Publications - Publications

Introduction to the anthology

Schilhab, T., Groth, C. — Mon, 01 Jan 2024 05:57:14 +0100

Imagine some of the learning stages you have passed to reach the developmental level where you are today. From your time as an infant in the cradle, reaching for the moving colours hanging from the mobile above your head, to the dinner situation where your hands struggled with finding the right mix of relaxation and tension handling cutlery while your family offered guidance and support, to the endless hours in the classroom, struggling with reading and writing among classmates to cope with the sound and vision of the alphabet.

Conclusions

Groth, C., Schilhab, T. — Mon, 01 Jan 2024 05:57:14 +0100

Having explored the authors’ 4E(+) perspectives on learning through examples from the classroom and beyond, we can now reflect on what this means for teachers and teacher students more concretely. What are the implications for theory and practice that emerge? At first, this might be somewhat diffuse, as there are no straightforward action plans drawn out, no tables or clear instructions to paste on the classroom wall. Instead, the learning possible through this book still needs to be processed by you, the reader.

How nature-like artworks induce perceptual processes benefitting education in general and science education in particular

Schilhab, T. — Mon, 01 Jan 2024 05:57:14 +0100

Contemporary research on outdoor schooling suggests that natural environments stimulate perceptual processes and the generation of ideas critical to basic science activities in school. Through the lens of the 4Es, these effects are part of the bodily interactions and the embeddedness in natural environments. Given the emphasis on perceptual activity, other perceptually engaging activities-like experiencing artworks-could potentially be effective in ways similar to that of nature. This chapter addresses the experiences of nature-like artworks from the perspective of perceptual processes and capacities for idea generation in view of the embodied and the extended mind. Two cases from fieldwork made at the Light and Space exhibition at Copenhagen Contemporary are used to explore whether experiences of nature-like art could induce perceptual processes of value to education in general and science education in particular. The discussion elaborates on perceptual processes that either highlight the anatomy of nature or the human condition, as well as the reinforcing impact of embodiment on the ability to remember an experience.

Preface

Schilhab, T., Groth, C. — Mon, 01 Jan 2024 05:57:14 +0100

Smart technology in nature-based learning

Esbensen, G. L., Schilhab, T., Balling, G. — Mon, 01 Jan 2024 05:57:14 +0100

This chapter explores the potential of nature-based education for embodied and situated learning. The discussion is illustrated with a case study of a nature guide lesson with fourth-grade pupils, in which the pupils use their mobile phones to explore, to access knowledge on the spot, and to collect and document information. This has interesting learning potential. Embodied cognition is combined with social practice theory and draws on results from the Danish research project Natural Technology, in which researchers investigate the perceived cognitive effects of using smart technology in natural environments. The aim of this research is to improve explanations of relevant 4E concepts related to embodied learning and to provide an adequate theoretical understanding of all dimensions of situatedness, including those related to experiencing and feeling connected to nature.

Foreword

Nørgård, R. T. — Mon, 01 Jan 2024 05:57:14 +0100

Assemblages of Autonomy and Assemblages of Dependency

Nickelsen, N. C. M. — Mon, 06 May 2024 05:57:14 +0200

This shortpaper explores the transformation of care involving robots. We discuss the use of eating robots in care homes. Drawing on the concept of assemblage, we emphasize the specificities of the journey of robots into the world of care. This means observing how robots participate in care, interact with various actors, and impact their lives. We will do this by first outlining the assemblage enacting autonomy and showing that care robots have different effects in different places. Second, we investigate the care and footwork it takes to sustain autonomy, sketching what we call the assemblage of dependency. We propose that assemblages of autonomy and assemblages of dependency are not necessarily in opposition to one another. Rather, we are referring to different normative receptions in care homes.

