Publications - Publications

Game-Making for Cultural Change and Empowered Youth Participation

Holflod, K., De Gaetano, C., Costa, C., Luz, F., Groen, M., Nørgård, R. T. — Wed, 01 Apr 2026 08:32:42 +0200

Background: Game-making has the potential to foster cultural participation and empowerment, yet its role as a form of culture-making remains underexplored. Existing approaches to cultural engagement often overlook the creative and participatory possibilities of game-making for addressing pressing cultural challenges and promoting youth inclusivity and empowerment in cultural heritage. This study highlights the importance of game-making as a meaningful strategy for cultural preservation and transformation. Objectives: The article investigates how game-making, particularly through cultural game jams, can promote cultural participation, youth empowerment and support cultural innovation. Methods: The study is grounded in a design-based research methodology and examines the design, development and implementation of three cultural game jams within the EPIC-WE project. It employs a case study approach, analysing game jam practices through the lens of cultural participation, empowerment and diversity/inclusivity, while exploring connections to youth citizens' engagement in cultural heritage. Results and Conclusions: The findings show that cultural game jams can inspire and empower youth citizens to engage with cultural and societal issues through game-making. This paper contributes to the ongoing dialogue on leveraging games and game-making to transform culture and society by discussing the significant role of game-making in promoting cultural awareness, value-based imagination and youth engagement with cultural and societal issues.

Animal Technics

Wellner, G., Rosenberger, R., de Boer, B., et al. — Mon, 01 Dec 2025 08:32:42 +0100

This article explores the concept of animal technics, building on the work of Don Ihde to examine the intricate relationships between technology, animals, and human experiences. Drawing from postphenomenology, philosophy of technology and posthumanist thought, the discussion challenges anthropocentric perspectives that frame technology as a purely human domain. Instead, it argues that animals actively shape and are shaped by technics, engaging with tools, environments, and human-mediated technological systems in complex ways. Through a critical engagement with Ihde’s postphenomenology, the article interrogates the co-constitutive interactions between animal life and technology, revealing how nonhuman agency disrupts traditional boundaries between nature and artifact. Case studies illustrate the diverse ways animals participate in technics, from bioengineered species to digital interfaces designed for nonhuman cognition. This analysis highlights the ethical and epistemological stakes of recognizing animals as technological actors, calling for an expanded framework that accounts for their role in shaping technoscientific realities. By situating animal technics within broader debates in philosophy of technology, this article contributes to ongoing discussions about agency, materiality, ecology, and the limits of human-centered technological narratives. It concludes by advocating for a more inclusive and responsive technological ethics—one that acknowledges the entangled futures of humans, animals, and machines.

Chatbots and the Craft of Ethnography

Krause-Jensen, J., Hau, M. F. — Sat, 01 Nov 2025 08:32:42 +0100

A large-scale cross-country trial of WHO’s Immune Patrol

Lieberoth, A., Nielsen, S. M., Reynen-de Kat, C., et al. — Wed, 01 Jan 2025 08:32:42 +0100

Vaccine-preventable diseases remain a global threat to public health, and despite the proven effectiveness of vaccines in protecting against these diseases, some people still avoid vaccinations for themselves or their children. Since barriers to protective health behaviors are diverse, overcoming them, and thereby reducing immunization gaps, necessitates diverse strategies. One such approach is to leverage health education through digital formats like online platforms and game-based learning, which can be implemented across geographical borders. We report a large-scale test of the World Health Organization’s Immune Patrol, a game-based middle school curriculum on vaccines and immunization. Using a matched quasi-experimental trial, classes in Armenia and the Republic of Moldova were exposed to local language versions of either five fully game-based lessons on topics including immunization, preventable diseases and digital source criticism, or non-game control materials on the same topics matching the digital and physical activities, without overt game elements. Significant learning outcomes were found across both countries, yet with differing gains among the classes within each country. Students assigned to game-based learning were slightly more motivated to learn about vaccine-preventable diseases, and to actively protect people around them through vaccination following the Immune Patrol experience. Qualitative observations highlight how practical and cultural differences can challenge homogenous implementation of learning packages like Immune Patrol across borders, but also how technology-enhanced collaborative classwork is welcomed in different ways across disparate classrooms. Results support the feasibility of global deployment of digital health education, but underscore the need for local support, and sensitivity to variations in culture, resources, teaching approaches and national education systems, when digital education initiatives like WHO’s Immune Patrol are set to transcend global borders.

