Publications - Publications

The politics of data visualizations. Introduction to special issue

Ratner, H. F. — Wed, 01 Jan 2025 03:18:23 +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 03:18:23 +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.

Digital media as COVID-19 lifeline or stressor? An exploratory study on the perception of media usage under isolation

Díaz, C., Alba-Marrugo, M., Tungjitcharoen, W., García, N. B., Lieberoth, A. — Mon, 01 Jan 2024 03:18:23 +0100

To answer the question if Information and Communication Technologies (ICTs) were benefiting or hindering the mental health of people undergoing isolation during the early pandemics of SARS-CoV-2 (COVID-19), we inquired how people perceived the usage of five ICTs and their relationship with them. We addressed three hypotheses: there is a relationship between the increase in the use of specific ICTs during the isolation period due to COVID-19 and perception of positive psychological effects (H1), feelings of psychological discomfort (H2), and anxiety levels (H3). We found that using ICTs helped people feel less isolated and combat boredom. However, ICTs can cause psychological discomfort when people perceive they spend too much time using them or feel they cannot control their use. We also found that anxiety is related to how people perceive their relationship, with a positive media relationship linked to less anxiety and vice versa.

Can playing Dungeons and Dragons be good for you? A registered exploratory pilot programme using offline tabletop role-playing games to mitigate social anxiety and reduce problematic involvement in multiplayer online video games

Billieux, J., Fournier, L., Rochat, L., et al. — Wed, 09 Apr 2025 03:18:23 +0200

Gamers with poor self-concept, high social anxiety and high loneliness are more at risk of problematic involvement in video games, such as massively multiplayer online role-playing games. There is a research gap concerning treatment approaches to cater to socially anxious gamers with problematic patterns of gaming involvement. This registered exploratory pilot programme tests the feasibility and initial effect of a structured protocol in which socially anxious online gamers are exposed to real-life social interactions while playing an offline tabletop role-playing game (TTRPG). Our structured protocol lasted 10 weeks and involved 10 sessions organized into three modules in which participants played a TTRPG inspired by the game 'Dungeons and Dragons'. Each module deployed a role-playing scenario designed to challenge the players in game terms and involve them in a story based on maturing relationships with other characters and solving challenges by social means and investigation. Our study used a quasi-experimental multiple single-case design with a three-week baseline across groups (four groups of five gamers with sub-clinical problematic video game use and social anxiety) and a three-month follow-up. Primary outcomes were time spent gaming, gaming disorder symptoms and social anxiety symptoms. Secondary outcomes were assertiveness/social skills, self-concepts and perceived loneliness. In terms of feasibility, we observed that most participants completed the programme (two of the 20 participants dropped out) and were involved in terms of participation and weekly psychometric assessments. Moreover, participants were largely able to attain the progressively more difficult objectives implemented in the TTRPG programme. Multiple single-case analyses showed that most participants benefited from the intervention through a reduction in social anxiety symptoms and problematic gaming symptoms, although to varying degrees. Some participants also reduced their gaming time or presented with reduced perceived loneliness. Assertiveness and self-concepts were not improved. This pilot study shows that a TTRPG intervention approach is feasible and may be used to reduce social anxiety and gaming disorder symptoms. The present programme must now be tested with clinical participants.

Cultural Game Jams with Youth:

Eriksson, E., Costa, C. e., Goncalves, M., et al. — Fri, 25 Apr 2025 03:18:23 +0200

In this paper, we present a multiple-site case study to illustrate the similarities and differences in cultural game jam design with youth in situated research contexts. The aim is to provide the reader with an insight into the problem space, jam design, outcomes and opportunities of a set of linked, yet individual, studies from several different contexts and countries. The cases provide a platform to think about how game jam studies might be collectively reported and evaluated even when they are carried out in different ways. The contribution is an illustration of differentiated replication in multiple cultural game jam studies with youth in different countries. The reflections on replication and differentiation is of interest for cultural game jam activities to empower youth’s cultural participation through technology design.