Hvorfor jeg ikke vil bruge ChatGPT

Caeli, E. N. — Fri, 15 Mar 2024 05:57:15 +0100

Udredning ved mistanke om neuropsykiatriske forstyrrelser

Bøttcher, L. — Sat, 01 Jun 2024 05:57:15 +0200

Velfærdsstaten anvender medarbejderdata – det kan der være demokratisk gode grunde til

Møller, N. H., Ratner, H. F. — Fri, 01 Mar 2024 05:57:15 +0100

Vi taler ikke om det, men AI bliver en gigantisk belastning for klimaet og naturen

Ratner, H. F., Papazu, I. . — Wed, 28 Feb 2024 05:57:15 +0100

Respons: Tech-journalist går galt i byen i læsning af vores forskning

Ratner, H. F., Schrøder, I. — Mon, 18 Dec 2023 05:57:15 +0100

Inklusion som ideologi

Bøttcher, L. — Sat, 01 Jun 2024 05:57:15 +0200

Lessons from COVID-19 for behavioural and communication interventions to enhance vaccine uptake

Lewandowsky, S., Schmid, P., Habersaat, K. B., et al. — Wed, 01 Nov 2023 05:57:15 +0100

The Covid pandemic has yielded new insights into psychological vaccine acceptance factors. This knowledge serves as a basis for behavioral and communication interventions that can increase vaccination readiness for other diseases.

Teorier og begreber

Knudsen, T. B., Bülow, M. W. — Sun, 01 Jan 2023 05:57:15 +0100

Velkommen til International Politik

Knudsen, T. B., Bülow, M. W. — Sun, 01 Jan 2023 05:57:15 +0100

International Politik NU: Magtbalance, værdier og samarbejde

Sun, 01 Jan 2023 05:57:15 +0100

(No) Hope for the Future? A Design Agenda for Rewidening and Rewilding Higher Education with Utopian Imagination

Nørgård, R. T., Holflod, K. — Mon, 01 Apr 2024 05:57:15 +0200

This article argues for exploring, connecting, and applying utopian imagination, speculative design, and planetary thinking as a way forward for higher education to reimagine and move towards more hopeful planetary futures. It examines hopepunk and solarpunk perspectives on possible futures to propose a design agenda for rewidening and rewilding higher education and educational technology with utopian imagination. Firstly, the article outlines and develops a framework for wider and wilder futures in higher education, emerging from utopian thinking and desire. Secondly, it connects hopepunk with speculative design and solarpunk with planetary design to highlight and put forward rebellious strategies of hope in envisioning more preferable futures. Thirdly, it approaches the field of educational technology within the context of wide and wild education to establish four planetary orientations concerning educational technology: Higher Education for, in, with, and by the world. Taken together, the article proposes a design agenda for educational technology that integrates utopian imagination and solarpunk practices with planetary educational technology to catalyse the development of more preferable futures in a more-than-human world.

Efter Inklusionen

Wed, 01 Feb 2023 05:57:15 +0100

ChatGPT minder os om det gode ved uvidenhed

Hasse, C., Bruun, M. H. — Sat, 02 Dec 2023 05:57:15 +0100

Den store skærmkamp

Lieberoth, A. — Sun, 01 Jan 2023 05:57:15 +0100

Can playing Dungeons and Dragons be good for you? Tabletop role-playing games to mitigate social anxiety and reduce problematic gaming.

Billieux, J., Bloch, J., Rochat, L., et al. — Sun, 01 Oct 2023 05:57:15 +0200

Gamers with poor self-concept, high social anxiety, and high loneliness are at risk of problematic involvement in massively multiplayer online role-playing games (MMORPGs). There is a research gap concerning treatment approaches to cater to socially anxious MMORPG gamers with problematic patterns of gaming involvement. This study tests the feasibility and initial efficacy of a structured protocol in which socially anxious online gamers are exposed in offline social skills and exposed to real-life social interactions while playing a tabletop role-playing game. Methods: The experiment lasts 10 weeks and involves 10 sessions organized within 3 modules in which participants play the tabletop roleplaying game Dungeons and Dragons. Each module deploys one written role-playing scenario designed to challenge the players in game terms, as well as to involve them in a story based on maturing relationships with other characters and on solving challenges by social means and investigation. Our study uses an experimental single-case design with multiple baselines across groups (4 groups of 5 gamers with problematic MMORPG use and social anxiety) and a 3-month follow-up. Outcomes assessed include social skills, self-esteem, loneliness, assertiveness, and gaming disorder symptoms. Results: Ethical clearance has been obtained. Results are forthcoming as data collection will conclude in July 2023. Results will be available at the time of ICBA2023. Conclusion: Our proof-of-principle study has the potential to provide pilot data that are likely to be used to develop new types of interventions that may be more accessible and engaging for persons having a problematic involvement in MMORPGs.

