Charlott Sellberg

Assistant Professor in Informatics, University of Gothenburg
Sweden
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Charlott Sellberg

Assistant Professor in Informatics, University of Gothenburg
Sweden
Contact
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Phone: 
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Charlott Sellberg is an Assistant Professor in Informatics with orientation towards learning at University of Gothenburg. Charlott obtained her PhD in Education from University of Gothenburg (Sweden) with a thesis on MET instructors’ contributions to professional learning in simulated environments. In this way, the thesis connects to her longstanding research interests on how technology enter into work and learning practices, an interest that stems from her multidisciplinary background in Cognitive Science and Human-Computer Interaction.

Charlott is currently funded by FORTE through 2019–2020 for studying simulator-based assessment in MET. By conducting detailed analyses of authentic assessment situations, as well as professional reasonings among MET instructors, Charlott’s aim is to provide research results with the potential of advancing research on assessment of professional competences, as well as the instructor’s pedagogical understanding of simulator-based assessment.

Charlott Sellberg is an Assistant Professor in Informatics with orientation towards learning at University of Gothenburg. Charlott obtained her PhD in Education from University of Gothenburg (Sweden) with a thesis on MET instructors’ contributions to professional learning in simulated environments. In this way, the thesis connects to her longstanding research interests on how technology enter into work and learning practices, an interest that stems from her multidisciplinary background in Cognitive Science and Human-Computer Interaction.

Charlott is currently funded by FORTE through 2019–2020 for studying simulator-based assessment in MET. By conducting detailed analyses of authentic assessment situations, as well as professional reasonings among MET instructors, Charlott’s aim is to provide research results with the potential of advancing research on assessment of professional competences, as well as the instructor’s pedagogical understanding of simulator-based assessment.

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