Publications

The research programme Future technology, culture and learning processes publications

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Yadav, A., Krist, C., Good, J. & Caeli, E. N. (2018). Computational thinking in elementary classrooms: measuring teacher understanding of computational ideas for teaching science. Computer Science Education, 28(4), 371-400. https://doi.org/10.1080/08993408.2018.1560550

Caeli, E. N. (2022). Computational Thinking in Compulsory Education. [PhD thesis, Aarhus University]. Aarhus Universitet.

Caeli, E. N. & Bundsgaard, J. (2020). Computational thinking in compulsory education: a survey study on initiatives and conceptions. Educational Technology Research and Development, 68(1), 551-573. https://doi.org/10.1007/s11423-019-09694-z

Nørgård, R. T., Rasmussen, S. B. & Francis, M. (2020). Computational Thinking i et forskningsperspektiv. In Computational Thinking i gymnasiet : fra Kierkegaard til koder Systime Academic. https://computationalthinking.systime.dk/index.php?id=133

Ratner, H. F. & Moeslund, T. (2025). Computational implementations of Responsible AI: From the Right to be Forgotten to Machine Unlearning. AI and Society, 1-3. Advance online publication. https://doi.org/10.1007/s00146-025-02261-6

Holflod, K., Nørgård, R. T. & Eriksson, E. (2024). Community, Socialisation, and Empowerment in Cultural Game Jams with Youth Citizens. In Proceedings of the 18th European Conference on Games Based Learning (1 ed., Vol. 18, pp. 395-402). Academic Conferences and Publishing International Limited. https://doi.org/10.34190/ecgbl.18.1.2812

Bruun, M. H. & Hasse, C. (2022). Communities, Collectives and Categories. In M. Bruun, A. Wahlberg, R. Douglas-Jones, C. Hasse, K. Høyer, D. B. Kristensen & B. R. Winthereik (Eds.), The Palgrave Handbook of the Anthropology of Technology (pp. 381-398). Palgrave Macmillan. https://doi.org/10.1007/978-981-16-7084-8_19

Bruun, M. H. (2015). Communities and the Commons: Open Access and Community Ownership of the Urban Commons. In C. Borch & M. Kornberger (Eds.), Urban Commons: Rethinking the City (pp. 153-170). Routledge. https://www.routledge.com/products/9781138017245

Hasse, C. (2022). Comment to Evolution without Inheritance: Steps to an Ecology of Learning by Tim Ingold. Current Anthropology, 63(25), 46-47. https://doi.org/10.1086/722437

Hasse, C. (2021). Collective Visual Hermeneutics: How Posthumanist Learning Forms Perception with Technologies. In R. Robert & S. Fried (Eds.), Postphenomonology and Imaging (pp. 225-246). Lexington Books.

Stevenson, M. P., Dewhurst, R. C., Schilhab, T. & Bentsen, P. (2019). Cognitive Restoration in Children Following Exposure to Nature: Evidence From the Attention Network Task and Mobile Eye Tracking. Frontiers in Psychology, 10(FEB), Article 42. https://doi.org/10.3389/fpsyg.2019.00042

Bøttcher, L. (2011). Cognitive impairments and cultural-historical practices for learning: children with cerebral palsy in school. In M. Hedegaard & H. Daniels (Eds.), Vygotsky and special needs education: rethinking support for children and schools (pp. 11-29). Bloomsbury Academic.

Fiskaali, A., Lieberoth, A. & Spindler, H. (2018). Climbing the ranks in hard mode: a look into how the competitive environment of Danish e-sport academies affects young gamers. Poster session presented at University of California Irvine eSports Conference 2018, Irvine, United States.

Krause-Jensen, J. (2007). Clifford Geertz: Thick Description. In Antropologiske Mesterværker (1 ed., pp. 245-257). Aarhus Universitetsforlag.

Ratner, H. F. & Thylstrup, N. B. (2025). Citizens’ data afterlives: Practices of dataset inclusion in machine learning for public welfare. AI & Society, 40(3), 1183-1193. https://doi.org/10.1007/s00146-024-01920-4

Bøttcher, L. (2010). Children with Spastic Cerebral Palsy: Their Cognitive Functioning and Social Participation. A Review. Child Neuropsychology: A Journal on Normal and Abnormal Development in Childhood and Adolescence, 16(3), 209-228.

Bøttcher, L. (2021). Children with disabilities growing up and exploring life as adults: Socio-cultural challenges around the transition to adulthood. In E. Ødegaard, M. Fleer, M. Hedegaard & H. V. Sørensen (Eds.), Qualitative studies of Exploration in Childhood Education: Cultures of play and learning in transition (pp. 97-114). Bloomsbury Academic.