Teknologiforståelse

Mon, 25 Sep 2023 05:57:15 +0200

Postdoc på DPU Elisa Nadire Caeli inviterer til samtale om Teknologiforståelse. Nutidens børn er født i en digital tidsalder. De lærer hurtigt at trykke på taster og swipe på skærme. Men de forstår ikke automatisk, hvordan digitale teknologier er designet, eller hvad brugen af dem betyder for dem selv, vores fællesskaber og vores samfund. Derfor må de udvikle teknologiforståelse.

Podcasten er produceret af Videnslyd for Aarhus Universitetsforlag.

Medvirkende: Elisa Nadire Caeli
Lyddesign og mix: Andrew Davidson

EPIC-WE Cultural Hubs

Holflod, K., Edut, J. E., Tscherning, R. W., Nørgård, R. T. — Sun, 01 Jan 2023 05:57:15 +0100

Playing with Futures and Utopia

Holflod, K., Bayne, S., Nørgård, R. T. — Sun, 01 Jan 2023 05:57:15 +0100

ICT Use, Self-Efficacy, and the Future of Eighth-Grade Students

Caeli, E. N., Caviglia, F., Bundsgaard, J. — Thu, 01 Jun 2023 05:57:15 +0200

In this study, gender differences in ICT, identified in ICILS 2018, are examined to learn more about how eighth-grade students relate to gender issued stereotypes and perceptions within the field of ICT. Specifically, three conclusions derived from analysis of the Danish results of ICILS 2018 are addressed: A) In eighth grade, boys are more likely than girls to use ICT for technical activities, for exchanging information, and for accessing content on the internet, whereas girls are more likely than boys to use ICT for social communication; B) Boys tend to be more positive than girls about studying and working with ICT in the future; and C) Girls are on average less confident about their technical ICT skills than boys, even though girls on average have better computer and information literacy (CIL) scores than boys and equally high computational thinking (CT) scores in ICILS 2018.
In six different focus groups, 44 Danish eighth-grade students (15 girls and 29 boys from two different schools) were interviewed during the spring and summer of 2022. All these students had participated in the ICILS 2023 field trial and were therefore familiar with the study. They were introduced to the results of ICILS 2018 showing gender differences with regard to ICT use, studying and working with ICT in future, and ICT self-efficacy. They were then asked to discuss whether the results surprised them, what they thought had caused the differences, and whether/how they thought these differences should be eliminated. Afterwards, their discussions were coded in NVivo software and analyzed qualitatively to find out how the students related to these issues.
The study shows that stereotypes do exist in the minds of the students taking part. They feel that stereotypes contribute to the differences between girls and boys in the ICILS 2018 results presented to them, but many of them do not regard gender differences in ICT as a problem. For example, they argue that people should have the right to do what they want to do, and that boys and girls are not the same. However, some of them do think that there is a problem and argue that they need to learn more about ICT in school to persuade them that working with ICT does not necessarily mean sitting in front of a screen and writing lines of code all day long.
Based on this study, it is argued that students need a broader conception of what ICT is, and how computers are used in society, in order to gain greater understanding of why it is important that all genders participate in developing, implementing and determining the future of digital systems to benefit our own lives as well as societies in general, both locally and globally.

