Publications - Publications

Pædagogikkens steder – stedernes pædagogik

Dannesboe, K. I., Pless, M., Brodersen, M. — Mon, 01 Apr 2024 06:33:56 +0200

Muligheder og barrierer for kunstig intelligens i den offentlige sektor

Mon, 01 Jan 2024 06:33:56 +0100

Creative Toying with Cultural Heritage in Game Jams

Eriksson, E., Holflod, K., Nørgård, R. T. — Sun, 01 Dec 2024 06:33:56 +0100

In this paper, we focus on how to scaffold creative toying with tangible and intangible cultural heritage in game jams. We do so by using the Applied Jam Framework and the Creativity methods framework to analyse data from a recent design-based research intervention called a Cultural Game Jam (CGJ). The design of the CGJ is based on a quadruple helix innovation model where cultural institutions, creative industries, and universities collaborate with youth. We will discuss how such a model can increase youth’s empowered participation in cultural heritage and the cultural diversity and inclusivity within the global game industry.

Maskinlæring i folkeskolen

Caeli, E. N., Zambach, S., Pedersen, C. S., Bundsgaard, J., Misfeldt, M. — Thu, 05 Dec 2024 06:33:56 +0100

I artiklen formidles de første resultater fra et treårigt forskningsprojekt der har til hensigt at undersøge udskolingselevers udvikling af forståelsen af kunstig intelligens. Specifikt har vi gennemført en pilotafprøvning af dele af et naturfagligt teknologiforståelsesforløb hvor elever i grupper skulle designe deres egen maskinlæringsmodel og -app. Udgangspunktet var et bredt perspektiv på teknologiforståelse som et samspil mellem tekniske kompetencer, designkompetencer og teknologikritiske kompetencer. På trods af dette peger vores første erfaringer på udfordringer i forhold til at gå fra et praksisniveau til et mere reflekterende niveau. I artiklen diskuteres denne problemstilling og hvad det betyder for fremtidig forskning.

The Promises and Perils of Danish Nature App Developers

Esbensen, G. L., Schilhab, T. — Mon, 01 Jan 2024 06:33:56 +0100

This chapter delves into the first generation of Danish nature app developers to explore who they are, why they have chosen this field, and their experiences. The chapter is grounded in the 5-year qualitative research project Natural Technology, which explores the potential of technology in children’s and young people’s experiences of nature. The chapter initiates by situating itself in a fast-developing field, explicitly describing it, and offering an analytical categorization of nature apps, discussing how nature apps can be seen as a still relatively new and evolving media form, and suggesting both learning theories and a techno-philosophical framework within which the use of nature apps can be explored.

Vilde dyr forbinder os med naturen

Schilhab, T., Esbensen, G. L. — Mon, 01 Jan 2024 06:33:56 +0100

Phone use, offline neglect, and reachability: a qualitative study in Denmark, Lithuania, and Spain.

Schilhab, T., Esbensen, G. L., Levratto, V. ., Suminas, A. — Sun, 01 Jan 2023 06:33:56 +0100

Expanding the playful universitY

Nørgård, R. T., Toft, H. — Thu, 12 Dec 2024 06:33:56 +0100

This chapter expands the theoretical-philosophical framework for the playful university as presented in the introductory chapter of The Playful University and Nørgård (2021) by introducing two new playframes: democracy and locality. The democracy playframe emphasizes democratic politics, deliberation, and equity as essential components of the playful university, whereas the locality playframe evokes the particular playful spirit of place residing in the environment and atmosphere of the playful university. The chapter offers a detailed analysis of the expanded framework and presents key takeaways and next steps in advancing the foundation for the playful university. By developing the playframes of Democracy and Locality, the chapter provides a nuanced understanding of the dimensions of playful (un)governability and Homo Democraticus (the democratic academic) along with placefulness and the playful Homo Domus (the academic inhabitant) as central to the playful university. The chapter highlights how democracy and placefulness can help foster a more playful university.