ChatGPT med Relationel Sokratisk Uvidenhed

Hasse, C., Bruun, M. H., Knaap, K. Ø. — Thu, 01 May 2025 03:18:23 +0200

I denne artikel introducerer vi Relationel Sokratisk Uvidenhed (RSU) som et nyt pædagogisk begreb til at forstå anvendelsen af generativ AI i undervisningssammenhænge. Begrebet er udviklet i forbindelse med et projekt om anvendelse af ChatGPT ved et dansk universitet. Vi undersøgte, hvordan studerende udnytter deres forskellige læringspotentialer, når de går i dialog med ChatGPT. Ved at bede de studerende besvare det generiske spørgsmål ”Hvad er uddannelse?”
opdagede vi, at nogle studerende udfordrede de instrumentelle definitioner, der kom fra ChatGPT og trak på deres egne bredere forståelser opbygget gennem deres forudgående uddannelser. Andre studerende havde ikke opbygget tilsvarende ressourcer at trække på. Dette understreger den afgørende rolle, som forudgående læring og den faglige tolkningsramme spiller for at kunne selektere og spørge fagligt relevant ind til den overvældende mængde tilgængelige informationer, AI-chatbots som ChatGPT kan levere. Det kan hjælpe studerende med at afgrænse deres promptning, når de erkender, at deres uvidenhed om et nyt emne ikke er absolut, men relationel i forhold til en bestemt faglighed. Denne erkendelse er vigtig for undervisere og studerende, før vi tillader, at AI-chatbots guider os med de kategorier, der ligger i de store sprogmodellers svar.

Parents’ Strategies for Taking Care of Their Child with Disability

Bøttcher, L., Dammeyer, J. — Wed, 01 Jan 2025 03:18:23 +0100

Being the parent of a child with disability can be difficult. Research with a biomedical approach focuses on intrafamilial or intrapsychic challenges, while the social model and critical disability studies point to social barriers in an ableist society. As a third option, cultural-historical theory understand disability as relational and changeable in the intersection between persons and specific socio-cultural conditions. The aim of this study was to investigate how parents of children with cerebral palsy (CP) addressed problems at this intersection by developing care-taking strategies in relation to the Danish welfare system. Focus group interviews with 32 parents were completed. Findings showed that parents developed complex and elaborate strategies for how to struggle for welfare services for their child. The consequences of having a child with CP hinge on parents’ ability to learn to manage the mismatch between the needs of their child and social conditions shaped by the welfare system.

Computational implementations of Responsible AI

Ratner, H. F., Moeslund, T. — Thu, 13 Mar 2025 03:18:23 +0100

Kunstig intelligens i den offentlige forvaltning

Laage-Thomsen, J., Ratner, H. F. — Mon, 01 Jan 2024 03:18:23 +0100

Assemblage of Autonomy and Assemblage of Dependency

Nickelsen, N. C. M. — Tue, 04 Feb 2025 03:18:23 +0100

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.

Situated data encounters

Rokoguniwai, M. B., Madsen, M. — Sun, 04 May 2025 03:18:23 +0200

Digital learning materials and digital testing have become pervasive in Danish primary and lower secondary classrooms. These digital learning materials and tests offer teachers with quick overviews of student performance through data visualisations. However, few studies have examined the role of these types of data visualisations in shaping teachers’ practices. In this article, we explore how teachers animate (and are animated by) data visualisations in literacy coaching work. The article offers a situated account of teachers’ encounters with data visualisations, based on empirical material generated through one year-long ethnographic fieldwork at two Danish primary and lower secondary schools. We employ the feminist new materialist concept of ‘animacy’ by Mel Y. Chen to analyse how data visualisations are transformative and shifting when engaged through teachers’ practices. To analyse the liveliness or animacies of data visualisations, we experiment with different animacies found in monster figures and otherworldly phenomena. In doing so, we demonstrate that data and their visualisations, through teachers’ engagements, behave as shades, (hibernating and awakening) beasts, zombies, and x-rays.