Organisation og beslutningsproces

Schrøder, I. — Fri, 01 Jul 2022 05:57:15 +0200

Beslutningen om at anbringe et barn er en af de mest vidtrækkende beslutninger, man kan være involveret i som velfærdsprofessionel. En forkert beslutning kan have fatale konsekvenser for det enkelte barn, og det er dyrt for kommunerne, når anbringelser bryder sammen, eller når den forebyggende indsats viser sig at være nytteløs. Det er et stort ansvar at sidde med for den enkelte socialrådgiver. Og netop fordi ansvaret i beslutninger om anbringelser er så stort, bliver selve processen med at tage beslutninger om anbringelse ofte et omdrejningspunkt for organiseringen af myndighedsarbejdet. Man kan derfor sige, at der er en vekselvirkning mellem, at beslutningsprocesserne skaber et behov for organisering, og omvendt at organiseringen påvirker beslutningsprocesserne. For at kunne begribe, hvordan denne vekselvirkning foregår i praksis, trækker dette kapitel på organisationsteoretiske begreber, som hjælper med at fokusere på samspillet mellem organisationens og socialrådgiverens arbejde.

Økonomi uden tal

Schrøder, I. — Wed, 01 Nov 2023 05:57:15 +0100

Denne bog handler om styring af økonomi, og samtidig handler den ikke om styring af økonomi. For i bogen vender jeg økonomi på hovedet, så jeg kan se på det nedefra og indefra. Mere konkret kigger jeg på økonomi fra socialrådgivernes daglige arbejde med at styre den økonomi, de forvalter inden for servicelovens rammer. Derfor handler bogen ikke om matematik, budgetmetoder, formler i Excel-ark og lignende viden, der er vigtig for økonomer. Derimod giver bogen viden om økonomi, som er relevant for socialrådgivere og andre, der gerne vil forstå, hvordan det kan lade sig gøre at tage hensyn til økonomi, uden det går ud over de opgaver og mennesker, økonomien skal understøtte. Det er en vigtig pointe, at jeg ikke præsenterer bogen som en økonomi-bog for ikke-økonomer. Jeg forsøger nemlig ikke at simplificere eksisterende økonomisk teori og formidle den til en faggruppe, der allerede har et bredt teoretisk repertoire. Derimod præsenterer jeg en socialfagligt funderet forståelse af økonomi, der beskriver, hvordan socialrådgivere styrer økonomi med udgangspunkt i deres faglighed.

Solidarity through speculation

Nørgård, R. T., Bayne, S. — Sun, 01 Jan 2023 05:57:15 +0100

Enacting social dreaming through speculative design, hopepunk approaches and collective near future design can open up new pathways for care-full futures in higher education (Nørgård, 2022; Bayne & Gallagher, 2021). At a time of intersecting planetary-scale and existential crises, the debate around education for solidarity and a liveable future gains a new urgency. This paper will discuss how recent theories and methods such as speculative design (Dunne & Raby, 2013), utopia as method (Levitas 2013) and designing regenerative cultures (Wahl, 2016) can offer concrete and contrasting ways of nurturing widened solidarity in higher education.

The paper will consider how sociologically-oriented approaches such as ‘utopia as method’ and design-oriented ‘materialisations of the ideal in the real’ (Nelson & Stolterman, 2013) might be used to differently conceptualise institutions of higher education. How might different methods for ‘organised imagining’ support us to build a higher education based on values divergent from the current competitive, financialised, globalised norm? How might they help us devise structures capable of supporting communality, solidarity and diverse knowledges as well as ‘planetary and more-than-human’ care (Pierre, 2015; Bellacasa, 2017)?

By introducing methods for re-configuring higher education in terms of the ecocentric, ecological and even utopian, the paper works against the anticipatory regimes (Amsler & Facer, 2017; Webb et al, 2020) currently dominating higher education. It will actively look for fragments of the good society among the ruins and use these fragments to imagine preferable futures.

In the spirit of co-creative solidarity, the paper session will in different ways enact the speculative and utopian method to collectively work towards new conclusions about what preferable higher education futures – focused on solidarity – might look like.