Principles for the playful university

Nørgård, R. T., Whitton, N. — Thu, 12 Dec 2024 06:33:56 +0100

This concluding chapter explores the concept of the Playful University and the principles that constitute it as presented across the 17 chapters of the book. This is done through an analysis of the principles emerging from the three sections - Playful Philosophy, Playful Practice, and Playful Politics. The chapter identifies 11 principles that guide the creation and cultivation of the playful university. The first four principles are philosophical and advocate for openness, diversity, and pluralism of emotions and worldviews. The next three principles are pedagogical and focus on incorporating playfulness into the curriculum and developing a relational pedagogy of care. The last four principles are political and highlight the need for institutional practices that support a playful university. Taken together, these principles present a foundation for opening a conversation on the possibilities of the Playful University.

The playful university

Thu, 12 Dec 2024 06:33:56 +0100

This book provides philosophical, political and practical insights that open ways for the university in going beyond its tightly controlled state and into more playful and imaginative futures. In the context of a marketised and regulated environment that stifles creativity and curiosity in higher education, this collection provides an antidote that lies in the potential of play. It identifies tactics and tools for playful practices to conjure real utopias and pathways for the present and possible futures. Pulling together global perspectives from a wide array of different disciplines including higher education, sociology, philosophy, media studies, design, literature, play studies, game studies and political science, it concludes with a collaborative chapter that offers philosophically and theoretically grounded principles for the playful university. The book shows that it is possible to reimagine a higher education in which students and staff approach their studies with a sense of purpose, care, and openness to explore, imagine and build a better future. Looking beyond pedagogy to imagination, and wonder as important perspectives within the university, this is an essential read for those interested in play and subversion in higher education.

Introduction

Whitton, N., Nørgård, R. T. — Thu, 12 Dec 2024 06:33:56 +0100

This introductory chapter presents the field of the playful university and the role of playfulness in reimagining universities which is at the heart of The Playful University book. It highlights the growing interest in playful higher education in recent years, which has emerged as a remedy to battle issues within the current neoliberal framework, and explores possibilities of building institutions that prioritize curiosity, creativity, and communality. Despite the field's vibrant and imperative future, there is a need to solidify playful higher education philosophically and theoretically to ensure its thorough establishment. This is the aim of The Playful University book, and its chapter sections on Philosophy, Pedagogy, Politics, and Principles. The introductory chapter sets the scene concerning the role of play, playfulness, and playful education in higher education and the need to solidify it philosophically and theoretically to ensure that the integration of playfulness into higher education is thoroughly established.

The slow scholar in the accelerated university

Nørgård, R. T., Bosanquet, A., Grant, B. . — Mon, 01 Jan 2024 06:33:56 +0100

This collaborative chapter explores the concept of slow scholarship and the slow scholar in the context of the accelerated landscape of contemporary universities. The neoliberal university of today demands high productivity and efficiency within compressed time frames, leaves little room for reflective scholarly thinking or practice, and disregards scholarship’s human and relational aspects. Based on a series of webinars and workshop activities with international scholars within higher education philosophy and theory, the chapter engages the topic of slowness as a mode of scholarship and of being a scholar in a present-day university. Through a series of poetic explorations and theoretical discussions, the chapter points towards alternative ways to inhabit the contemporary university, to create new possibilities for slow scholarship, and to foster a sense of solidarity among scholars. The chapter questions how scholars can think, practise, and exist in a system that demands speed and productivity and asks if it is possible to strike a balance between accelerated productivity and academic well-being. It argues that the contemporary neoliberal university requires scholars to excel at work, rather than to be well and that this is unsustainable. Slow scholarship, on the other hand, foregrounds the value of taking time to think, reflect, and engage in meaningful conversations and collaborations.

By exploring the challenges and possibilities of slow scholarship, the authors aim to contribute to a more nuanced understanding of academic work in the accelerated university and to encourage an approach to scholarship based on sustainability and solidarity. Ultimately, the chapter argues that slow scholarship offers a powerful counter-narrative to the dominant culture of speed and productivity which has the potential to transform not only the way we work as scholars but also the systems and structures that shape the university as an institution.