Begreber til at vurdere testredskabers kvalitet

Bøttcher, L., Dammeyer, J. H. — Mon, 01 Jan 2024 03:18:23 +0100

Analyse og tolkning af resultater fra test og vurderingsredskaber

Bøttcher, L., Dammeyer, J. H. — Mon, 01 Jan 2024 03:18:23 +0100

Standardiserede test, semistrukturerede metoder og deres relevans for pædagogisk psykologisk udredningspraksis

Bøttcher, L., Dammeyer, J. H. — Mon, 01 Apr 2024 03:18:23 +0200

Den pædagogisk psykologiske udredning:

Bøttcher, L., Dammeyer, J. H. — Mon, 01 Apr 2024 03:18:23 +0200

Hvad bliver DHO til i kronisk syges hjem

Nickelsen, N. C. M. — Thu, 05 Dec 2024 03:18:23 +0100

Enacting different stories

Nickelsen, N. C. M., Pols, J. — Mon, 06 Jan 2025 03:18:23 +0100

We scrutinize how people living with diabetes type 2 and co-morbidities enact stories as part of attending telemonitoring services. Although telemonitoring has been attached to a host of promises and diagnoses, we argue, it is pivotal to understand the stories and engagements that care receivers enact about it. This perspective is missing in the literature. We frame our analysis with the notions of ‘modes of ordering’ and ‘justification’ to analyze ethnographic interviews, logbooks, and presentations and discussion at a workshop. We conducted sixteen interviews with persons living with diabetes type 2 to scrutiny how they order their lives while, increasingly, care devices enter their private homes. Our analysis leads to four modes of ordering and their justification: (1) telecare as a ritual to gain reassurance, (2) telecare to receive support from nurses, (3) telecare to deal with flexibility and control, and (4) telecare as a signifier of failure to stick to the diabetes regime. The study untangles the contexts of what people aim to achieve, the struggle they undergo, and the transformation of their aims. To get a better understanding of care receivers’ engagement, we propose positioning people involved in type 2 diabetes telemonitoring as subjects in need of support to manage their health condition. The research design committed the participants to reflect over self-tracking at home over a period. Also, it gave them an opportunity to demonstrate how they self-track by making a presentation of their everyday self-tracking practice at the workshop. Telemonitoring becomes different things in peoples’ lives, and the justifications for participating differ and transform along with the engagement. We conclude that stories about self-tracking is enacted in various ways depending on contexts such as co-morbidity, the support they get and their position at the labor market.
Key words: Modes of ordering, justification, self-tracking, telemonitoring, diabetes type 2, co-morbidity.

Pædagogikkens steder – stedernes pædagogik

Dannesboe, K. I., Pless, M., Brodersen, M. — Mon, 01 Apr 2024 03:18:23 +0200

Muligheder og barrierer for kunstig intelligens i den offentlige sektor

Mon, 01 Jan 2024 03:18:23 +0100

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

Caeli, E. N., Caviglia, F., Bundsgaard, J. — Wed, 01 Jan 2025 03:18:23 +0100

In this study, we have examined gender differences in the way students relate to information and communication technologies (ICT), to learn more about their perceptions of gender-based stereotypes in this area. This study is based on the results of the 2018 International Computer and Information Literacy Study (ICILS), specifically regarding gender differences in responses identified in the Danish results (Bundsgaard et al., 2019). Whereas the results of the ICILS make visible important gender-related concerns, it does not examine the reasons that students complete the tasks and answer the questions as they do. This study seeks to address this. In 2022, we interviewed 44 Danish eighth-grade students in groups, and introduced them to the results of the ICILS 2018, which showed gender differences related to ICT use, studying and working with ICT in the future, and ICT self-efficacy. They were asked to discuss whether the results surprised them, what they thought caused the differences, and whether/how they thought these differences should be eliminated. This study reveals that stereotypes exist in the minds of the students, and that stereotypes contribute to the differences. However, many of the students do not regard gender differences in ICT as a problem. Based on our analysis, we argue that students need a broader conception of what ICT is, and how computers are used in society, which means that aspects of computer science need to be introduced in primary and secondary education.