The slow scholar in the accelerated university

Nørgård, R. T., Grant, B. ., Bosanquet, A. — Sun, 01 Jan 2023 05:57:15 +0100

In this chapter, we turn our attention towards theorising scholarly identities that are deliberately slow. Often defined in resistance to the rushed pace of current accelerated academia in the neo-liberal university – as something other than frenetic, competitive, metricised, anxiety-promoting academic capitalism. At first, ‘the slow scholar’ might evoke conceptions of nostalgia or utopian visions for doing academic work, and inhabiting the university, differently. A privileged position out of touch with reality. However, in this chapter, we wonder about the ways such an identity might be meaningful beyond wistful thinking or idealisation.

Walker’s (2017) descriptor of slow reading against the institution sets a meandering mood for the slow scholar in all her roles (researcher-thinker-writer, teacher and servant): inconclusive, uncertain, imaginative, experimental, curious, questioning, incomplete, appreciative, respectful, generous, meandering, reflective, meditative, patient, ethical, speculative, unknowing. Every word is a challenge, or maybe it could be a baton, in the intergenerational relay of academic lives.

Our writing on slow academic identities brings together feminist thought about higher education (Ahmed, 2017, 2021; Breeze & Taylor, 2020; McKinlay, 2022; Mountz et. al. 2015; Walker, 2017) with writings and thinking on slowness in higher education (Berg & Seeber, 2018; Vostal, 2016; Chambers & Gearhart, 2019; Mahon, 2021; Bozalek, 2017) and reflections on theory-building (Ashwin, 2012; Eagleton, 1989; Hage, 2016; Swedberg, 2016) in a collaborative work of slow scholarship and on ‘the slow scholar’.

Doing engagements and interventions with care

Lydahl, D., Nickelsen, N. C. M. — Thu, 01 Feb 2024 05:57:15 +0100

Holding together that which does not easily hold together – care receivers’ work to get sensible care out of welfare technology?

Nickelsen, N. C. M. — Wed, 06 Sep 2023 05:57:15 +0200

How do care receivers care and what do they do to hold things together when they are exposed to shifting care regimes? I am interested in the care and footwork care receivers do to get the care they aim for when provided with welfare technology? Also, I am interested in how their aims reconfigure while they do this work. Mol, Moser and Pols define care as a matter of persistent tinkering in a world full of ambivalences and shifting tensions (2010, p. 14). In relation to the British foot and mouth disease crisis in 2001, Law proposes that caring is not only about tinkering, but it is also about holding together that which does not easily hold together (2010, p 69). If we want to understand welfare technology, we will have to explore what users do with it and what they get out of it (Pols, Willems & Aanestad, 2019). How do they care? What do care receivers do to hold things together and continue embracing welfare technologies? I will present and discuss two examples and take a closer look at the care and struggle the welfare technology leads to for care receivers and what they need to do to get care out of it: 1) The aims of a young man and how these aims reconfigure when he starts to use robotics to feed him 2) how diabetes type 2 patients justify and hold things together to get the care they look for.

Giving up on algorithmic fantasies:

Schrøder, I., Ratner, H. F. — Thu, 06 Jul 2023 05:57:15 +0200

Calculating children’s unknown futures

Schrøder, I., Ratner, H. F. — Sun, 01 Jan 2023 05:57:15 +0100

Forskeren forklarer: Her er tre måder at anskue påvirkningen fra kunstig intelligens i vores skoler