Danske elevers teknologiforståelse og skærmbrug

Bundsgaard, J., Bindslev, S. G., Caeli, E. N., Grønhøj, E. O., Rasmussen, E. — Tue, 12 Nov 2024 06:33:56 +0100

Hvert femte år gennemføres ICILS (International Computer and Information Literacy Study) med henblik på at undersøge teknologiforståelse hos skoleelever på 8. klassetrin, herunder deres computer- og informationskompetence samt kompetencer til datalogisk tænkning. I denne bog præsenteres de danske resultater af ICILS-undersøgelsen i 2023 samt analyser af udviklingen siden første ICILS-undersøgelse i 2013 og anden ICILS-undersøgelse i 2018.

ICILS giver gennem spørgeskemaer også et nuanceret indblik i konteksten for elevernes udvikling af kompetencer. I bogen er der særligt fokus på resultater, der kan bidrage til at nuancere den aktuelle skærmdebat og debat om teknologiforståelse, resultater, der uddyber forståelsen af forskelle inden for køn og it, og resultater vedrørende lærernes tanker om it og deres prioriteringer af it som indhold i undervisningen samt deres læringsteori og undervisningspraksisser.

Crafting Culture

Holflod, K., Nørgård, R. T. — Mon, 01 Jan 2024 06:33:56 +0100

Protocol 2

Nørgård, R. T., Holflod, K. — Mon, 01 Jan 2024 06:33:56 +0100

EPIC-WE is an EU Horizon Europe Research and Innovation project which includes 12 EPIC-WE Partners from five countries. The project’s overall methodology is based on Design-Based Research (abbreviated as DBR; methodologically drawing on McKenney & Reeves, 2019).

The present document is the first of four individual subreports that together make up the EPIC-WE D3.1 report “Protocols for carrying out cultural game jams in local sites”

D3.1 Protocol 1: Quadruple Helix Cultural Innovation: EPIC-WE Quadruple Helix Cultural Ecosystems and Cultural Hubs (Initial protocol)

D3.1 Protocol 2: Cultural Game Jam Kit: EPIC-WE Cultural Game Jam Processes, Phases, Methods, and Tools (Initial protocol)

D3.1 Protocol 3: EPIC-WE Research Protocol for Cultural Game Jams in Local Sites (Initial protocol)

D3.1 Protocol 4: EPIC-WE Practical Protocol for Cultural Game Jams in Local Sites (Initial protocol)

The 4 subreports support the EPIC-WE project in carrying out its research and innovation interventions on the macro-level (EPIC-WE Quadruple Helix Cultural Innovation Ecosystem), on the meso-level (EPIC-WE Cultural Hub), and on the micro-level (EPIC-WE Cultural Game Jams).

Protocol 1 describes the ‘design’ of the EPIC-WE Quadruple Helix Cultural Innovation Ecosystem and Cultural Hubs, which brings together Higher Education Institutions (HEI), Creative Industries (CI), Cultural Heritage Institutions (CHI), and Youth Citizens (YCs), to do research and innovation together, thus connecting and operationalising the four helices of the QH ecosystem. This epistemic and practical partnership across helices uses the ‘design’ of the EPIC-We Cultural Game Jam Kit (Protocol 2) and the ‘construction’ of the EPIC-WE Research Protocol (Protocol 3) to innovate and research the format of cultural game jams, game-making as a form of culture-making, and the creation of games through and for culture. Protocol 4, EPIC-WE Practical Protocol, describes, in a beginning way, how the Quadruple Helix Cultural Partners can work together in Cultural Hubs to facilitate Cultural Game Jams that position game-making as a form of culture-making and lead to the creation of games through and for culture.

