{"id":2,"date":"2012-11-01T13:04:56","date_gmt":"2012-11-01T13:04:56","guid":{"rendered":"http:\/\/uni.hi.is\/elsae\/?page_id=2"},"modified":"2022-11-29T11:10:09","modified_gmt":"2022-11-29T11:10:09","slug":"elsa-eiriksdottir","status":"publish","type":"page","link":"https:\/\/uni.hi.is\/elsae\/","title":{"rendered":"Elsa Eir\u00edksd\u00f3ttir"},"content":{"rendered":"

\"\"<\/a><\/p>\n

D\u00f3sent \/ Associate Professor<\/h2>\n

Menntav\u00edsindasvi\u00f0 H\u00e1sk\u00f3la \u00cdslands \/\u00a0School of Education, University of Iceland<\/p>\n

Deild faggreinakennslu \/ Faculty of Subject Teacher Education<\/p>\n

Netfang \/ Email: elsae@hi.is<\/p>\n

Ranns\u00f3knasvi\u00f0 \/ Research interests<\/strong><\/h3>\n

Ranns\u00f3knar\u00e1hugi minn sn\u00fdr a\u00f0 \u00fev\u00ed hvernig f\u00f3lk l\u00e6rir verklega kunn\u00e1ttu (verkn\u00e1m) og hvernig verkkunn\u00e1tta yfirf\u00e6rist \u00e1 n\u00fdjar a\u00f0st\u00e6\u00f0ur. N\u00faverandi ranns\u00f3knar\u00e1hersla sn\u00fdr a\u00f0 n\u00e1mi og kennslu \u00ed verk- og starfsn\u00e1mi, og hvernig samspil n\u00e1ms \u00ed sk\u00f3la og \u00e1 vinnusta\u00f0 er best haga\u00f0. \u00c9g hef einnig sko\u00f0a\u00f0 hvernig f\u00f3lk notar uppl\u00fdsingar vi\u00f0 n\u00e1m og hvernig h\u00e6gt er a\u00f0 setja fram og hanna lei\u00f0beiningar mi\u00f0a\u00f0 vi\u00f0 verkefni og n\u00e1msa\u00f0st\u00e6\u00f0um til a\u00f0 b\u00e6ta frammist\u00f6\u00f0u og n\u00e1m.<\/p>\n

My research interests include learning and transfer of training, skill acquisition and expertise. My current research focuses on vocational education and training (VET), especially the integration of learning at school and the workplace in a dual VET system. I am also interested in how people use information to help them understand and learn what to do, and how the learning situation can be structured and designed with task and context in mind to better assist performance and learning.<\/p>\n

Hlekkir \/ Links<\/strong><\/h3>\n

RannVERK<\/a><\/p>\n

Starfsf\u00f3lk H\u00cd<\/a><\/p>\n

V\u00edsindama\u00f0ur dagsins - af V\u00edsindavefnum<\/a><\/p>\n

Valin ritverk \/ Selected publications<\/strong><\/h3>\n

Elsa Eir\u00edksd\u00f3ttir. (2022). \u00c1skoranir starfsmenntunar: A\u00f0gengi starfsmenntanema a\u00f0 h\u00e1sk\u00f3lan\u00e1mi.\u00a0Netla\u00a0<\/em>\u2013 Veft\u00edmarit um uppeldi og menntun. Framt\u00ed\u00f0 og tilgangur menntunar: S\u00e9rrit til hei\u00f0urs J\u00f3ni Torfa J\u00f3nassyni<\/em>.\u00a0https:\/\/netla.hi.is\/serrit\/2022\/heidurs_jon_torfa\/09.pdf<\/a><\/p>\n

Elsa Eir\u00edksd\u00f3ttir, Kristjana Stella Bl\u00f6ndal og Gu\u00f0r\u00fan Ragnarsd\u00f3ttir. (2022). Selection for whom? Upper secondary school choice in the light of social justice. \u00cd\u00a0A. Rasmussen og M. Dovemark (Ritstj.),\u00a0<\/span>Governance and choice of upper secondary education in the Nordic countries: Access and fairness<\/em>\u00a0(175-197). Educational Governance Research, vol. 18. Springer.<\/p>\n

