Publications

The research programme Future technology, culture and learning processes publications

Eriksson, E., Holflod, K. & Nørgård, R. T. (2024). Creative Toying with Cultural Heritage in Game Jams. In ICGJ 2024 - Proceedings of the 8th International Conference on Game Jams, Hackathons and Game Creation Events: Proceedings of the 8th International Conference on Game Jams, Hackathons and Game Creation Events (pp. 9–16). Association for Computing Machinery. https://doi.org/10.1145/3697789.3697795

Bundsgaard, J., Bindslev, S. G., Caeli, E. N., Grønhøj, E. O. & Rasmussen, E. (2024). Danske elevers teknologiforståelse og skærmbrug: Resultater fra ICILS-undersøgelsen 2023. Aarhus Universitetsforlag. https://doi.org/10.2307/jj.22361577

Bøttcher, L. & Dammeyer, J. (2024). De grundlæggende principper for pædagogisk psykologisk testning og udredning. In L. Bøttcher & J. Dammeyer (Eds.), Test og udredning i pædagogisk psykologisk praksis (pp. 17-31). Samfundslitteratur.

Bøttcher, L. & Dammeyer, J. H. (2024). Den pædagogisk psykologiske udredning: tilrettelæggelse og gennemførelse. In L. Bøttcher & J. Dammeyer (Eds.), Pædagogisk psykologisk testning og udredning (pp. 33-52). Samfundslitteratur.

Lieberoth, A. (2024). Den store skole-skærmkamp. Laesepaedagogen, 72(6), 23-27.

Mathiassen, C. & Bottcher, L. (2024). Developmental and Educational Possibilities during Imprisonment? In Dialectic Special Pedagogy: Supporting the Transitions of People with Disabilities and Atypical Development (pp. 189-216). Bloomsbury Academic. https://doi.org/10.5040/9781350360600.0015

Mathiassen, C. & Bøttcher, L. (2024). Developmental possibilities during imprisonment? Pedagogical reflections on how to support prisoners in transitioning to viable non-criminalized lives. In Dialectic Special Pedagogy: Supporting the transitions of people with disabilities and atypical development (pp. 189-216). Bloomsbury Academic.

Bøttcher, L. & Mathiassen, C. (Eds.) (2024). Dialectic Special Pedagogy: Supporting the transitions of people with disabilities and atypical development. Bloomsbury Academic. Transitions in childhood and youth

Díaz, C., Alba-Marrugo, M., Tungjitcharoen, W., García, N. B. & Lieberoth, A. (2024). Digital media as COVID-19 lifeline or stressor? An exploratory study on the perception of media usage under isolation. Observatorio, 18(1), 90-110. https://doi.org/10.15847/obsOBS18120242300

Bruun, M. H. (2024). Digital Methods to Support Ethnographic Data Collection and Coding. In Teaching Cases: How to Teach Digital Competencies (pp. 38-39). Aarhus Universitet. https://digitalcurriculum.au.dk/fileadmin/DigitalCurriculum/Teaching_case_catalogue_2024.pdf

Nørgård, R. T., Lysne, D. A., Ossiannilsson, E. S. I. & Nykvist, S. S. (2024). Editorial: Increased quality education through cross-campus learning environments. Frontiers in Education, 9, Article 1460701. https://doi.org/10.3389/feduc.2024.1460701

Schilhab, T. & Groth, C. (Eds.) (2024). Embodied Learning and Teaching using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices. In Routledge Routledge. https://doi.org/10.4324/9781003341604

Ratner, H. F. & Jørgensen, R. F., (2024). Essay til Magtudredningen: Kunstig intelligens i velfærdssamfundet https://ps.au.dk/fileadmin/Statskundskab/Billeder/Forskning/Forskningsprojekter/Magtudredning/Essays/Tema11/Ratner___Joergensen__Tema_11_.pdf

Ratner, H. F. & Schrøder, I. (2024). Ethical plateaus in Danish Child Protection Services: The rise and demise of algorithmic models. Science and Technology Studies, 37(3), 44-61. https://doi.org/10.23987/sts.126011

Nørby, S. (2024). Et kognitionspsykologisk perspektiv på udvikling. In A. S. S. Lund & L. Testmann (Eds.), Udviklingspsykologi i pædagogisk arbejde (pp. 67-94). Hans Reitzels Forlag.

Bøttcher, L. (2024). Et neuropsykologisk perspektiv på udvikling. In A. S. S. Lund & L. Testmann (Eds.), Udviklingspsykologi i pædagogisk arbejde (pp. 95-120). Hans Reitzels Forlag.