Laage-Thomsen, J., Ratner, H. F. — Mon, 12 Jun 2023 05:57:15 +0200

Overvågning og trivselsmåling

Ratner, H. F., Andersen, L. B. — Mon, 01 Jan 2024 05:57:15 +0100

Risiko-scoring af børn

Ratner, H. F., Elmholt, K. T. — Fri, 01 Dec 2023 05:57:15 +0100

Algorithmic constructions of risk

Ratner, H. F., Elmholt, K. T. — Sat, 01 Jul 2023 05:57:15 +0200

This paper examines how predictive algorithms construct risk by calculating and anticipating children's uncertain futures. Theoretically, we analyze algorithmic risk construction by attending to (a) the problematizations justifying algorithmic prediction, (b) their underpinning data infrastructures, and (c) the configurations of agencies across humans and machines. Empirically, we examine two experiments in Danish child protection services that developed algorithmic models to predict children's maltreatment. Our analysis highlights how algorithmic predictions can create different notions of risk. The first case used predictive algorithms to supplement human risk assessments with data from child protection services, while the second case aimed to detect risk early by constructing parents as risk factors, requiring data from other welfare sectors. By comparing these cases, we highlight two distinct risk constructions: one that uses algorithmic prediction to manage uncertainty and another that seeks to eliminate undesired futures by preempting risk. These different constructions have implications for how the present is viewed as a moment of intervention and for how families are constructed as “risk objects.”

Hybrid teknologiforståelse

Andersen, L. B., Danholt, P., Ratner, H. F. — Thu, 01 Jun 2023 05:57:15 +0200

EPIC-WE - Relations and settings for empowered participation beyond the institution

Nørgård, R. T., Holflod, K. — Sun, 01 Jan 2023 05:57:15 +0100

The presentation introduces and discusses some first steps in the development of a new co-operative model for re-imagining and re-enacting higher education beyond the institution – the EPIC-WE model. Through the concept of ‘empowered participation’ the ambition is to re-position higher education institutions – with a focus on Arts & Humanities – as pro-active collaborators and cultural value-creators in society. The presentation connects theories on ‘quadruple helix innovation frameworks’ (Carayannis & Campbell, 2012), with ‘future mode 3 higher education institutions’ and ‘universities without walls’ (Nørgård, Mor & Bengtsen, 2019; Nørgård; Schreibman & Huang, 2022; EUA, 2021). This is done to create future conditions for ‘empowered participation’ through quadruple co-operative settings and relations between higher education institutions, cultural organisations, creative industries and young people.

Methods
The EPIC-WE model will be developed and tested as a core deliverable of the EPIC-WE project. The EPIC-WE project is a Horizon Europe Research & Innovation Action that is awarded approx. 23 mill DKK by EU and was launched on March 1st 2023. The project is carried out as an ambitious double-loop Design-Based research project (McKenney & Reeves, 2019) across three sites in Denmark, Holland, and Portugal.

Results
The EPIC-WE model explores the benefits and value of co-operative relations and settings between higher education institutions, cultural organizations, creative industries, and young people in quadruple helix innovation frameworks. This will be in the form of the development and delivery of a new cultural ecosystem for public good and co-shaping futures. The first iteration of the EPIC-WE model will be presented.

Discussion
The EPIC-WE model and project, its relevance and implications for higher education development and teaching, as well as its connections to the DUNK theme of settings and relations will be discussed.

Du jeu « online » au jeu « offline » - Un programme pilote pour réduire l’usage excessif des jeux vidéo

Billieux, J., Bloch, J., Rochat, L., et al. — Tue, 23 May 2023 05:57:15 +0200

”Tardjomâni”: Youth and child language brokering across generational and relational realms in negotiating collaboration, care and communication

Ghandchi, N. — Mon, 01 May 2023 05:57:15 +0200

Mediation Analysis of Conspiratorial Thinking and Anti-Expert Sentiments on Vaccine Willingness

Blackburn, A., Han, H., Gelpí, R., et al. — Sun, 01 Jan 2023 05:57:15 +0100

Objective: Vaccines are an effective means to reduce the spread of diseases, but they are sometimes met with hesitancy that needs to be understood. Method: In this study,we analyzed data from a large, cross-country survey conducted between June and August 2021 in 43 countries (N= 15,740) to investigate the roles of trust in government and science in shaping vaccine attitudes and willingness to be vaccinated. Results: Despite significant variability between countries, we found that both forms of institutional trust were associated with a higher willingness to receive a COVID-19 vaccine. Furthermore, we found that conspiratorial thinking and anti-expert sentiments predicted reduced trust in government and science, respectively, and that trust mediated the relationship between these two constructs and ultimate vaccine attitudes. Although most countries displayed similar relationships between conspiratorial thinking and anti-expert sentiments, trust in government and science, and vaccine attitudes, we identified three countries (Brazil, Honduras, and Russia) that demonstrated significantly altered associations between the examined variables in terms of significant random slopes. Conclusions: Cross-country differences suggest that local governments’ support for COVID-19 prevention policies can influence populations’ vaccine attitudes.