‘Let’s make data meaningful for teachers’

Ratner, H. F. — Wed, 01 Jan 2025 08:32:42 +0100

This chapter examines data visualizations within digital learning materials as a form of digital governance that configures teachers. Data visualizations not only automate aspects of teaching but also serve as devices of assessment, configuring teachers to attend to some aspects of student learning rather than others. Through a longitudinal case study of the digital learning material MathTraining's changing data visualizations, the chapter delineates three distinct teacher configurations: (1) the initial EdTech startup, configuring the teacher to continuously monitor and compare students, (2) its integration within a larger publishing house, configuring the teacher to use the product in combination with a larger platform, and (3) as emerging research-based AI initiatives, configuring the teacher to use data visualizations as a resource to detect students’ underlying difficulties. By acknowledging the multiplicity of actors and their logics, the chapter underscores the importance of a nuanced investigation into their influence on public welfare.

The beginning of AI-driven welfare?

Laage-Thomsen, J., Ratner, H. F., Schrøder, I. — Wed, 01 Jan 2025 08:32:42 +0100

This study investigates the nascent stages of an AI-driven welfare state by focusing on 40 signature projects initiated by the Danish Government between 2020 and 2022. These projects represent a paradigmatic case of AI experimentation within the welfare state. We adopt an empirical approach based on mixed methods to explore the objectives, organizational actors, goals, and outcomes of the projects, shedding light on the evolving landscape of AI-driven welfare from 2020 to 2023. The chapter highlights the variance between welfare domains in the objectives set for AI models and the differences between municipal and regional experimentation with welfare, focusing on how they differ with respect to implementation and research goals. While only some of the projects to date have been operationally implemented, several live on as prototypes or partial systems with the potential to transform the welfare state beyond their formal termination.

Skoletid - skærmtidspunkter

Lieberoth, A., Bjerre, E. — Wed, 01 Jan 2025 08:32:42 +0100

Her er de 11 værste gaver, du kan give

Lieberoth, A. — Fri, 15 Dec 2023 08:32:42 +0100

Gavegivning er svært. Heldigvis har forskningen en lang række tips til, hvordan du undgår at give årets værste julegave

Virtually Shamans

Hau, M. F., Krause-Jensen, J. — Mon, 01 Sep 2025 08:32:42 +0200

This article explores the emerging relationship between humans and AI chatbots through the anthropological lens of shamanic practice, proposing the concept of “virtually shamans” to understand these digital interactions. Drawing on ethnographic traditions of studying magic, spirituality, and technological mediation, we argue that AI chatbot users occupy a liminal position analogous to shamanic intermediaries, navigating between mundane human experience and opaque digital realms of computational knowledge. The analysis examines how prompt engineering resembles ritual practice, requiring specialized techniques to communicate with entities that are simultaneously rational and mysterious. We explore how these interactions challenge conventional boundaries between human and non-human, and tool and entity, creating new forms of postmodern otherworldliness. The paper situates AI chatbots within anthropology's long-standing interest in how occult practices intersect with modernity and technology. Through this shamanic metaphor, we explore the entanglements of human–AI relationships, suggesting that chatbots generate new forms of postmodern otherworldliness. This framework offers a novel perspective on how individuals navigate and create meaning in increasingly digital environments, contributing to broader anthropological discussions on technology, modernity, and cognition, while also addressing the cultural and social implications of widespread AI adoption.

Danske elevers teknologiforståelse og skærmbrug

Bundsgaard, J., Bindslev, S. G., Caeli, E. N., Grønhøj, E. O., Rasmussen, E. — Mon, 01 Jan 2024 08:32:42 +0100

Hovedresultaterne fra den danske ICILS-undersøgelse 2023, der undersøger 8.-klasseelevers computer- og informationskompetence og deres kompetence til datalogisk tænkning i et internationalt, komparativt perspektiv. For fagprofessionelle, forskere og beslutningstagere med interesse for IT i skolen

In-Between:

Wed, 01 Dec 2021 08:32:42 +0100

Tidens betydning i pædagogiske institutioner

Nissen, S. K., Dannesboe, K. I., Iversen, S. N. — Sat, 25 Oct 2025 08:32:42 +0200

Indledning til temanummer med titlen Tiden betydning i pædagogiske institutioner

Introduction to Dialectic Special Pedagogy and the Book

Bøttcher, L., Mathiassen, C. — Mon, 01 Jan 2024 08:32:42 +0100

Developmental and Educational Possibilities during Imprisonment?