Protocol 1

Nørgård, R. T., Holflod, K. — Mon, 01 Jan 2024 06:33:56 +0100

Store sprogmodeller og AI-chatbots på videregående uddannelser

Bruun, M. H., Krause-Jensen, J., Hasse, C. — Thu, 12 Dec 2024 06:33:56 +0100

Kognitiv terapi

Nørby, S. — Mon, 01 Jan 2024 06:33:56 +0100

Metakognitiv terapi

Nørby, S. — Sun, 01 Jan 2023 06:33:56 +0100

Jean Piaget

Nørby, S. — Sun, 01 Jan 2023 06:33:56 +0100

Social angst, læring og uddannelse

Nørby, S. — Mon, 01 Jan 2024 06:33:56 +0100

Social angst omfatter stærkt ubehag ved situationer, hvor man kan blive iagttaget og
kritisk vurderet. Denne form for angst er forbundet med negative emotioner som frygt og skam og medfører, at man har det meget svært med, og ofte undgår, sociale situationer, hvor man kan blive negativt vurderet. Social angst har typisk et stille og diskret udtryk, idet den ramte person søger ikke at gøre sig bemærket. Dermed kan angsten vanskeliggøre læring og uddannelse, som netop omfatter at indgå i mange menneskelige relationer og rutinemæssigt at skulle præstere. Social angst behandles typisk mest målrettet af psykologer og relaterede fagprofessionelle, men undervisere vil ofte komme i kontakt med ramte studerende, hvorfor det er relevant, at de har en grundlæggende viden om forstyrrelsen. Nærværende artikel ser nærmere på uddannelsesrelevante psykologiske processer, som påvirkes i forbindelse med social angst, og kommer med forslag til, hvordan en underviser med fordel kan forholde sig til en ramt studerende. Specifikt ses på, hvordan negative emotioner er koblet til ubehag ved og undvigelse af undervisningssessioner, hvordan overdrevent negative tolkninger giver anledning til pessimisme i forhold til præstationssituationer, og på, hvordan selvforståelsen er negativ og omfatter manglende tiltro til en selv og ens udviklingspotentiale. Afslutningsvist diskuteres, i hvilket omfang en underviser kan og bør intervenere i forhold til en socialt angst studerende.

Indledning: Stille psykiske forstyrrelser

Nørby, S., Darling, P. . — Mon, 01 Jan 2024 06:33:56 +0100

Dette nummer af Kognition & Pædagogik beskæftiger sig med temaet stille psykiske forstyrrelser, dvs. forstyrrelser der ikke har et markant ydre udtryk, og som ofte ikke påkalder sig meget opmærksomhed fra omgivelserne. Sådanne forstyrrelser er primært indadrettede og omfatter bl.a. selvkritiske tanker og undvigelsesadfærd.
Stille psykiske forstyrrelser involverer stor lidelse, mistrivsel og kan vanskeliggøre læring og udvikling. Forstyrrelserne risikerer dog i sagens natur at blive overset i uddannelsessystemet, i arbejdslivet samt i andre livsdomæner. Vi sætter fokus på emnet i fire af temanummerets artikler. Yderligere tre artikler er udenfor temaet.

Ytringers Materielle Infrastruktur

Hasse, C. — Thu, 08 Aug 2024 06:33:56 +0200

Equity and equality in gender research

Hasse, C. — Sun, 01 Jan 2023 06:33:56 +0100

In much early feminist research, attention was paid to the great and unequal difference in how women and men are positioned in the education system and in the workforce. Globally, we assume that this inequality often has something to do with gender and access as well as differences in what women and men do. African studies, for example, show a high degree of gender difference in what women and men are trained for and can work with. What women and men do is also tied to what they are allowed to do. Afghanistan is perhaps the worst, most scary example of how men try to keep women out of the education system. But what about western countries such as Denmark and Sweden? Here everybody for instance in principle has access to studying physics, yet physics as a discipline has more males than females enrolled and employed.
I want to argue that the gender difference we encounter here is not about equality but about equity – and that this is an overlooked pattern in feminist research on how we should relate to the different learning potentials of women and men. Equality assumes people start from the same place, but equity does not

Utbildningsutvärdering för kandidatprogrammet i antropologi vid Samhällsvetenskapliga fakulteten