Det usynlige menneske i platformsarbejde - en kvalitativ undersøgelse af algoritmisk ledelse

Kusk, K., Duus, K., Scott Hansen, S., Floros, K. — Sat, 01 Jan 2022 05:57:15 +0100

Arbejde medieret gennem digitale platforme indebærer en stor mængde usynligt arbejde. Vi undersøger dette arbejde gennem et kvalitativt studie fra arbejdernes perspektiv på rengørings- og madleveringsplatforme i en overvejende dansk kontekst. Vores studie viser, at det usynlige arbejde består i følgende: Supportarbejderne, der er ansat ved platformene, understøtter arbejdet; platformsarbejderne påtager sig arbejde med de algoritmiske systemer; kunderne koordinerer med platformsarbejderne, og i tilfældet af madleveringsarbejde så koordinerer restaurantarbejderne med madbude. På denne baggrund hævder vi, modsat tidligere studier af crowdwork, at selv relativt synlige platformsarbejdere, som er involveret i rengøring og madlevering, leverer store mængder usynligt arbejde. Den såkaldte ”algoritmiske ledelse” på platformene beror altså i disse tilfælde på menneskelige skøn og vurderinger, og vi diskuterer implikationerne heraf i en bredere samfundsmæssig kontekst.

Gør vores telefoner os dummere og mindre sociale? Ny forskning genfinder ikke berømte resultater

Lieberoth, A. — Sun, 01 Jan 2023 05:57:15 +0100

I lang tid har forskningen peget på, at vores telefoner forstyrrer og spænder ben for vores hjerner. Men kan det nu også passe?

Riders in app time:

Terkelsen, K. D., Bruun, M. H., Dalsgård, A. L. — Mon, 01 May 2023 05:57:15 +0200

This article is based on ethnographic fieldwork among bicycle food delivery riders in Brussels who worked through the digital platform Deliveroo. The article engages the riders’ specific temporal experiences of platform work. Platform work through digital apps creates an image of aspatial real-time. However, using the notion of the ‘data double’, we demonstrate that the riders not only have to navigate the cityscape of Brussels on their bikes. They also have to cope with unwanted waiting time caused by the frictions between the data doubles in the app and the spatiotemporal structure of the food delivery economy. We argue that the riders manage to bridge the gap between the logic of the app’s real time and the spatiotemporal and economic constraints. They do so by employing different tactics for manipulating the temporal structure of the app as well as their own experience of time. Drawing on Michael Flaherty’s work, we call these tactics ‘time work’. Most of the interviewed riders did not envision working through the digital platform as a career. Instead, Deliveroo provided a temporary and flexible way to cover their expenses while preparing for other, more important issues such as finishing their education. Studies of digital platform work often highlight the extremely precarious working conditions of food delivery riders, but they have lacked a closer exploration of the platform workers’ own temporal experiences of work. This article brings new empirical insight to studies of digital platform work and, particularly, demonstrates that Deliveroo riders in Brussels are both ‘victims and architects of time’. Overall, this article contributes to a better understanding of the experience of time under platform capitalism.

Byen som etnografisk living lab

Brandt, A., Bruun, M. H. — Sun, 01 Jan 2023 05:57:15 +0100

Neuropsykologiske perspektiver på børn og unge med diagnoser

Bøttcher, L. — Wed, 01 Mar 2023 05:57:15 +0100

Indledning

Holm, C., Bøttcher, L. — Wed, 01 Feb 2023 05:57:15 +0100

Comment to Evolution without Inheritance: Steps to an Ecology of Learning by Tim Ingold

Hasse, C. — Thu, 01 Dec 2022 05:57:15 +0100