Mathiassen, C., Bottcher, L. — Mon, 01 Jan 2024 08:32:42 +0100

Tre forestillinger om AI i uddannelse og pædagogik

Danholt, P., Ratner, H. F., Andersen, L. B. — Wed, 01 Jan 2025 08:32:42 +0100

Indledning

Krause-Jensen, J., Grøn, S., Lovelady, A. S., Vaaben, N. K. — Wed, 01 Jan 2025 08:32:42 +0100

Indledning til nummer udenfor tema i Tidsskrift for Arbejdsliv

Indledning

Krause-Jensen, J. — Fri, 01 Nov 2024 08:32:42 +0100

Indledning: Psykisk Arbejdsmiljø

Vaaben, N. K., Krause-Jensen, J., Thomsen, R., Grøn, S., Karlsen, I. L. — Mon, 01 Jan 2024 08:32:42 +0100

Indledning til første af to temanumre af Tidsskrift for Arbejdsliv med temaet 'Psykisk Arbejdsmiljø'.

Universitetspædagogikkens mangfoldighed og transformative potentiale

Nørgård, R. T. — Wed, 05 Feb 2025 08:32:42 +0100

DUT 37 præsenterer over mere end 300 sider en omfattende og diversificeret udforskning af universitetspædagogikkens rolle, udfordringer og potentiale i en tid, hvor videregående uddannelser står over for krav om forandring og innovation. Gennem kritisk refleksion, transformative praksisser og forskningsarbejde tilbyder DUT 37 gennem debat, artikler, guides og inspiration et kalejdoskopisk indblik i feltets viden, praksis og mulige udviklingsretninger.

De videregående uddannelser i en brydningstid

Nørgård, R. T. — Thu, 15 May 2025 08:32:42 +0200

De videregående uddannelser står i dag midt i en brydningstid, hvor teknologiske gennembrud, øget internationalisering, ændrede studenterprofiler og nye krav til uddannelse og ledelse udfordrer etablerede praksisser og forståelser af undervisning og læring. Dette temanummer af Dansk Universitetspædagogisk Tidsskrift (DUT) samler 13 debatterende, faglige og videnskabelige artikler der over næsten 200 sider tilsammen udgør et væsentligt bidrag til ‘de videregående uddannelser i en brydningstid’ – temaet for sidste års Dansk Universitetspædagogisk Netværks Konference (DUNK2024) og dermed også for DUT38 der udkommer på baggrund af DUNKs tema. For forskere, undervisere, udviklere og ledere tilbyder nummeret både forskningsmæssige perspektiver og praksisnære indsigter, der kan understøtte strategisk og pædagogisk udvikling i en sektor under vedvarende transformation.

Exploring Cultural Game-Making With Youth

Tue, 14 Oct 2025 08:32:42 +0200

Video games are part of youth culture and game-making by youth has been studied in relation to knowledge acquisition but to a lesser extent as youth engagement into cultural participation. A Systematic Literature Review (SLR) was conducted to answer the following research questions: (a) Does there exist, in sources, a conceptualisation of cultural game jams? (b) Who are the main stakeholders and participants? (c) What are the outcomes of cultural game jams? From the 68 eligible sources only 13 mention “Cultural themes” and no conceptualisation of “cultural game-making” was found. Youth, as game-makers, are referred mainly as “students,” co-creators with Education institutions, developers, and creative industries. Youth motivation to participate in jams is related with a future career in game development. Models for the design and assessment of the game jams’ achievement, tools to facilitate ideation, and games are the most referred outcomes of game jams.

A developmental perspective on Childhood and children's education:

Hedegaard, M., Fleer, M., Winther-Lindqvist, D. A., Bøttcher, L. — Sun, 31 Aug 2025 08:32:42 +0200

introduction to the book and presentation of the chapters. Arguying for a cultural historical approach that unites the general principles of development as a cultural process with childrne's perspectives and agency.

Diagnoser

Wed, 01 Jan 2025 08:32:42 +0100

Indledning: Diagnoser

Darling, P. ., Nørby, S. — Wed, 01 Jan 2025 08:32:42 +0100

Work in app time

Terkelsen, K. D. — Wed, 25 Sep 2024 08:32:42 +0200

“That’s Not Fair!”