Krause-Jensen, J., Widstrand, E. ., Macek, I., Jensie, A. — Mon, 01 Jan 2024 06:33:56 +0100

Uddannelsesevaluering

How to do things with Words

Krause-Jensen, J. — Fri, 01 Dec 2023 06:33:56 +0100

Dette er en del af et festskrift til Sue Wright

Når AI kommer mellem borgerne og staten, kan mennesket ufrivilligt blive en risikofaktor

Ratner, H. F., Jørgensen, R. F. — Thu, 19 Sep 2024 06:33:56 +0200

Essay til Magtudredningen

Ratner, H. F., Jørgensen, R. F. — Mon, 01 Jan 2024 06:33:56 +0100

Tema 11: Hvad er vilkårene for mødet mellem borgerne og centrale velfærdsorganisationer i det 21. århundrede?

Editorial

Nørgård, R. T., Lysne, D. A., Ossiannilsson, E. S. I. ., Nykvist, S. S. . — Mon, 01 Jan 2024 06:33:56 +0100

Styr økonomien uden tal

Schrøder, I. — Thu, 01 Feb 2024 06:33:56 +0100

Med regeringens indsatser for at frisætte det faglige skøn følger en
ny ledelsesmæssig opgave. Som leder skal du nu økonomistyre et
frisat fagligt skøn. Hvordan gør du lige det? Det giver ekspert i talløs
økonomistyring, Ida Schrøder, sine bud på her.

Digital Methods to Support Ethnographic Data Collection and Coding

Bruun, M. H. — Mon, 01 Jan 2024 06:33:56 +0100

Assemblage of autonomy and assemblage of dependency

Nickelsen, N. C. M., Lydahl, D. — Wed, 21 Aug 2024 06:33:56 +0200

This paper explores the transformation of care involving robots. We discuss the use of care robots in private homes and 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 homes.

Community, Socialisation, and Empowerment in Cultural Game Jams with Youth Citizens

Holflod, K., Nørgård, R. T., Eriksson, E. — Mon, 07 Oct 2024 06:33:56 +0200

Byen som etnografisk living lab

Brandt, A., Bruun, M. H. — Mon, 01 Jan 2024 06:33:56 +0100

Assemblages of autonomy and assemblages of dependency

Nickelsen, N. C. M., Lydahl, D., Domenech, M., Thygesen, H. — Tue, 16 Jul 2024 06:33:56 +0200

This short paper 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 complexity and different normative receptions in care homes.

Introduction to the anthology

Schilhab, T., Groth, C. — Mon, 01 Jan 2024 06:33:56 +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 06:33:56 +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 06:33:56 +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 06:33:56 +0100

Smart technology in nature-based learning

Esbensen, G. L., Schilhab, T., Balling, G. — Mon, 01 Jan 2024 06:33:56 +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.

Jamming with Culture - Piloting Cultural Game Jam with Youth

Eriksson, E., Holflod, K., Nørgård, R. T. — Mon, 17 Jun 2024 06:33:56 +0200

In this paper, we report on the first pilot of a concept called Cultural Game Jams. This specific form of game jam draws on tangible (artworks) and intangible (values) cultural heritage as material for game design. The aim of the cultural game jam is to scaffold young people transitioning from consumers to creators of games, aware of cultural and societal challenges and values. The concept has so far been tested with high school students and indicate promising results for future work

Foreword

Nørgård, R. T. — Mon, 01 Jan 2024 06:33:56 +0100

Meeting in the middle

Nørgård, R. T., Holflod, K. — Mon, 01 Jan 2024 06:33:56 +0100

Introduction
This paper presents selected results from the Europe Horizon EPIC-WE research and innovation project (2023-2026). The presentation highlights the theoretical frameworks of Quadruple Helix Ecosystems (Carayannis & Campbell, 2017) and Living Labs (Brandt & Bruun, 2023; Schuurman, De Marez & Ballon, 2015).) as potential frameworks for the practice of future higher education along with their specific relevance to the DUNK theme of ‘Higher education in a time of transition’ (EUA, 2021).

