Publications

The research programme Future technology, culture and learning processes publications

Bøttcher, L. (2019). Børn og unge med autismespektrumforstyrrelser eller ADHD og udsathed. In C. Mosbye-Jensen (Ed.), Diagnoser i myndighedsarbejde: børn og unge med autisme eller ADHD (pp. 49-73). Samfundslitteratur.

Bøttcher, L. (2019). Children with disabilities growing up and becoming adults: socio-cultural challenges around the transition to adulthood. In M. Hedegaard & A. Edwards (Eds.), Supporting difficult transitions: children, young people and their carers (pp. 241-261). Bloomsbury Academic.

Stevenson, M. P., Dewhurst, R. C., Schilhab, T. & Bentsen, P. (2019). Cognitive Restoration in Children Following Exposure to Nature: Evidence From the Attention Network Task and Mobile Eye Tracking. Frontiers in Psychology, 10(FEB), Article 42. https://doi.org/10.3389/fpsyg.2019.00042

Ratner, H. G., Andersen, B. L. & Madsen, S. R. (2019). Configuring the teacher as data user: Public-private sector mediations of National test data. Learning, Media & Technology (Print Edition), 44(1), 22-35. https://doi.org/10.1080/17439884.2018.1556218

Ratner, H. G. (2019). Configuring the teacher as data user: algorithms and statistical uncertainty in national testing. 186-187. Abstract from Digital Cultures: Knowledge, Culture, Technology , Lüneburg, Germany. https://doi.org/10.1080/17439884.2018.1556218

Ratner, H. G., Andersen, B. L., Madsen, S. & Madsen, S. R. (2019). Configuring the teacher as data user: Public-private sector mediations of national test data. In J. Jarke & A. Breiter (Eds.), The Datafication of Education (pp. 23-36). Routledge.

Edwards, A., Fleer, M. & Bøttcher, L. (2019). Cultural–historical approaches to studying learning and development: societal, institutional and personal perspectives. In A. Edwards, M. Fleer & L. Bøttcher (Eds.), Cultural-historical approaches to studying learning and development: societal, institutional and personal perspectives (pp. 1-20). Springer.

Bundsgaard, J., Bindslev, S. G., Caeli, E. N., Pettersson, M. & Rusmann, A. (2019). Danske elevers teknologiforståelse: resultater fra ICILS-undersøgelsen 2018. (1 ed.) Aarhus Universitetsforlag. https://unipress.dk/udgivelser/d/danske-elevers-teknologiforst%C3%A5else/

Caeli, E. N. (2019). Datalogisk tænkning: hvad er status, og hvad er der brug for? Plenum, (3), 58-62. https://www.skolelederforeningen.org/nyheder-medier/medlemsbladet-plenum/laes-plenum-2019/plenum-nr-3-aprilmaj-2019/

Caeli, E. N. & Bundsgaard, J. (2019). Datalogisk tænkning og teknologiforståelse i folkeskolen tur-retur. Læring og Medier, 11(19). https://doi.org/10.7146/lom.v11i19.110919

Ratner, H. G. & Gad, C. (2019). Data warehousing organization: Infrastructural experimentation with educational governance. Organization, 26(4), 537–552. https://doi.org/10.1177/1350508418808233

Bøttcher, L. (2019). Den svære overgang til skolen. CP Indblik, 2019(3), 18-19.

Caeli, E. N. (2019). Der er brug for teknologiforståelse. Asterisk (magasin), December 2019(92), 34-35. https://edu.au.dk/aktuelt/asterisk/vis-artikel/artikel/der-er-brug-for-teknologiforstaaelse/

Ratner, H. G. (2019). Describing Children at Risk: Experiments with Context . Discourse: Studies in the Cultural Politics of Education, 40(1), 16-28. https://doi.org/10.1080/01596306.2018.1549701

Hilli, C., Nørgård, R. T. & Aaen, J. H. (2019). Designing Hybrid Learning Spaces in Higher Education. Dansk Universitetspædagogisk Tidsskrift, 15(27), 66-82. https://dun-net.dk/media/944279/dut27_hilli_et_al_designing_hybrid_learning.pdf

Hasse, C. & Søndergaard, D. M. (Eds.) (2019). Designing Robots, Designing Humans. Routledge.

