave, Hanne Marit (2018). Knowledge Management in Action – a Case Study from Norway. Fulltekst i vitenarkiv
• Vold, Aud Tone (2018). How to Utilize Student Input in Crisis Management Education. Fulltekst i vitenarkiv
• Vold, Aud Tone; Kiønig, Linda Vibeke; Videnovik, Maja & Trajkovic, Vladimir (2018). Learning From Games – a Teacher Perspective -a study Macedonia and Norway. Fulltekst i vitenarkiv
• Vold, Aud Tone (2018). Flipped Gaming – testing three simulation games. Fulltekst i vitenarkiv
• Videnovik, Maja; Trajkovic, Vladimir; Kiønig, Linda Vibeke & Vold, Aud Tone (2018). Kahooting and Learning – a study from Macedonia and Norway. Fulltekst i vitenarkiv
• Vold, Aud Tone & Kiønig, Linda Vibeke (2018). Does Using Real Cases when Educating Health Managers Enhance Relevance and Learning Outcome? Fulltekst i vitenarkiv

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