Publications - Publications en-us PURE Extension (Web Department) 30 <![CDATA[Assemblages of Autonomy and Assemblages of Dependency]]> Nickelsen, N. C. M. Research Mon, 06 May 2024 20:49:55 +0200 c3d58bef-3d17-476c-9259-8f7443c66d89 <![CDATA[Hvorfor jeg ikke vil bruge ChatGPT]]> Caeli, E. N. Communication Fri, 15 Mar 2024 20:49:55 +0100 79452f53-e55e-43c2-9fb0-1393dd84a741 <![CDATA[Velfærdsstaten anvender medarbejderdata – det kan der være demokratisk gode grunde til]]> Møller, N. H., Ratner, H. F. Communication Fri, 01 Mar 2024 20:49:55 +0100 db8de5bb-1dc3-4160-978d-50db7881a223 <![CDATA[Vi taler ikke om det, men AI bliver en gigantisk belastning for klimaet og naturen]]> Ratner, H. F., Papazu, I. . Communication Wed, 28 Feb 2024 20:49:55 +0100 a3d3975f-f963-48bd-8499-b31f555d4421 <![CDATA[Lessons from COVID-19 for behavioural and communication interventions to enhance vaccine uptake]]> Lewandowsky, S., Schmid, P., Habersaat, K. B., et al. Research Wed, 01 Nov 2023 20:49:55 +0100 8fcb0f7a-248e-4278-a968-a07331af0442 <![CDATA[Teorier og begreber]]> Knudsen, T. B., Bülow, M. W. Education Sun, 01 Jan 2023 20:49:55 +0100 1ef7938f-0235-4406-81c8-e88e5f964387 <![CDATA[Velkommen til International Politik]]> Knudsen, T. B., Bülow, M. W. Education Sun, 01 Jan 2023 20:49:55 +0100 87781aad-81bf-404b-be6d-67dfd9bd242a <![CDATA[International Politik NU: Magtbalance, værdier og samarbejde]]> Education Sun, 01 Jan 2023 20:49:55 +0100 e3fa0844-16bf-4a6b-a265-af5dacbce57f <![CDATA[(No) Hope for the Future? A Design Agenda for Rewidening and Rewilding Higher Education with Utopian Imagination]]> Nørgård, R. T., Holflod, K. Research Mon, 01 Apr 2024 20:49:55 +0200 b6527409-625b-4699-9ab4-d571a93bf952 <![CDATA[Efter Inklusionen]]> Research Wed, 01 Feb 2023 20:49:55 +0100 56b94821-0924-40d1-89f0-74d96d573d48 <![CDATA[ChatGPT minder os om det gode ved uvidenhed]]> Hasse, C., Bruun, M. H. Communication Sat, 02 Dec 2023 20:49:55 +0100 2fb76bed-0468-4289-b570-d5eda1b6be9d <![CDATA[Den store skærmkamp]]> Lieberoth, A. Communication Sun, 01 Jan 2023 20:49:55 +0100 7c8885ec-dce4-4e05-9df0-487eda1bff1f <![CDATA[Can playing Dungeons and Dragons be good for you? Tabletop role-playing games to mitigate social anxiety and reduce problematic gaming.]]> Billieux, J., Bloch, J., Rochat, L., et al. Research Sun, 01 Oct 2023 20:49:55 +0200 ccbef4e6-5ef0-4ddb-aa6f-f132c882ec02 <![CDATA[Teknologiforståelse]]>
Podcasten er produceret af Videnslyd for Aarhus Universitetsforlag.