Nørgård, R. T. (2019). Det digitale (nordiske) universitetsbibliotek som videnskabende ressource og pædagogisk aktør i nordisk universitets-uddannelse (2016-18): Opsamling på resultater fra workshop på Minikonference 19.6.19 som afslutning på Nordplus projektet. https://library.au.dk/fileadmin/www.bibliotek.au.dk/Blogs/Nordplus_-_opsamling_af_resultater_-_Final.pdf

Nickelsen, N. C. M. (2019). Developing good care pathways for vulnerable citizens: Telecare as collaborative practice.

Lieberoth, A. (2019). Digitalisering og unges mentale sundhed.. Abstract from Unges Mentale Sundhed, Aalborg, Denmark.

Caeli, E. N. & Bundsgaard, J. (2019, Feb 12). Does your ‘private’ data picture meet the beauty standards of society? Sciencenordic.com. https://sciencenordic.com/denmark-digital-education-forskerzonen/does-your-private-data-picture-meet-the-beauty-standards-of-society/1461580

Caeli, E. N. (2019). Drop intelligenstest – dét ville være intelligent. Information, 75. årgang(044), 16. https://www.information.dk/debat/2019/02/drop-intelligenstest-vaere-intelligent

Nørgård, R. T. & Gislev, T. (2019). “Enhancing adult education and learning environments with digital media”: resultater og indsigter fra et 3-årigt forskningsprojekt. Abstract from DUN Konferencen 2019, Odense, Denmark. https://dun-net.dk/media/773017/3d-pa-enhancing-adult-education-and-learning-environments-with-digital-media.pdf

Wallace, J. (2019). Ethics and inscription in social robot design. A visual ethnography. Paladyn, 10(1), 66-76. https://doi.org/10.1515/pjbr-2019-0003

Caeli, E. N. (2019, Nov 18). Fanget ind! Hvorfor er nogle apps så vanedannende? Gyldendal. https://teknologiforstaaelse.gyldendal.dk/courses/templates/KO8I6XS9XVQNSZDBsBU4/introduction

Schilhab, T. (2019). Hjerne og pædagogik. Barnehagefolk.

Nørgård, R. T., Harbo, K., Aaen, J. H., Caviglia, F. & Dalsgaard, C. (2019). Hvordan kan vi understøtte de studerendes akademiske digitale kompetencer på de videregående uddannelser? Et 2-årigt udviklingsprojekt på tværs af 5 danske uddannelsesinstitutioner. Abstract from DUN Konferencen 2019, Odense, Denmark. https://dun-net.dk/media/772972/1b-ff-hvordan-kan-vi-understoette-de-studerendes-akademiske-digitale-kompetencer-paa-de-videregaaende-uddannelser.pdf

Lieberoth, A. (2019). Hvorfor lokker spilskærmene så meget? Motivation, psykologi og syv spillermotiver. Kvan - et tidsskrift for læreruddannelsen og folkeskolen, 114.

Nickelsen, N. C. M. (2019). Imagining and Tinkering with Assistive Robotics in Care for the Disabled. Paladyn, 10(1), 128-139. https://doi.org/10.1515/pjbr-2019-0009

Rytter, M. & Ghandchi, N. (2019). Integration via arbejde: Prekær inklusion og udvidet usikkerhed blandt afghanske flygtninge . Social Kritik:Tidsskrift for social analyse & debat, 160, 4-17.

Schilhab, T. (2019). Interactional expertise as primer of abstract thoughts. In D. S. Caudill, S. N. Conley, M. E. Gorman & M. Weinel (Eds.), The third wave in science and technology studies : future research directions on expertise and experience (pp. 283-296). Palgrave Macmillan.

Hasse, C. & Søndergaard, D. M. (2019). Introduction. In C. Hasse & D. M. Søndergaard (Eds.), Designing robots, designing humans (pp. 1-4). Routledge.

Hasse, C. (2019). Learning matter: the force of educational technologies in cultural ecologies. In C. Milne & K. Scantlebury (Eds.), Material Practice and Materiality: Too Long Ignored in Science Education (pp. 217-229). Springer. https://doi.org/10.1007/978-3-030-01974-7_15

Tafdrup, O. A., Andersen, B. L. & Hasse, C. (2019). Learning to interpret technological breakdowns: A path to technological literacy. In M. Toivonen-Noro & S. Eveliina (Eds.), Human-centered Digitalization and Services Springer.