Eir\u00edksd\u00f3ttir, E. (2020). Program coherence and integration of school- and work-based learning in the Icelandic dual vocational education and training (VET) system. Education Sciences, 10<\/em>(314). https:\/\/doi.org\/10.3390\/educsci10110314<\/a><\/p>\n

Eir\u00edksd\u00f3ttir, E. og Roswall, P.-\u00c5. (2019). Pedagogic practices and teacher characterization of VET students: Interpretations of individualization in two Nordic countries. European Educational Research Journal<\/em>. https:\/\/journals.sagepub.com\/doi\/10.1177\/1474904119830022<\/a>.<\/p>\n

Elsa Eir\u00edksd\u00f3ttir. (2018). Variations of the vocational education and training dual system in Iceland. \u00cd S. Choy, G.-B. W\u00e4rwik, V. Lindberg og I. Berglund (Ritstj.) Integration of vocational education and training experiences: Purposes, practices and principles <\/em>(bls. 145\u2013164). <\/em>Singapore: Springer. Hlekkur \u00e1 abstract<\/a> \/\u00a0Um b\u00f3kina<\/a><\/p>\n

Elsa Eir\u00edksd\u00f3ttir. (2017). N\u00e1m \u00ed sk\u00f3la og \u00e1 vinnusta\u00f0: Vi\u00f0horf og reynsla sveina, kennara og meistara af tv\u00edskiptu kerfi l\u00f6ggiltra i\u00f0ngreina. T\u00edmarit um Uppeldi og Menntun, 26<\/em>(1-2), 43-64. https:\/\/ojs.hi.is\/tuuom\/article\/view\/2686<\/a>.<\/p>\n

Elsa Eir\u00edksd\u00f3ttir, Gu\u00f0r\u00fan Ragnarsd\u00f3ttir og J\u00f3n Torfi J\u00f3nasson. (2018). \u00deversagnir og kerfisvillur? Kortlagning \u00e1 \u00f3l\u00edkra st\u00f6\u00f0u b\u00f3kn\u00e1ms- og starfsn\u00e1msbrauta \u00e1 framhaldssk\u00f3lastigi. Netla \u2013 Veft\u00edmarit um uppeldi og menntun<\/em>. http:\/\/netla.hi.is\/serrit\/2018\/framhaldskolinn_brennidepli\/07.pdf<\/a>.<\/p>\n

Elsa Eir\u00edksd\u00f3ttir og Ing\u00f3lfur \u00c1sgeir J\u00f3hannesson.<\/strong> (2016).\u00a0 Hvati og e\u00f0li breytinga \u00e1 kennslu \u00ed framhaldssk\u00f3lum: Vi\u00f0horf verkgreina- og st\u00e6r\u00f0fr\u00e6\u00f0ikennara til n\u00e1msmats og t\u00e6kni. T\u00edmarit um Uppeldi og Menntun<\/em>, 25<\/em>(2), 197-218. https:\/\/ojs.hi.is\/tuuom\/article\/view\/2435<\/a>.<\/p>\n

Eiriksdottir, E., og Catrambone, R. (2015). The effects of timing of exposure to principles and procedural instruction specificity on learning an electrical troubleshooting skill. Journal of Experimental Psychology: Applied, 21<\/em>(4), 383-394.<\/p>\n

Eiriksdottir, E., og Catrambone, R. (2011). Procedural Instructions, Principles, and Examples: How to Structure Instructions for Procedural Tasks to Enhance Performance, Learning, and Transfer. Human Factors<\/em>, 53(6), 749-770.<\/p>\n

Gu\u00f0finna Gu\u00f0mundsd\u00f3ttir og Elsa Eir\u00edksd\u00f3ttir<\/strong>. (2020). Sveinspr\u00f3f \u00ed i\u00f0nmenntakerfinu: T\u00edmaskekkja e\u00f0a mat \u00e1 h\u00e6fni? Netla \u2013 Veft\u00edmarit um uppeldi og menntun<\/em>. https:\/\/netla.hi.is\/serrit\/2020\/menntakvika_2020\/07.pdf<\/a><\/p>\n