Creative Toying with Cultural Heritage in Game Jams

Eriksson, E., Holflod, K., Nørgård, R. T. — Sun, 01 Dec 2024 03:18:23 +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 03:18:23 +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 03:18:23 +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.

Wild animals connect us with nature: About awe, eco-pedagogy and natureconnectedness

Schilhab, T., Esbensen, G. L. — Wed, 29 Jan 2025 03:18:23 +0100

In recent years, studies have linked children’s experiences with nature to their understanding of sustainability. According to existing research, positive nature interactions and the experience of being part of nature motivate sustainable actions, a relationship described by the concept of “connectedness with nature.” Current research often refers to nature as a green (or blue) area—i.e., a place that, unlike urban areas, has characteristics that stimulate positive experiences of nature. Hence, the connection between experiences with local wild animals in nature (invertebrates such as snails and spiders, and vertebrates such as mammals and amphibians) and positive nature experiences remains unexplored. We do not yet know whether wild animals, as creatures with their own goals and worlds of experience, can stimulate children’s experience of being part of nature and ultimately lead to sustainable behaviour. However, animals are relatively easy to connect with and care for because their actions often resemble ours. This recognisability may intuitively pique children’s interest and thus initiate a budding emotional attachment to and understanding of nature. This article offers a theoretical framework for how children’s experiences of local wildlife may influence their opportunities to develop nature connectedness. The article demonstrates how observations of wild animals and their purposefulness in their natural environment potentially stimulate emotions and cognitions that are of significance to developing nature connectedness. We point to three effects, as follows: (1) the stimulation of curiosity through animals’ senses and actions, (2) insight into the diversity of nature through animals’ recognisable, yet different behaviour, and (3) the experience of how we depend on the concrete environment by proxy. We elaborate on the implications of these effects on children’s connection to nature. We also discuss the importance of adult involvement and support in the facilitation of certain feelings and cognitions in the development of children’s connectedness to nature.

Vilde dyr forbinder os med naturen

Schilhab, T., Esbensen, G. L. — Mon, 01 Jan 2024 03:18:23 +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 03:18:23 +0100

Expanding the playful university

Nørgård, R. T., Toft, H. — Thu, 12 Dec 2024 03:18:23 +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 03:18:23 +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 03:18:23 +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 03:18:23 +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 03:18:23 +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.

PANDEMI!

Mon, 28 Aug 2023 03:18:23 +0200

Coronapandemien er blevet omtalt som et forstørrelsesglas for bestående samfundsproblemer og strukturelle uligheder, der i hverdagen falder i baggrunden, men som kom til syne med pandemien som lakmuspapir. Nuancer i forholdet mellem stater og private virksomheder trådte frem, illegal arbejdskraft viste sig bærende for nogle landes infrastruktur, og sundheds-uligheder blev tydelige globalt, nationalt og lokalt. Landes forskelligartede håndteringer af pandemien har i nogle tilfælde vist deres demokratiske institutioners resiliensgrad og har anskueliggjort landenes definition af ”det retfærdige samfund”. I samme bevægelse er nye retninger blevet udstukket, retninger der har hentet legitimitet i begreber og vidensformer fra sundhedsmyndigheder, epidemiologi, samfundsvidenskaber og finansielle eksperter. Den folkelige modstand mod regeringers coronahåndtering er blevet rettet mod vacciner og har påberåbt sig retten til egen krop. Nogle fraktioner har advaret mod fascisme, og andre har sat det hele sammen til at handle om en magtelite, Bill Gates og 5G-netværk.