Medvirkende: Elisa Nadire Caeli
Lyddesign og mix: Andrew Davidson ]]>
Communication Mon, 25 Sep 2023 20:49:55 +0200 c6eb97c3-69f3-4a55-87ce-aa5443c8c7bf
<![CDATA[EPIC-WE Cultural Hubs]]> Holflod, K., Edut, J. E., Tscherning, R. W., Nørgård, R. T. Research Sun, 01 Jan 2023 20:49:55 +0100 d7ab98a3-7a9d-4707-9da0-20ef0ec91a5c <![CDATA[Playing with Futures and Utopia]]> Holflod, K., Bayne, S., Nørgård, R. T. Research Sun, 01 Jan 2023 20:49:55 +0100 1200b62d-df69-4903-8601-d980a21916fb <![CDATA[ICT Use, Self-Efficacy, and the Future of Eighth-Grade Students]]> Caeli, E. N., Caviglia, F., Bundsgaard, J. In six different focus groups, 44 Danish eighth-grade students (15 girls and 29 boys from two different schools) were interviewed during the spring and summer of 2022. All these students had participated in the ICILS 2023 field trial and were therefore familiar with the study. They were introduced to the results of ICILS 2018 showing gender differences with regard to ICT use, studying and working with ICT in future, and ICT self-efficacy. They were then asked to discuss whether the results surprised them, what they thought had caused the differences, and whether/how they thought these differences should be eliminated. Afterwards, their discussions were coded in NVivo software and analyzed qualitatively to find out how the students related to these issues.
The study shows that stereotypes do exist in the minds of the students taking part. They feel that stereotypes contribute to the differences between girls and boys in the ICILS 2018 results presented to them, but many of them do not regard gender differences in ICT as a problem. For example, they argue that people should have the right to do what they want to do, and that boys and girls are not the same. However, some of them do think that there is a problem and argue that they need to learn more about ICT in school to persuade them that working with ICT does not necessarily mean sitting in front of a screen and writing lines of code all day long.
Based on this study, it is argued that students need a broader conception of what ICT is, and how computers are used in society, in order to gain greater understanding of why it is important that all genders participate in developing, implementing and determining the future of digital systems to benefit our own lives as well as societies in general, both locally and globally.]]>
Research Thu, 01 Jun 2023 20:49:55 +0200 41314dc9-119b-4093-bf4d-6f9c4316fb9f
<![CDATA[Organisation og beslutningsproces]]> Schrøder, I. Education Fri, 01 Jul 2022 20:49:55 +0200 930e3b46-2ed7-430e-b3c9-771f86474dda <![CDATA[Økonomi uden tal]]> Schrøder, I. Communication Wed, 01 Nov 2023 20:49:55 +0100 2274ba9b-1583-4a90-94b9-cf491877cdab <![CDATA[Solidarity through speculation]]> Nørgård, R. T., Bayne, S.
The paper will consider how sociologically-oriented approaches such as ‘utopia as method’ and design-oriented ‘materialisations of the ideal in the real’ (Nelson & Stolterman, 2013) might be used to differently conceptualise institutions of higher education. How might different methods for ‘organised imagining’ support us to build a higher education based on values divergent from the current competitive, financialised, globalised norm? How might they help us devise structures capable of supporting communality, solidarity and diverse knowledges as well as ‘planetary and more-than-human’ care (Pierre, 2015; Bellacasa, 2017)?

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

In the spirit of co-creative solidarity, the paper session will in different ways enact the speculative and utopian method to collectively work towards new conclusions about what preferable higher education futures – focused on solidarity – might look like.
Research Sun, 01 Jan 2023 20:49:55 +0100 81ca8361-9d5e-45a5-9856-a785a08660cc
<![CDATA[The slow scholar in the accelerated university]]> Nørgård, R. T., Grant, B. ., Bosanquet, A.
Walker’s (2017) descriptor of slow reading against the institution sets a meandering mood for the slow scholar in all her roles (researcher-thinker-writer, teacher and servant): inconclusive, uncertain, imaginative, experimental, curious, questioning, incomplete, appreciative, respectful, generous, meandering, reflective, meditative, patient, ethical, speculative, unknowing. Every word is a challenge, or maybe it could be a baton, in the intergenerational relay of academic lives.

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

Research Sun, 01 Jan 2023 20:49:55 +0100 19b7a483-d2f6-41d1-b229-a758f5546849
<![CDATA[Doing engagements and interventions with care]]> Lydahl, D., Nickelsen, N. C. M. Research Thu, 01 Feb 2024 20:49:55 +0100 40add0c5-00b0-449a-aeb4-7d6048ebe533 <![CDATA[Holding together that which does not easily hold together – care receivers’ work to get sensible care out of welfare technology?]]> Nickelsen, N. C. M. Research Wed, 06 Sep 2023 20:49:55 +0200 c2cbd209-1d48-4c7d-b078-990fa4ea4fe2 <![CDATA[Giving up on algorithmic fantasies:]]> Schrøder, I., Ratner, H. F. Research Thu, 06 Jul 2023 20:49:55 +0200 9b36bd45-9d62-4486-a3e9-63dbe73933f9 <![CDATA[Calculating children’s unknown futures]]> Schrøder, I., Ratner, H. F. Research Sun, 01 Jan 2023 20:49:55 +0100 e547d362-74d5-44dd-b8cc-74dcbc3beec5 <![CDATA[Forskeren forklarer: Her er tre måder at anskue påvirkningen fra kunstig intelligens i vores skoler]]> Laage-Thomsen, J., Ratner, H. F. Communication Mon, 12 Jun 2023 20:49:55 +0200 db87edce-d84b-40c2-9963-adfeaceead2c <![CDATA[Overvågning og trivselsmåling]]> Ratner, H. F., Andersen, L. B. Research Mon, 01 Jan 2024 20:49:55 +0100 c05443c3-c6bf-486a-8c34-5328a5d76325 <![CDATA[Risiko-scoring af børn]]> Ratner, H. F., Elmholt, K. T. Research Fri, 01 Dec 2023 20:49:55 +0100 fac482a0-0838-4449-90ad-a22022f0c5f5 <![CDATA[Algorithmic constructions of risk]]> Ratner, H. F., Elmholt, K. T. This paper examines how predictive algorithms construct risk by calculating and anticipating children's uncertain futures. Theoretically, we analyze algorithmic risk construction by attending to (a) the problematizations justifying algorithmic prediction, (b) their underpinning data infrastructures, and (c) the configurations of agencies across humans and machines. Empirically, we examine two experiments in Danish child protection services that developed algorithmic models to predict children's maltreatment. Our analysis highlights how algorithmic predictions can create different notions of risk. The first case used predictive algorithms to supplement human risk assessments with data from child protection services, while the second case aimed to detect risk early by constructing parents as risk factors, requiring data from other welfare sectors. By comparing these cases, we highlight two distinct risk constructions: one that uses algorithmic prediction to manage uncertainty and another that seeks to eliminate undesired futures by preempting risk. These different constructions have implications for how the present is viewed as a moment of intervention and for how families are constructed as “risk objects.”