Nørgård, R. T. & Toft, H. (2024). Expanding the playful university: Democracy and locality. In The Playful University: Philosophy, Pedagogy, Politics and Principles (pp. 23-47). Taylor and Francis Group. https://doi.org/10.4324/9781003354956-3

Schilhab, T., Balling, G. & Esbensen, G. L. (2024). Exploring Reading Aloud Events through embodied learning: Impacts on early literacy. In Embodied Learning and Teaching Using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices (pp. 25-33). Routledge. https://doi.org/10.4324/9781003341604-5

Jørgensen, N. J., Dannesboe, K. I., Kousholt, D., Clemensen, N. & Winther, I. W. (2024). Familieliv i krise og forandring. Betydningen af pandemi og klimaforandringer for forældreskabsidealer i Danmark. Barn – Forskning om barn og barndom i Norden, 42(1), 6–21. https://doi.org/10.23865/barn.v42.5742

Nørgård, R. T. (2024). Foreword: Play It Forward. In Playful Pedagogy in Higher Education: Research and Cases from across the Disciplines (pp. v-viii). Springer. https://doi.org/10.1007/978-3-031-54956-4

Lieberoth, A. & Persson, M. S. (2024). "Good for a girl": et netnografisk feltstudie af kvindelige gameres deltagelse på Twitch.tv. Psyke & Logos, 45(2), 92-108, 144-145. https://doi.org/10.7146/pl.v45i2.152014

Schilhab, T. (2024). How nature-like artworks induce perceptual processes benefitting education in general and science education in particular. In Embodied Learning and Teaching Using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices (1 ed., pp. 136-146). Taylor and Francis Group. https://doi.org/10.4324/9781003341604-19

Caeli, E. N. (2024, Mar 15). Hvorfor jeg ikke vil bruge ChatGPT. Teknologiens Mediehus. https://www.version2.dk/holdning/hvorfor-jeg-ikke-vil-bruge-chatgpt

Krause-Jensen, J. (2024). Indledning: Psykisk Arbejdsmiljø. Tidsskrift for Arbejdsliv, 26(3), 5-9. Article 1. https://tidsskrift.dk/tidsskrift-for-arbejdsliv/issue/view/11684

Nørby, S. & Darling, P. (2024). Indledning: Stille psykiske forstyrrelser. Kognition & Pædagogik, 34(133), 2-7.

Bøttcher, L. (2024). Inklusion som ideologi. In E. Skibsted & M. Munkholm (Eds.), Specialpædagogik i et inkluderende perspektiv: Tæt på levet skoleliv (pp. 40-55). Akademisk Forlag.

Bøttcher, L. & Mathiassen, C. (2024). Introduction: Dialectic Special Pedagogy. In L. Bøttcher & C. Mathiassen (Eds.), Dialectic Special pedagogy: Supporting the transitions of people with disability and atypical development (pp. 1-18). Bloomsbury Academic.

Whitton, N. & Nørgård, R. T. (2024). Introduction. In The Playful University: Philosophy, Pedagogy, Politics and Principles (pp. 1-19). Taylor and Francis Group. https://doi.org/10.4324/9781003354956-1

Bøttcher, L. & Mathiassen, C. (2024). Introduction to Dialectic Special Pedagogy and the Book. In Dialectic Special Pedagogy: Supporting the Transitions of People with Disabilities and Atypical Development (pp. 1-18). Bloomsbury Academic. https://doi.org/10.5040/9781350360600.0006

Schilhab, T. & Groth, C. (2024). Introduction to the anthology. In Embodied Learning and Teaching Using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices (1 ed., pp. 3-12). Taylor and Francis Group. https://doi.org/10.4324/9781003341604-2

Eriksson, E., Holflod, K. & Nørgård, R. T. (2024). Jamming with Culture - Piloting Cultural Game Jam with Youth. In Proceedings of ACM Interaction Design and Children Conference: Proceedings of the 23rd Annual ACM Interaction Design and Children Conference (pp. 945-950). Association for Computing Machinery. https://doi.org/10.1145/3628516.3659424

Nørby, S. (2024). Kognitiv terapi. Lex.dk. https://lex.dk/kognitiv_terapi

Laage-Thomsen, J. & Ratner, H. F. (2024). Kunstig intelligens i den offentlige forvaltning: sammenhænge mellem algoritmisk regulering og automatisering af beslutninger i de danske AI ”signaturprojekter”. Politica. Advance online publication. https://tidsskrift.dk/politica/article/view/153262/195915