Methods
The paper put forward some main implications, challenges and opportunities that are emerging from the findings of the EPIC-WE project’s Design Based Research methodology along with the project’s first major reports submitted to the European Commission: The PRISMA2020 Method State-of-the-Art report (2024) and The Quadruple Helix Cultural Ecosystems and Cultural Hubs protocol (2024).

Results
The project’s methods and results are presented to highlight how higher education can utilise the frameworks of Quadruple Helix Ecosystems and Living Labs for valuable cross-sector and trans-disciplinary transformative partnerships in a time of transition (Nørgård & Holflod, 2024). First, findings from the state-of-the-art within is introduced to point towards how future higher education might hold opportunities to address and tackle future challenges and how frameworks enable us to envision and practice in new ways. Secondly, concrete guidelines and principles for the practicing of higher education as Living Labs and Quadruple Helix Ecosystem is presented based on the protocol. Here, special attention is paid to the higher education potentials of transformative cross-sector partnerships with creative industries and cultural organisations. Finally, concrete examples of Living Labs in the form of Cultural Hubs are provided, presenting one valuable way to foster future possibilities for young people in research, learning and worklife.

Discussion
Based on the presentation of the EPIC-WE Ecosystem and Cultural Hubs framework, we discuss how current challenges to higher education might be addressed through new formats for higher education institutions and their practices.

Pædagogik og samarbejde i 2044: Hvor er de videregående uddannelser på vej hen?

Holflod, K., Nørgård, R. T. — Thu, 23 May 2024 06:33:56 +0200

Denne session tager afsæt i det aktuelle EU Horizon forsknings- og innovationsprojekt ‘Empowered Participation through Ideating Cultural Worlds and Environments’ – EPIC-WE. I projektet mødes videregående uddannelser, kreative industrier og kulturorganisationer på midten og inddrager unge kulturborgere for at udvikle nye formater for samskabelse, deltagelse og innovation. Det er dog ikke uden udfordringer – og det tegner konturer af videregående uddannelser i en brydningstid, der kræver anderledes samarbejdsmodeller i fremtiden. Sessionen tematiserer utopier i pædagogik og uddannelse. Vi står i en krise af mangel på både individuel og social fantasi – en imaginary crisis (fx
Mulgan, 2020), der begrænser utopisk tænkning og kollektiv forandring. Gennem spekulative og utopiske metoder (Dunne & Raby, 2014) undersøger deltagerne, hvordan videregående uddannelser ser ud og føles om 20 år, i 2044, for at udforske relevante og meningsfulde handlinger og diskussioner i nutiden. Vi undersøger både det forventede og det ønskede, for hvis vi ikke forholder os kritisk og refleksivt til fremtiden, og hvad og hvordan uddannelse kunne være, får vi mere af det samme (Levitas, 2017; Webb, 2016).

Ytringer. Introduktion

Nielsen, G. B., Anbert, L. C., Hasse, C. — Thu, 08 Aug 2024 06:33:56 +0200

Assemblages of Autonomy and Assemblages of Dependency

Nickelsen, N. C. M. — Mon, 06 May 2024 06:33:56 +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.

Økonomi handler om mennesker

Schrøder, I., Bogh, P. — Mon, 01 Apr 2024 06:33:56 +0200

Artiklen guider dig gennem fire trin til at styre økonomi på en måde, der ikke går på kompromis med menneskers behov og udvikling. Forfatterne vender økonomien på hovedet og kigger på den inde fra en faglig praksis, hvor det ikke er regneark, tal og udgifter, der er afgørende. Men derimod borgernes behov.

Hvorfor jeg ikke vil bruge ChatGPT

Caeli, E. N. — Fri, 15 Mar 2024 06:33:56 +0100

Udredning ved mistanke om neuropsykiatriske forstyrrelser

Bøttcher, L. — Sat, 01 Jun 2024 06:33:56 +0200

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

Møller, N. H., Ratner, H. F. — Fri, 01 Mar 2024 06:33:56 +0100