Krawczyk, S., Holflod, K., Nørgård, R. T., Hansen, E. A. — Wed, 01 Jan 2025 08:32:42 +0100

Cultural Game Jams

Nørgård, R. T., Holflod, K., Eriksson, E., Hansen, E. A. — Wed, 01 Jan 2025 08:32:42 +0100

Reclaiming creativity in higher education

Nørgård, R. T. — Wed, 01 Jan 2025 08:32:42 +0100

Computer Science Education in Secondary School

Caeli, E. N., Pedersen, C. S., Zambach, S., Misfeldt, M., Bundsgaard, J. — Fri, 27 Jun 2025 08:32:42 +0200

In this paper, we present a teaching material designed as part of a research project aiming to investigate approaches to teaching lower secondary school students technology-critical aspects of AI, specifically machine learning. The approach is scenario-based, meaning that students act in real-life roles, in this case in a fictional company that develops apps. The material has been tested in four classes in 2024, and analysis of the results is still ongoing. As part of our research, we examine whether and how a scenario-based approach contributes to understanding machine learning and its' use in the real world. Preliminary analysis suggests that participating students perceive the approach differently.

Slow Jam: A recap of the final Cultural Game Jam in Aarhus, Denmark

Holflod, K., Hansen, E. A., Nørgård, R. T. — Wed, 01 Jan 2025 08:32:42 +0100

Hopepunk games

Toft-Nielsen, C., Nørgård, R. T. — Fri, 15 Aug 2025 08:32:42 +0200

This paper examines the intersection of hopepunk games, hauntology, and utopia studies, exploring their combined potential to inspire hope, alternative futures, and social change. The paper argues that hopepunk games challenge dystopian ‘grimdark’ narratives through radical hope and community resilience while integrating utopian thought and hauntological perspectives to reimagine wider and wilder futures marked by hopepunk activism.

Hopepunk, a subgenre of speculative fiction, is defined by radical optimism and commitment to collective resilience in adversity (Rowland, 2017), by emphasising empathy, kindness, and the transformative power of small acts of resistance (Chen, 2019). It frames hope as a powerful political force that nurtures solidarity and fosters social transformation (Martinez, 2020). By emphasizing perseverance and cooperation, hopepunk offers a tactic that repositions hope as both personal and collective action (Johnson, 2021).

Hopepunk games embody these principles, turning digital play into a space for envisioning better futures. Through interactive gameworlds and empathetic gameplay, such games empower players to overcome adversity, engage with social issues, and defy pessimistic grimdark narratives. Hopepunk games integrate activism by encouraging civic engagement and collective action, positioning gaming as a catalyst for social change.

In developing a framework for analyzing hopepunk games, the paper draws on utopia studies, an interdisciplinary field that reimagines society through utopian thought. Ruth Levitas (2013) defines in her key work utopia as a processual method of critical social critique and innovation rather than a static blueprint. Influenced by Bloch’s (1954/1995) concept of radical hope, utopia studies challenge existing power structures and envision alternative futures based on justice, diversity, and equality.
The paper combines utopia studies and hauntology to deepen the theoretical approach to hopepunk games. Introduced by Jacques Derrida in Spectres of Marx (1994), hauntology examines how unresolved histories and lost futures persist within the present. This spectral presence disrupts linear progress, compelling reflection on past influences and future possibilities. Mark Fisher (Ghosts of My Life) extends hauntology’s cultural critique, highlighting how nostalgia for unrealized futures shapes contemporary thought. We furthermore draw on James Sweeting’s work on digital games as hauntological form (2023), and works by Katy Shaw (2018), Sadeq Rahimi (2021), and Martin Hägglund (2008) exploring hauntology’s impact on literature, everyday life, and philosophical understandings of time.

By linking these theoretical frameworks, hauntological inquiry and utopian method, the paper develops a framework for analyzing hopepunk games. We focus on the emotional, ethical, political, queer and detraumatizing dimensions of hope and hopefulness in games such as Undertale (2015), Night in the Woods (2017), Disco Elysium (2019), The Last Campfire (2021), Signalis (2022), and Alan Wake 2 (2023). Our analysis will demonstrate how these games reconfigures gameworlds and gameplay as catalysts for reimagining the future, instilling hope, and fostering collective resilience, civic engagement grounded in justice, equality, radical hope, and social transformation. In doing so, the paper contributes to game studies by demonstrating digital games’ potential to challenge dystopian narratives with hopepunk imagination.