Ingvar Sigurgeirsson, Elsa<\/strong> Eir\u00edksd\u00f3ttir <\/strong>og Ing\u00f3lfur \u00c1sgeir J\u00f3hannesson. (2018). Kennslua\u00f0fer\u00f0ir \u00ed 130 kennslustundum \u00ed framhaldssk\u00f3lum. Netla \u2013 Veft\u00edmarit um uppeldi og menntun<\/em>. http:\/\/netla.hi.is\/serrit\/2018\/framhaldskolinn_brennidepli\/09.pdf<\/a>.<\/p>\n

Nylund, M., Roswall, P.-\u00c5., Eir\u00edksd\u00f3ttir, E<\/strong>., Holm, A.-S., Isopahkala-Bouret, U., Niemi, A.-M., og Ragnarsdottir, G. (2018). The Academic-vocational divide in three Nordic countries: Implications for social class and gender. Education Inquiry, 9<\/em>(1), 97\u2013121.\u00a0 https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/20004508.2018.1424490<\/a>.<\/p>\n

S\u00fasanna Margr\u00e9t Gestsd\u00f3ttir, Gu\u00f0r\u00fan Ragnarsd\u00f3ttir, Amal\u00eda Bj\u00f6rnsd\u00f3ttir og Elsa Eir\u00edksd\u00f3ttir<\/strong>. (2020). Fjarkennsla \u00ed faraldri: N\u00e1m og kennsla \u00ed framhaldssk\u00f3lum \u00e1 t\u00edmum samkomubanns vegna COVID19. Netla \u2013 Veft\u00edmarit um uppeldi og menntun<\/em>. https:\/\/netla.hi.is\/serrit\/2020\/menntakerfi_heimili_covid19\/09.pdf<\/a><\/p>\n

\u00de\u00f3ra \u00d3skarsd\u00f3ttir og Elsa Eir\u00edksd\u00f3ttir<\/strong>. (2021). Let them wonder: Incubation and task constraints in creative problem solving. Netla \u2013 Veft\u00edmarit um uppeldi og menntun<\/em>. https:\/\/netla.hi.is\/serrit\/2021\/menntakvika_2021\/04.pdf<\/a><\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

D\u00f3sent \/ Associate Professor Menntav\u00edsindasvi\u00f0 H\u00e1sk\u00f3la \u00cdslands \/\u00a0School of Education, University of Iceland Deild faggreinakennslu \/ Faculty of Subject Teacher Education Netfang \/ Email: elsae@hi.is Ranns\u00f3knasvi\u00f0 \/ Research interests Ranns\u00f3knar\u00e1hugi minn sn\u00fdr a\u00f0 \u00fev\u00ed hvernig f\u00f3lk l\u00e6rir verklega kunn\u00e1ttu (verkn\u00e1m) og hvernig verkkunn\u00e1tta yfirf\u00e6rist \u00e1 n\u00fdjar a\u00f0st\u00e6\u00f0ur. N\u00faverandi ranns\u00f3knar\u00e1hersla sn\u00fdr a\u00f0 n\u00e1mi og kennslu \u00ed […]<\/p>\n","protected":false},"author":1143,"featured_media":0,"parent":0,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-2","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/uni.hi.is\/elsae\/wp-json\/wp\/v2\/pages\/2","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/uni.hi.is\/elsae\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/uni.hi.is\/elsae\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/uni.hi.is\/elsae\/wp-json\/wp\/v2\/users\/1143"}],"replies":[{"embeddable":true,"href":"https:\/\/uni.hi.is\/elsae\/wp-json\/wp\/v2\/comments?post=2"}],"version-history":[{"count":56,"href":"https:\/\/uni.hi.is\/elsae\/wp-json\/wp\/v2\/pages\/2\/revisions"}],"predecessor-version":[{"id":145,"href":"https:\/\/uni.hi.is\/elsae\/wp-json\/wp\/v2\/pages\/2\/revisions\/145"}],"wp:attachment":[{"href":"https:\/\/uni.hi.is\/elsae\/wp-json\/wp\/v2\/media?parent=2"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}