Research Sat, 01 Jul 2023 20:49:55 +0200 3483abdf-8785-4f85-b80f-cef5d80a5239
<![CDATA[Hybrid teknologiforståelse]]> Andersen, L. B., Danholt, P., Ratner, H. F. Research Thu, 01 Jun 2023 20:49:55 +0200 c9526063-46cf-4ea2-b8eb-9546803aef0d <![CDATA[EPIC-WE - Relations and settings for empowered participation beyond the institution]]> Nørgård, R. T., Holflod, K.
The EPIC-WE model will be developed and tested as a core deliverable of the EPIC-WE project. The EPIC-WE project is a Horizon Europe Research & Innovation Action that is awarded approx. 23 mill DKK by EU and was launched on March 1st 2023. The project is carried out as an ambitious double-loop Design-Based research project (McKenney & Reeves, 2019) across three sites in Denmark, Holland, and Portugal.

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

The EPIC-WE model and project, its relevance and implications for higher education development and teaching, as well as its connections to the DUNK theme of settings and relations will be discussed.
Research Sun, 01 Jan 2023 20:49:55 +0100 b5a4d8e4-cee3-43b1-b80c-a1a91b0bc68e
<![CDATA[Du jeu « online » au jeu « offline » - Un programme pilote pour réduire l’usage excessif des jeux vidéo]]> Billieux, J., Bloch, J., Rochat, L., et al. Research Tue, 23 May 2023 20:49:55 +0200 1fd01d49-d50e-490b-b9ba-e9505ae5de09 <![CDATA[”Tardjomâni”: Youth and child language brokering across generational and relational realms in negotiating collaboration, care and communication]]> Ghandchi, N. Research Mon, 01 May 2023 20:49:55 +0200 92a68eec-c8cd-4863-a2ce-aa8394e25307 <![CDATA[Mediation Analysis of Conspiratorial Thinking and Anti-Expert Sentiments on Vaccine Willingness]]> Blackburn, A., Han, H., Gelpí, R., et al. Objective: Vaccines are an effective means to reduce the spread of diseases, but they are sometimes met with hesitancy that needs to be understood. Method: In this study,we analyzed data from a large, cross-country survey conducted between June and August 2021 in 43 countries (N= 15,740) to investigate the roles of trust in government and science in shaping vaccine attitudes and willingness to be vaccinated. Results: Despite significant variability between countries, we found that both forms of institutional trust were associated with a higher willingness to receive a COVID-19 vaccine. Furthermore, we found that conspiratorial thinking and anti-expert sentiments predicted reduced trust in government and science, respectively, and that trust mediated the relationship between these two constructs and ultimate vaccine attitudes. Although most countries displayed similar relationships between conspiratorial thinking and anti-expert sentiments, trust in government and science, and vaccine attitudes, we identified three countries (Brazil, Honduras, and Russia) that demonstrated significantly altered associations between the examined variables in terms of significant random slopes. Conclusions: Cross-country differences suggest that local governments’ support for COVID-19 prevention policies can influence populations’ vaccine attitudes.