Bülow, M. W. (2024). Læremidler og professionsudvikling i en ny kunstig virkelighed. POLIS - Tidsskrift for samfundsfagsdidaktik, 5(8), 41-59. Article 4. https://tidsskrift.dk/POLIS/article/view/148107/192683

Caeli, E. N., Zambach, S., Pedersen, C. S., Bundsgaard, J. & Misfeldt, M. (2024). Maskinlæring i folkeskolen: Fra tekniske til teknologikritiske kompetencer. MONA - Matematik- og Naturfagsdidaktik, 24(4), 54-69. https://tidsskrift.dk/mona/article/view/151936

Nørgård, R. T. & Holflod, K. (2024). Meeting in the middle: How can universities, creative industries and cultural organisations co-create new futures?.

Christensen, S. N., Nielsen, J. A., Noesgaard, M. S., Elmholdt, K. T. & Ratner, H. F. (2024). Muligheder og barrierer for kunstig intelligens i den offentlige sektor: En socioteknisk analyse . Samfundslederskab i Skandinavien, 39(4), 88-113. https://rauli.cbs.dk/index.php/SiS/article/view/7325

Ratner, H. F. & Jørgensen, R. F. (2024). Når AI kommer mellem borgerne og staten, kan mennesket ufrivilligt blive en risikofaktor. Ingeniøren.

Nørgård, R. T. & Holflod, K. (2024). (No) Hope for the Future? A Design Agenda for Rewidening and Rewilding Higher Education with Utopian Imagination. International Journal of Educational Technology in Higher Education, 21(1), Article 30. https://doi.org/10.1186/s41239-024-00456-3

Ratner, H. F. & Andersen, L. B. (2024). Overvågning og trivselsmåling: Dilemmaerne begynder i skolen. In M. Jarlner & K. Escherich (Eds.), Overvågning på arbejdspladsen: når AI bestemmer (pp. 125-146). Djøf Forlag.

Dannesboe, K. I., Pless, M. & Brodersen, M. (2024). Pædagogikkens steder – stedernes pædagogik. Dansk Pædagogisk Tidsskrift, 2024(1), 4-8.

Holflod, K. & Nørgård, R. T. (2024). Pædagogik og samarbejde i 2044: Hvor er de videregående uddannelser på vej hen?. Abstract from DUN CONFERENCE 2024.

Krause-Jensen, J., Nyquist, J., Finn, M., Jensen, Ø., Frederiksen, C. (Ed.), Grøholdt, H. & Osiecka, E. (2024). Periodisk evaluering av bachelorprogrammet og årsstudiet i sosialantropologi ved NTNU i Trondheim. Institutt for sosialantropologi.

Schilhab, T. & Groth, C. (2024). Preface. In Embodied Learning and Teaching Using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices (pp. xv). Taylor and Francis Group.

Nørgård, R. T. & Whitton, N. (2024). Principles for the playful university. In The Playful University: Philosophy, Pedagogy, Politics and Principles (pp. 293-307). Taylor and Francis Group. https://doi.org/10.4324/9781003354956-25

Nørgård, R. T. & Holflod, K. (2024). Protocol 1: Quadruple Helix Cultural Innovation EPIC-WE Quadruple Helix Cultural Ecosystems and Cultural Hubs (Initial protocol). Zenodo. https://doi.org/10.5281/zenodo.13885978

Nørgård, R. T. & Holflod, K. (2024). Protocol 2: Cultural Game Jam Kit: EPIC-WE Cultural Game Jam Processes, Phases, Methods, and Tools (Initial protocol). Zenodo. https://doi.org/10.5281/zenodo.13886448

Bowman, S. L. & Lieberoth, A. (2024). Psychology and role-playing games. In J. P. Zagal & S. Deterding (Eds.), The Routledge Handbook of Role-Playing Game Studies (pp. 261-279). Routledge. https://doi.org/10.4324/9781003298045-16

Bøttcher, L. (2024). Remediation and Prolepsis in Dialectic Special Pedagogy. In L. Bøttcher & C. Mathiassen (Eds.), Dialectic special pedagogy: Supporting the Transitions of People with Disabilities and Atypical Development (pp. 39-60). Bloomsbury Academic. https://doi.org/10.5040/9781350360600.0008

Esbensen, G. L., Schilhab, T. & Balling, G. (2024). Smart technology in nature-based learning: Embodied and situated processes. In Embodied Learning and Teaching Using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices (pp. 126-136). Taylor and Francis Group. https://doi.org/10.4324/9781003341604-18

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Revised 03.02.2023

Knud Holt Nielsen