References
• Bloch, E. (1954/1995). The principle of hope (Vol. 1). MIT Press.
• Chen, L. (2019). Beyond dystopia: The rise of hopepunk narratives. Modern Fiction Studies, 65(1), 45–63.
• Derrida, J. (1994). Specters of Marx: The State of the Debt, the Work of Mourning and the New International (P. Kamuf, Trans.). London: Routledge.
• Fisher, M. (2014). Ghosts of My Life: Writings on Depression, Hauntology and Lost Futures. Winchester: John Hunt Publishing.
• Glover, R. (2018). The hopepunk aesthetic in contemporary fiction. Journal of Speculative Literature, 5(2), 123–137.
• Hägglund, M. (2008). Radical Atheism: Derrida and the Time of Life. Stanford: Stanford University Press.
• Johnson, M. (2021). Embracing radical optimism: The political dimensions of hopepunk. Literary Review Quarterly, 10(4), 50–67.
• Levitas, R. (2013). Utopia as method: The imaginary reconstitution of society. Palgrave Macmillan UK.
• Martinez, D. (2020). Hope as resistance: An analysis of hopepunk themes. Cultural Critique, 94(3), 87–102.
• Rahimi, S. (2021). The Hauntology of Everyday Life. Palgrave Macmillan.
• Rowland, A. (2017). Hopepunk: A manifesto. Retrieved from http://www.hopepunkmanifesto.org
• Shaw, K. (2018). Hauntology: The Presence of the Past in Twenty-first Century English Literature. Springer.
• Sweeting, J. (2023). Hauntological Game Form: Nostalgia and the “High Technology” Medium. Ph.d. diss. University of Plymoth

Homo concretus

Schilhab, T. — Fri, 01 Jan 2016 08:32:42 +0100

Computational Thinking in Compulsory Education

Caeli, E. N. — Wed, 09 Mar 2022 08:32:42 +0100

Designing enduring experiences

Lieberoth, A. — Wed, 01 Jan 2014 08:32:42 +0100

Different matters of invention

Wallace, J. — Fri, 01 Jan 2010 08:32:42 +0100

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

Ghandchi, N. — Mon, 29 May 2023 08:32:42 +0200

Med udgangspunkt i et omfattende etnografisk feltarbejde anvender afhandlingen sprog som et prisme til at udforske 'regrounding’-processen blandt flygtningefamilier, der kom fra Afghanistan fra 2014 og frem, efter flere korte ophold i andre kulturelle og sproglige omgivelser på vej til Danmark. Forskningen koncentrer sig om, hvordan børn og unge i disse familier bygger bro ved at tage en aktiv rolle i at hjælpe deres familier med at fortolke sociale normer, forstå hvordan ’tingene’ (herunder det danske sprog) fungerer, og forhandle aspirationer på tværs af generationer.
Derudover belyser denne forskning, at børn og unges sociale, kulturelle og sproglige medierende position bør anerkendes som central for familiernes overlevelsesstrategier i en ny livskontekst, forældresocialisering af den nye generation til at blive aktive og omsorgsfulde familiemedlemmer samt hele familiens proces med at lære det nye sprog og sociokulturelle tendenser.
Studiet er placeret inden for det relativt nye felt af tværfaglig forskning om unge og sprog ’brokering’ i krydsfeltet mellem sprogantropologi, uddannelse, psykologi og sociologi. Ved at anvende familiesociologiske teorier belyser afhandlinge, hvordan børn og unges sproglige brokering og kulturelle formidling også kan tolkes som en omsorgsarbejdsmekanisme til gavn for familieøkologien.
Empirisk bygger studiet på kvalitative interviews, etnografiske observationer og feltnoter, lydoptagelser af kommunikation blandt familiemedlemmer bag lukkede døre - primært i tre flygtningefamilier - samt kvalitative interviews med unge afghansk-danskere, som har ageret som sprog- og kultureksperter for deres afghanske flygtningefamilier siden slutningen af 1980’erne.
Studiet viser, at sprogmediering er et sociolingvistisk fænomen, som er tæt vævet ind i familiens sociale udvikling over tid.