Research Sun, 01 Jan 2023 20:49:55 +0100 0cab1415-b92e-497e-9671-2b0acfae0a14
<![CDATA[Det usynlige menneske i platformsarbejde - en kvalitativ undersøgelse af algoritmisk ledelse]]> Kusk, K., Duus, K., Scott Hansen, S., Floros, K. Research Sat, 01 Jan 2022 20:49:55 +0100 7774c909-80da-4c82-98d1-0c2bf3744bbb <![CDATA[Gør vores telefoner os dummere og mindre sociale? Ny forskning genfinder ikke berømte resultater]]> Lieberoth, A. Communication Sun, 01 Jan 2023 20:49:55 +0100 68912149-b747-4572-bc4c-0120c2fdd807 <![CDATA[Riders in app time:]]> Terkelsen, K. D., Bruun, M. H., Dalsgård, A. L. This article is based on ethnographic fieldwork among bicycle food delivery riders in Brussels who worked through the digital platform Deliveroo. The article engages the riders’ specific temporal experiences of platform work. Platform work through digital apps creates an image of aspatial real-time. However, using the notion of the ‘data double’, we demonstrate that the riders not only have to navigate the cityscape of Brussels on their bikes. They also have to cope with unwanted waiting time caused by the frictions between the data doubles in the app and the spatiotemporal structure of the food delivery economy. We argue that the riders manage to bridge the gap between the logic of the app’s real time and the spatiotemporal and economic constraints. They do so by employing different tactics for manipulating the temporal structure of the app as well as their own experience of time. Drawing on Michael Flaherty’s work, we call these tactics ‘time work’. Most of the interviewed riders did not envision working through the digital platform as a career. Instead, Deliveroo provided a temporary and flexible way to cover their expenses while preparing for other, more important issues such as finishing their education. Studies of digital platform work often highlight the extremely precarious working conditions of food delivery riders, but they have lacked a closer exploration of the platform workers’ own temporal experiences of work. This article brings new empirical insight to studies of digital platform work and, particularly, demonstrates that Deliveroo riders in Brussels are both ‘victims and architects of time’. Overall, this article contributes to a better understanding of the experience of time under platform capitalism.

