About

Over the years, since 1996 I’ve had the opportunity to work on a number of incredible projects and productions that have allowed me to grow and establish myself within this competitive industry of audiovisual storytelling. I now work to inspire students in the prosess of creating responsible and entertaining content at the Norwegian TV School in Lillehammer. 

 

An overview of the subjects I have taught, served as an examiner for, and developed from scratch or further enhanced.​

In Spring 2024, a new pedagogical approach was introduced in the Aktualitets-TV course at the Norwegian TV School in Lillehammer, focusing on the creation and analysis of video essays. This initiative aimed to enhance students’ skills in audiovisual storytelling and critical thinking.

The module was designed to immerse students in the genre of video essays, encouraging them to explore and express their ideas creatively. The structure of the course included:

• Introduction to Video Essays: Students were introduced to the format and purpose of video essays, including key elements such as introduction, argument, discussion, and conclusion.

• Hands-On Production: Students were tasked with creating their own video essays on a topic of their choice, with a length of approximately 5 minutes. They were encouraged to critically examine their chosen subject and present their findings in a compelling manner.

• Evaluation and Feedback: The evaluation process involved self-assessment and peer feedback, inspired by Redmond and Tai (2020). Students reflected on their work, discussing what they were most proud of and identifying areas for improvement.

The module aimed to develop several key competencies:

• Creative and Analytical Skills: Students demonstrated creativity and analytical depth in their projects, showcasing their ability to produce multimedia content with clear and coherent arguments.

• Critical Thinking: The process of creating video essays helped students enhance their critical thinking skills, as they had to analyze and synthesize information to support their arguments.

• Technical Proficiency: Students improved their technical skills in video production, including editing, voice-over, and scriptwriting.

The feedback from students indicated that the module was highly beneficial, with many appreciating the opportunity to choose their own topics and work under time constraints. The experience highlighted the importance of integrating creative and critical pedagogies in media education. Future iterations of the course will focus on further enhancing technical training and providing more opportunities for reflective practice.

This innovative approach to teaching video essays in the Aktualitets-TV course has proven to be a valuable addition, fostering a dynamic and engaging learning environment that prepares students for the challenges of the media industry.

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In Spring 2023, I had the privilege of being invited to OsloMET as an examiner for their Master Theses in Media Development (60 ECTS, MJ5900). This opportunity was incredibly rewarding, as it allowed me to gain valuable insights into another university’s approach to their master’s program. It was a significant learning and development experience for me, broadening my understanding and perspective in the field.

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 Marsch 2020-December 2022 I had the privilegie to work as project- and program manager for a new interdisciplinary development project; Sustainability leadership for people, planet, and prosperity- a Nordic ecophilosophical approach.  An application was sent to the Directorate for Higher Education and Skills (former DIKU). In june the same year the project receives a grant of 2.6 million NOK. My team with professional educators from the fields of philosophy, biology, leadership and management and I, designed four 7,5ECTS courses together, and in august 2021 we could welcome 70 students to the pilot year. 

 

I have been responsible for the following courses; Production management and Production planning (20 credis, BA1) and Creative Leadership (5 credits, BA3) and for 3 years ( 2019-2021) I was developing and co teaching Storytelling (10 credits, BA1) together with my collegues Mette and Brynjulf.

 

In 2017, I was awarded promotion, on an artistic basis, to associate professor in TV production after an expert assessment at the Department of TV Education at the Faculty of Audiovisual Media and Creative Technology, at Inland University of Applied Sciences. I have been employed at the department since January 2011 when I was offered a temporary appointment for six months, as a teacher in production and project management and course responsible for 180 credits.

 

Over a seven year timeperiod (2012-2019) I was responsible for the following courses:

Basic TV management (30ECTS)

Production management II(30ECTS)

Production management III(30ECTS)

Production management IV(30ECTS)

Advanced TV management (30ECTS)

and project manager for rehearsal productions in documentary film production and sports, music, talkshow, event and game show production. In addition to this, I was responsible for production supervision of third-year students from 2011 until 2021.

 

In 2013, I was offered a qualifying position as a university college teacher / subject teacher in production and project management for television with a place of employment for the Department of TV Studies at Lillehammer University College. My main responsibility in the job description was to ensure high study quality for the bachelor's students in production and project management for television, which I continue to focus on to this day.​

I substantiate my qualifications and my efforts with course documentation, course evaluations, publications, grades, certificates and references  attached as appendices (only showed if you ask me) and be referred to under each section.