Gameplay Corporeality

Nørgård, R. T. — Sun, 01 Sep 2013 08:32:42 +0200

Nærværende afhandlings hovedargument er at kropslighed og kropsbevægelse udgør en signifikant, kvalitativ og betydningsgivende dimension i digitale spilaktiviteter og spiloplevelser. En dimension der er værd at udforske og undersøge i sin egen ret. Følgelig udvikler og præsentere afhandlingen et metodisk så vel som et begrebsmæssigt rammeværk for den kropslige bevægelsesdimension i spilaktiviteter, -oplevelser og -erfaringer som er baseret på empirisk funderede observationer af computerspilleres aktiviteter og oplevelser i offscreen-onscreen spilverdner såvel som ’remixede’ analyser af disse observationer gennem bearbejdelse og implementering af udefrakommende begreber og rammeværk såsom ’kropsfilosofi,’ ’bevægelsesfilosofi,’ ’perceptionsteori,’ ’læringsteori’ og ’håndværk.’
Sigtet med afhandlingen er at beskrive hvad begrebet ’spil-kropslighed’ dækker over og medfører inden for computerspilsteori; det vil sige en undersøgelse af hvordan spil-kropslighed strukturerer vores spilaktiviteter, spiloplevelser og spilerfaringer indenfor spilverdner samt hvorledes kropsbevægelse i computerspil udgør en særegen, signifikant, kvalitativ og betydningsgivende dimension i sin egen ret. Mere specifikt undersøger afhandlingen hvordan spillerens kropsbevægelse skaber hans eller hendes spilaktivitet samt hvordan spilverdners bevægelsesmæssige kompositioner og koreografier former og strukturerer spillerens aktivitet, oplevelse og erfaring.

Afhandlingen falder i overordnede dele: 1) en kortlægning og kritisk undersøgelse a feltet inden for computerspilsforskning for således at blive i stand til at kortlægge potentielle uopdagede områder inden for forskningsfeltet; 2) udviklingen af et metodisk rammeværk der muliggør udforskningen og udviklingen af et sådant uopdaget område – kropsbevægelse i computerspil; og 3) udviklingen af et begrebsmæssigt rammeværk for den kropslige og bevægelsesmæssige dimension i spilaktiviteter, spiloplevelser og spilerfaringer funderet i empiriske observationer og analyser af faktiske kropslige spilaktiviteter.

Som en fundamental dimension inden for spil, spillere og spilaktivitet og som en oplevelsesmæssig og ekspressiv dimension i det hele taget er kropsbevægelse en dynamisk ’livgiver’ til subjektet, objektet og den aktivitet der udspiller sig imellem dem. Samtidig udgør kropsbevægelse i det hele taget og kropsbevægelse i spilaktiviteter i særdeleshed en særegen dimension i subjektets forhold til objekter (såsom computerspil) idet den er en igangsætter af bevægelsesmæssige aktiviteter (såsom at spille computerspil) med dem.
Hvad angår forskning i spil, spillere og spilaktiviteter, spiloplevelser og spilerfaringer er afhandlingens kropslige og bevægelsesmæssige perspektiv ment som et bidrag til den måde vi omtaler og tænker over spil, spillere, spilaktiviteter – og således også over aktiviteter, oplevelser og erfaringer i spilverdner. Afhandlingens foreslåede begreb om ’spil-kropslighed’ understreger livfuldheden og det konkrete kropslige nærvær og engagement samt den kropslige opslughthed der kendetegner spilaktiviteter såvel som den centrale rolle ’den bevægede’ og ’den bevægende’ computerspiller spiller i spilverdner.

Flexible Firm

Krause-Jensen, J. — Sat, 01 Jan 2005 08:32:42 +0100

Stuck with bad memories?

Nørby, S. — Thu, 01 Jan 2009 08:32:42 +0100

Social Life and Moral Economies in Danish Cooperative Housing: Community, Property and Value