Research Mon, 01 May 2023 20:49:55 +0200 b640402b-9695-438b-9d75-bf4d1b78a2a2
<![CDATA[Byen som etnografisk living lab]]> Brandt, A., Bruun, M. H. Research Sun, 01 Jan 2023 20:49:55 +0100 16991f84-0a46-4d8c-a27d-b201fd362e3f <![CDATA[Neuropsykologiske perspektiver på børn og unge med diagnoser]]> Bøttcher, L. Research Wed, 01 Mar 2023 20:49:55 +0100 b90948a7-ccc1-4bcc-b641-d433abb37830 <![CDATA[Indledning]]> Holm, C., Bøttcher, L. Research Wed, 01 Feb 2023 20:49:55 +0100 0f87f235-c904-4361-b3a8-bed6d8f4f831 <![CDATA[Comment to Evolution without Inheritance: Steps to an Ecology of Learning by Tim Ingold]]> Hasse, C. Research Thu, 01 Dec 2022 20:49:55 +0100 5d2f5bf3-a78e-480d-9b57-12ffac487adb <![CDATA[Workplace Learning for Changing Social and Economic Circumstances]]> Hasse, C. Workplace learning-in-practice theories have a keen eye on artefacts. Nonetheless, new materialist theories challenge cultural-historical activity theory (CHAT), cultural anthropology (CA) and symbolic interactionism (SI) (Guile 2011) as being too human centred, paying too little attention to material agency. New materialist theories of technology–human interactions have evolved alongside changes in workplace technologies, including robots. These theories emphasise the agency of materials and only secondarily, if at all, how they stand in relation to humans, sociality and human agency. I bring a new focus to these discussions by exploring Socratic ignorance in workplace learning. This brings humans as learners in inter-professional work to new materialist discussions. Focusing on ignorance extends our gaze beyond human–human and human–technology relations to processes of technology–human relations. It emphasises that sociotechnical imaginaries are not static but are tested in workplace learning, as technology is put to use. In the learning processes, relations change as humans and technology move from being imagined to being practised.
The point of departure is the healthcare robot, Silbot, developed by the South Korean robot company Korean Institute of Science and Technology (KIST). Silbot is designed to train elder citizens with dementia in rehabilitation centres. It was implemented at two centres, in Finland and Denmark, in 2011–2012. As part of our research on humanoid robots in Denmark, we studied the implementation of Silbot (Hasse 2015b, Blond 2019). Silbot was first developed as an English teacher (Silbot-1) for South Korean schoolchildren. After meeting with a Danish municipal director of welfare technology, KIST created Silbot-2, a brain-training robot, which resembled an overgrown penguin with a human voice. A later version, Silbot-3, developed with the Danish staff, has a smiling Caucasian female face on a flat screen and is a slim humanoid. Its shiny white plastic body rests on a round movable platform and has two flipper-like arms. As a brain-training instructor, it moves on a black-and-white tiled floor, which helps it orientate itself. It is therefore lost when not moving around this board. The people to be trained sit at tables around the chequered floor. Silbot-3 provides several brain training games, which are shown on a central screen and at screens at the participants’ tables. Silbot introduces the games and wheels around to evaluate results, but in order to move, it must be connected to a PC and operated by a human operator. During the testing period, these operators were often Korean, whereas the instructors were Danish or Finnish.
Humanoid robots like Silbot enter workplaces soaked in sociotechnical imaginaries (Jasanoff 2015a) and cultural expectations. When the humanoid robots leave the robot laboratories and enter a local practice, they can become active agents in interprofessional work at the boundaries between healthcare staff and engineers as well as across national cultures. I shall argue that to obtain common knowledge (Edwards 2011), that ensures respect for each other’s motives (Hopwood et al. 2016), both staff and engineers require Socratic ignorance. In Denmark, Socratic ignorance moved both staff and engineers towards the unfolding of relational agency as they worked together to respond to the volatile agency of Silbot. In Finland, the staff did not have patience with the engineers’ lack of Socratic ignorance in relation to local practices and terminated the Silbot project after three months.
Research Sun, 01 Jan 2023 20:49:55 +0100 88af0eb4-ced9-42a3-99e7-3d85d649abc5
<![CDATA[Kan Det Blå Danmark Blive Grønt?]]> Thit, N., Krause-Jensen, J., Skårup, B. Commissioned Sat, 01 Jan 2022 20:49:55 +0100 d480d619-98c5-4cf5-9c19-a5d328ce1423 <![CDATA[Algoritmer i sagsbehandlingen af indsatser til udsatte børn]]> Ratner, H. F., Schrøder, I. Communication Sun, 01 Jan 2023 20:49:55 +0100 a80378d3-f53e-4d29-b1d7-9e04f0d66d9f <![CDATA[Flying drones as a gendered matter of concern]]> Waltorp, K., Bruun, M. H. Research Thu, 01 Dec 2022 20:49:55 +0100 a5fd9569-d5e2-4abc-a5f3-ed1ad86d5b50 <![CDATA[Parents as learning facilitators]]> Dannesboe, K. I. Research Fri, 01 Sep 2023 20:49:55 +0200 0f93b9d7-3d07-48dd-8a66-76ec055df2f0 <![CDATA[”Hun er jo mit barn, men det er deres sted” – Forældre og pædagogers grænsesøgning i hverdagens samarbejde]]> Juhl, P., Westerling, A., Dannesboe, K. I. Research Sun, 01 Jan 2023 20:49:55 +0100 ce3fa337-62a6-4b3d-8a36-20c12fcb3742 <![CDATA[Kan dit barn se forskel på et digitalt menneske og et rigtigt menneske?]]> Caeli, E. N., Telving, T. Communication Wed, 19 Oct 2022 20:49:55 +0200 55085bf2-29a9-4f2a-bd32-0b244cf2aea1 <![CDATA[Laws of Edu-Automation?]]> Decuypere, M. ., Alirezabeigi, S. ., Grimaldi , E. ., et al. This contribution reports on a symposium that aimed to collectively discuss different approaches to deal with processes of automation and artificial intelligence (AI) in the field of education. Inspired by Asimov’s Laws of Robotics and Pasquale's recently published NewLawsofRobotics, the symposium’s purpose was to collectively advance laws that would be specifically tailored to the field of education. In that regard, the term edu-automation seeks to propose ways of conceptualizing and imagining automation as an educational endeavor; that is, not as a purely technical-factual matter that is subsequently translated into educational practice, but equally as a matter of educational concern. Through three narratives and propositions, this contribution discusses similarities and differences between the concepts of automation and AI, and shows some of the different features that tie education and automation together. The variety and substantial differences between the three accounts shows that automation and AI cannot be approached single-sidedly, and that in order to come to a profound understanding of this phenomenon, we need to deploy a variety of theoretical, educational, and normative standpoints and positions.

Research Sun, 01 Jan 2023 20:49:55 +0100 32177141-eff0-46ec-ac69-4da3338e9c17
<![CDATA[Databasering i socialt arbejde:]]> Schrøder, I., Jacobsen, C. B., Christensen, M. ., Koustrup, C. Research Tue, 01 Nov 2022 20:49:55 +0100 00f1dbd4-f1b1-4ffd-b326-6d35a862f6a3