Lieberoth, A. (2019). Mixed methods I aktionsforskning: design, analyse og forskeres blinde vinkler. In M. Sonne Kam Sunesen (Ed.), Aktionsforskning indefra og udefra (pp. 143). Dafolo.

Lieberoth, A. (2019). Mixed methods som aktionsforskning: design, analyse og forskeres blinde vinkler. In M. S. K. Sunesen (Ed.), Aktionsforskning: indefra og udefra (pp. 143-162). Dafolo.

Nørby, S. (2019). Mnemonic emotion regulation: Possibilities and limitations. 247-247. Abstract from 21st conference of the European Society for Cognitive Psychology, Playa de las Américas, Spain.

Nørby, S. (2019). Mnemonic emotion regulation: A three-process model. Cognition and Emotion, 33(5), 959-975. https://doi.org/10.1080/02699931.2018.1523137

Ghandchi, N. (2019). Mother Tongue Matters: An Ethnographic Study of Cross-Generational Voices in Negotiation in Persian Mother Tongue Classes. In S. H. Mirvahedi (Ed.), The Sociolinguistics of Iran's Languages at Home and Abroad (pp. 141-168). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-19605-9_6

Kjær, B., Bach, D. & Dannesboe, K. I. (2019). Når du kommer i skole, så går det altså ikke! - børnehavens afslutning som overgangsritual. Dansk pædagogisk tidsskrift, 2019(4), 7-16.

Nørby, S. (2019). Negative erindringer, glemsel og psykisk helbred. BestPractice Nordic.

Nørgård, R. T., Mor, Y. & Bengtsen, S. S. (2019). Networked learning in, for, and with the world. In A. Littlejohn, J. Jaldemark, E. Vrieling-Teunter & F. Nijland (Eds.), Networked professional learning : emerging and equitable discourses for professional development (pp. 71-88). Springer. https://doi.org/10.1007/978-3-030-18030-0_5

Bøttcher, L. (2019). Neuropsykologiske problemstillingers betydning for inklusion. In K. E. Petersen & J. Hedegaard Hansen (Eds.), Inklusion og eksklusion: en grundbog (pp. 149-162). Hans Reitzels Forlag.

Nørgård, R. T. (2019). O Prazer pelo Fazer: a Conexão Corporal na Identidade Jogador-Avatar. Intexto. Revista de mestrado da communicacão, 46, 99-126. https://doi.org/10.19132/1807-8583201946.99-126

Sorenson, J., Zawieska, K., Vermeulen, B., Madsen, S. D., Trentemøller, S., Pyka, A., Bulgheroni, M., Richardson, K. & Hasse, C. (2019). Perspectives on Robots. REELER.

Caeli, E. N. (2019, Jan 18). Peter Naurs datalogitanker er blevet uhyggeligt aktuelle. Teknologiens Mediehus. https://www.version2.dk/blog/peter-naurs-datalogitanker-blevet-uhyggeligt-aktuelle-1087179

Hasse, C. (2019). Posthuman learning: AI from novice to expert? AI & Society, 34(2), 355-364. https://doi.org/10.1007/s00146-018-0854-4

Ratner, H. G. & Ruppert, E. (2019). Producing and Projecting Data: Aesthetic practices of government data portals. Big Data & Society, 6(2), 1-16. https://doi.org/10.1177/2053951719853316

Dannesboe, K. I. & Kjær, B. (2019). Reflexive professional subjects: knowledge and emotions in the collaborations between teachers and educational - psychological consultants in a Danish school context. International Studies in Sociology of Education, 28(2), 168-185. https://doi.org/10.1080/09620214.2018.1552179

Lieberoth, A., Hanghøj, T. & Misfeldt, M. (2019). Same game, different impact: Diagnosing the successes and failures of one game-based intervention across four schools. In J. H. Kalir (Ed.), Proceedings of the 2018 Connected Learning Summit (pp. 148-157). ETC Press.

Lieberoth, A. (2019). Skærm / skærm ikke: Rapport om skolers mobilregler Hvorfor? Hvordan? Hvad virker? DPU, Aarhus Universitet.

Displaying results 401 to 450 out of 1144

Revised 03.02.2023

Knud Holt Nielsen