Bruun, M. H. — Sun, 01 Jan 2012 08:32:42 +0100

Passende engagement og (u)bekvemme skoleliv

Dannesboe, K. I. — Sun, 01 Jan 2012 08:32:42 +0100

Kraftfeltet

Hasse, C. — Sat, 01 Jan 2000 08:32:42 +0100

På basis af et feltarbejde ved Niels Bohr Institutet i København har afhandlingen søgt en forståelse af, hvorfor så relativt få kvinder bliver forskere i fysik. Som et antropologisk projekt er det ikke de kræfter, der virker i naturen, men de kræfter, der virker mellem mennesker afhandlingen spørger til. For at belyse spørgsmålet om kvinders manglende tilstedeværelse i fysikforskningen går projektet nye veje ved at fokusere på fysikinstituttet som en kulturel verden. Skønt projektet ikke afviser, at også mange udefrakommende faktorer spiller ind, når kvinder og mænd forlader fysikstudierne, lægges vægten her på det relationelle forhold mellem den enkelte studerende og mødet med den allerede etablerede bestemte verden, der gradvis emergerer gennem læreprocessen og analysen. Den teoretiske diskussion, feltarbejdet og analysen er organiseret omkring lanceringen af en ny teori om, hvad der i afhandlingen benævnes ?kulturelle læreprocesser?: det drejer sig om nyankomnes læreproces i mødet med et allerede etableret praksisfællesskab. Metodologisk medtænkes antropologens egen læreproces, formet gennem hvad der analytisk betegnes ?positioneret deltager-observation? som en måde at forstå, at også antropologens analyseobjekter formes gennem en positioneret kulturel læreproces. Afhandlingen udvikler på dette refleksionsgrundlag en analyse af instituttet som et felt af drivende kræfter, der giver nogle studerende succes og udstøder andre. Skønt køn antages at gøre en forskel i kraftfeltet sprænger analysen rammen for kønsforskning i streng forstand ved sit generelle fokus på det relationelle forhold mellem den nyankomne og den verden, der gradvis bestemmes gennem læreprocessen.

Legende videregående uddannelser

Nørgård, R. T. — Wed, 01 Jan 2025 08:32:42 +0100

Sessionen introducerer til feltet ’playful higher education’ og dets teoretiske rationale, pædagogiske principper og karakteristiske praksisformer.

Legende videregående uddannelser repræsenterer et alternativ til de mere traditionelle, performance- og resultatorienterede tilgange, der præger mange institutioner i dag. Denne tilgang bygger på en erkendelse af, at det legende ikke blot er forbeholdt barndommen, men er en central del af menneskets evne til at stille sig åbent og undrende i verden for derigennem at kunne tænke, handle og være anderledes (Nørgård et al, 2021; Nørgård & Whitton, 2024a). Bevæggrunden bag legende uddannelser er netop ønsket om at sætte ’fejlmodigheden’ og læringen fri fra de præstationsorienterede rammer, der gør uddannelse til læringsmål og konkurrence, og i stedet fremme en kultur præget af de fem legerammer: undring, kreativitet, fællesskab, demokrati og tilhørsforhold (Nørgård, 2021; Nørgård & Toft, 2024).

Værdien ved legende videregående uddannelser ligger i deres evne til at skabe trygge og åbne læringsmiljøer, hvor fejl og eksperimenter ses som nødvendige skridt på vejen mod dybere tænkning og evnen til at lege med ideer og dele åbent. Dette giver både studerende og undervisere mulighed for at udforske alternative perspektiver, styrke samarbejde og udvikle en mere åben tilgang til viden og verden (Nørgård 2021; Nørgård & Whitton 2024b). Gennem legende tilgange, undervisningsformer, læringsaktiviteter og -fællesskaber skabes rum for deltagelse gennem åben og åbnende udforskning af faglige emner.

GenAI og danske tidsskrifter

Wed, 01 Jan 2025 08:32:42 +0100

I denne workshop sætter vi fokus på, hvilken rolle generativ AI (GenAI) bør spille i udviklingen af tidsskrifter inden for det universitetspædagogiske felt. Workshoppen vil undersøge, hvordan vi kan balancere fordelene ved at bruge GenAI med de udfordringer, teknologien kan medføre. Vi skal bl.a. diskutere, hvilke etiske problemstillinger sådan en brug af GenAI rejser, og hvordan vi kan navigere disse på en ansvarlig måde. Vi vil sammen udforske, om det er relevant eller hensigtsmæssigt at opfordre bidragydere til at anvende GenAI som et redskab til at forbedre deres tekster, og hvorvidt dette kan gøres uden at kompromittere den faglige integritet. Samtidig vil vi overveje, om GenAI kan supplere den traditionelle peer review-proces ved at bidrage med nye perspektiver på sproglig og strukturel kvalitet- og hvorledes en sådan maskinbedømmelse skulle organiseres. Endelig diskuterer vi, hvordan klare rammer og guidelines kan hjælpe med at definere en konstruktiv brug af teknologien og skabe en fælles forståelse af dens rolle.

Workshoppen vil kombinere korte oplæg/’provokationer’ fra danske tidsskriftsredaktører med diskussioner i små grupper. Desuden præsenterer vi en oversigt over, hvordan andre relevante aktører forholder sig til GenAI. Hensigten er at skabe en åben dialog med forfattere, bedømmere, læsere og redaktører, som i sidste ende skal munde ud i et community bud på hvordan vi bedst kan integrere GenAI til kvalitetsforbedring og innovation. Vi ser workshoppen som først trin i det arbejde, og håber at deltagerne vil dele deres perspektiver og ideer som input til processen. Målet er at udvikle og udgive konkrete anbefalinger til GenAI-politikker, der afspejler universitetspædagogiske tidsskrifters værdier og behov, samtidig med at vi sikrer en etisk og gennemsigtig tilgang til teknologien.