Med hjælp fra fortidens store tænkere tilbyder Pandemi! Idéhistorien læser coronapandemien en ny forståelse af vores pandemiske nutid. Bogen holder coronapandemien op som et prisme, der bryder det selvfølgelige på nye måder, og de idéer, som farver vores forståelse af, hvad der er sket, og som giver mening til, hvad der bør ske, kommer til syne. Den giver et udgangspunkt for at forstå pandemiens fortsatte indflydelse på vores sprog, kultur og samfund – for at anskue pandemien som en del af vores samtidshistorie. Hvis vi vil forstå vores samtid, er der al mulig grund til at reflektere over de træk, pandemien afslørede om, hvordan vi individuelt og kollektivt reagerer på, når vi møder det uvisse, og hvordan vi har indrettet vores hverdag, vores fællesskaber og vores samfund.

I Pandemi! foregår den reflektion i realtid. Bogens bidragydere færdiggjorde deres kapitler på forskellige tidspunkter i løbet af 2021, mens coronapandemien bevægede sig frem og tilbage i bølgeformede bevægelser og vi gennemlevede forskellige grader af (u)normalitet. Dermed fungerer bogen ikke blot som en introduktion til og anvendelse af en række originale tænkere og deres tankegods, men også som en intellektual krønnike over et år i pandemiens tegn.

Med hammer og samfundssind

M. Blaabjerg-Zederkoff, D. — Mon, 28 Aug 2023 03:18:23 +0200

Michel Foucault (1926-1984) omtalte kun med forbehold sig selv som idéhistoriker, og da han i 1970 tiltrådte Collége de France, var det med titlen ’Professor i Tankesystemernes Historie’. Hans tænkning har haft betydelig relevans for en bred vifte af akademiske discipliner, og han er en af vor tids mest indflydelsesrige og oftest citerede tænkere. Da overvågningsforskningen blev etableret som et akademisk felt i 1970erne, fik Foucaults arbejde fra bogen Overvågning og Straf (1975) en central position. Derudover er Foucault som magtteoretiker en uomgængelig vidensaktør, idet han forstår overvågning som en central del af magtudøvelse. Den foucauldianske magtanalyse kan forekomme skeptisk og næsten paranoid, men analysen peger ikke mod en stillingtagen til magt eller magtudøvelse, men alene mod en undersøgelse af, hvordan forskellige magtmekanismer søges anvendt.

Danske elevers teknologiforståelse og skærmbrug

Bundsgaard, J., Bindslev, S. G., Caeli, E. N., Grønhøj, E. O., Rasmussen, E. — Tue, 12 Nov 2024 03:18:23 +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 03:18:23 +0100

Protocol 2

Nørgård, R. T., Holflod, K. — Mon, 01 Jan 2024 03:18:23 +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 03:18:23 +0100

Store sprogmodeller og AI-chatbots på videregående uddannelser

Bruun, M. H., Krause-Jensen, J., Hasse, C. — Thu, 12 Dec 2024 03:18:24 +0100

Kognitiv terapi

Nørby, S. — Mon, 01 Jan 2024 03:18:24 +0100

Metakognitiv terapi

Nørby, S. — Sun, 01 Jan 2023 03:18:24 +0100

Jean Piaget

Nørby, S. — Sun, 01 Jan 2023 03:18:24 +0100

Social angst, læring og uddannelse

Nørby, S. — Mon, 01 Jan 2024 03:18:24 +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 03:18:24 +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 03:18:24 +0200

Equity and equality in gender research

Hasse, C. — Sun, 01 Jan 2023 03:18:24 +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

Periodisk evaluering av bachelorprogrammet og årsstudiet i sosialantropologi ved NTNU i Trondheim

Wed, 01 May 2024 03:18:24 +0200

Utbildningsutvärdering för kandidatprogrammet i antropologi vid Samhällsvetenskapliga fakulteten

Krause-Jensen, J., Widstrand, E. ., Macek, I., Jensie, A. — Mon, 01 Jan 2024 03:18:24 +0100

Uddannelsesevaluering

How to do things with Words

Krause-Jensen, J. — Fri, 01 Dec 2023 03:18:24 +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 03:18:24 +0200

Essay til Magtudredningen

Ratner, H. F., Jørgensen, R. F. — Mon, 01 Jan 2024 03:18:24 +0100

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