Arrangørgruppen repræsenterer redaktører fra Dansk Universitetspædagogisk Tidsskrift, Journal of Problem Based Learning in Higher Education, og Tidsskriftet Læring og Medier.

Kursusdidaktik og Generativ AI på tværs af universiteterne

Hansen, J. J., Nørgård, R. T. — Wed, 01 Jan 2025 08:32:42 +0100

Generativ AI (GenAI) er et varmt tema alle steder – også på universiteterne. Og de sidste to år har kurser i GenAI været efterspurgte af underviserne og stået helt centralt i det universitetspædagogiske kursusudbud. Spørgsmålet er hvilke pædagogiske praksisser, didaktiske designs og udpegede underviserkompetencer kurserne udtrykker og sigter mod at opøve blandt underviserne? Disse og beslægtede spørgsmål har været omdrejningspunktet for en DiP (DUN-SIG) webinarrække om Kursusdidaktik med AI: kompetenceudvikling og kursusdesign på universitetet hvor GenAI kursusudbydere fra 7 universiteter har præsenteret og diskuteret forskelle og ligheder på tværs

The politics of data visualizations. Introduction to special issue

Ratner, H. F. — Wed, 01 Jan 2025 08:32:42 +0100

This special issue investigates the politics of data visualizations in education, examining how visual tools such as dashboards, benchmarks, and progression curves shape educational practices, perceptions, and governance. Far from offering neutral representations of data, visualizations are performative technologies that construct what counts as educational quality and learning. Bringing together contributions from diverse European contexts, the issue explores how data visualizations are produced, negotiated, and consumed across a range of educational settings. It emphasizes the values and power relations embedded in these visual tools, and how they influence decision-making, frame educational realities, and mediate the digitalization and datafication of education. By situating these contributions within broader debates in critical education studies and science and technology studies, the issue foregrounds how data visualizations enact specific understandings of education and how their makers and users relate to them. Together, the articles offer a critical lens on the social, political, and epistemic work that data visualizations perform in contemporary education.

Gamified goal-setting:

Kratochvil, T., Lebedíková, M. Š., Vaculik, M., Prochazka, J., Lieberoth, A. — Tue, 01 Jul 2025 08:32:42 +0200

Leaderboards are commonly used in gamification to enhance performance outcomes. While their impact on quantitative performance is well-established, their effects on other performance indicators and moderators remain underexplored. We replicated and extended Landers et al.'s (2017) study of the gamified goal-setting effect on task performance to examine the effect on quantitative (e.g., task speed), qualitative (e.g., accuracy), and self-reported performance across two studies using 12-minute tasks. While leaderboards improved quantitative performance, qualitative performance remained unaffected. Moreover, leaderboards led to higher and more accurate self-reported performance than an impossible goal and lower and more accurate than an easy goal. This effect was more pronounced among experienced learners. This suggests that leaderboards balance the advantages of simple and challenging goals, making them particularly effective for experienced learners compared to traditional goal setting. Future gamification research should focus on self-assessment as it may shape future objective performance.

Børns perspektiver på leg

Lieberoth, A., Strand, P., Lasthein Lehrmann, A. — Wed, 01 Jan 2025 08:32:42 +0100

Præsentation af det nye pædagogiske fagbegreb "Legedesign", der bygger på en forståelse af leg som en stemningspraksis. Bogen henvender sig til pædagoger, pædagogstuderende og undervisere på pædagoguddannelsen

Den store skole-skærmkamp

Lieberoth, A. — Mon, 01 Jan 2024 08:32:42 +0100

Udpluk fra forskningen om mobilregler og skærmlæsning

"Good for a girl"

Persson, M. S., Lieberoth, A. — Mon, 01 Jan 2024 08:32:42 +0100

Illustrering af diskursive praksisformer på streamingplatformen. Undersøgelse af, hvilke subjektpositioner der gøres tilgængelige og sværttilgængelige for de kvindelige streamere. Empirien kommer fra samtidige videooptagelser af streamer, spil og kommentatorspor på fire kvindelige gameres Twitch-kanaler.