Bøttcher, L. (2019). Children with disabilities growing up and becoming adults: socio-cultural challenges around the transition to adulthood. In M. Hedegaard & A. Edwards (Eds.), Supporting difficult transitions: children, young people and their carers (pp. 241-261). Bloomsbury Academic.

Nørgård, R. T. & Thestrup, K. (2014). Childen as Global Fabricators: FabLab Thinking and Tinkering in Experimenting Networks around the World. Abstract from FabLearn Europe, Aarhus, Denmark. http://fablearn.eu/wp-content/uploads/Children-as-Global-Fabricators-FabLab-Thinking-and-Tinkering-in-Experimenting-Networks-around-the-World.pdf

Hasse, C. & Bruun, M. H. (2023, Dec 2). ChatGPT minder os om det gode ved uvidenhed. Videnskab.dk. https://videnskab.dk/teknologi/?p=204105

Hasse, C., Bruun, M. H. & Knaap, K. Ø. (2025). ChatGPT med Relationel Sokratisk Uvidenhed. Dansk Universitetspædagogisk Tidsskrift, 20(38), 46-58. https://tidsskrift.dk/dut/article/view/145130/199466

Ghandchi, N. (2024). Caregiving and flying cars: interactionally mediated practices of care through language brokering within an Afghan migrant family in Denmark. Journal of Multilingual & Multicultural Development, 45(7), 2785-2800. https://doi.org/10.1080/01434632.2022.2071428

Schilhab, T. (2018, Jan 10). Can your child’s phone bring them closer to nature? http://sciencenordic.com/can-your-child%E2%80%99s-phone-bring-them-closer-nature

Lieberoth, A. & Fiskaali, A. (2020). Can worried parents predict effects of video games on their children? A case-control study of cognitive abilities, wellbeing and addiction indicators. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.586699

Billieux, J., Bloch, J., Rochat, L., Fournier, L., Eben, C., Khazaal, Y., Simon, O., Andersen, M., King, D. L. & Lieberoth, A. (2023). Can playing Dungeons and Dragons be good for you? Tabletop role-playing games to mitigate social anxiety and reduce problematic gaming. Oral communication at the 8th International Conference on Behavioral Addictions (ICBA). Journal of Behavioral Addictions, 12(Supplement-1). https://doi.org/10.1556/2006.2023.00800

Billieux, J., Fournier, L., Rochat, L., Georgieva, I., Eben, C., Malmdorf Andersen, M., King, D. L., Simon, O., Khazaal, Y., Lieberoth, A. & Bloch, J. (2025). 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. Royal Society Open Science, 12(4), Article 250273. https://doi.org/10.1098/rsos.250273

Hanghøj, T., Lieberoth, A. & Misfeldt, M. (2018). Can cooperative video games encourage social and motivational inclusion of at-risk students? British Journal of Educational Technology, 49(4), 775-799. https://doi.org/10.1111/bjet.12642

Lieberoth, A. & Hansen, F. A. (2011). Can Autobiographical Memories Create Better Learning? The Case of a Scary Game. In D. Gouscos & M. Meimaris (Eds.), Proceedings of ECGBL 2011. The 5th European Conference on Games Based Learning (pp. 350-357)

Schrøder, I. & Ratner, H. F. (2023). Calculating children’s unknown futures: Repairing, devaluing, and abandoning earlier versions of algorithmic calculations for child protection . Abstract from 6th Nordic STS Conference 2023, Oslo, Norway.

Toft-Nielsen, C. & Nørgård, R. T. (2018). Byggeklodser og blockbusters: serialiseringspraksis på tvæs af medier, materialer og modaliteter. Passage, 79(1), 89-102.

Brandt, A. & Bruun, M. H. (2023). Byen som etnografisk living lab: Oversvømmelser og klimatilpasning i Vejle. Aarhus Universitetsforlag. Antropologiske Studier Vol. 9

Brandt, A. & Bruun, M. H. (2024). Byen som etnografisk living lab: oversvømmelser og klimatilpasning i Vejle. In G. Silding (Ed.), Vand og Bosætning: potentiale eller trussel? (pp. 39-52). Dansk Byplanlaboratorium. https://www.byplanlab.dk/sites/default/files/BHU_skrift_84_2024.pdf?0.6237771336142782

Schilhab, T. (2015, May 18). Burbørn - når lærerfunktionen presses. https://www.folkeskolen.dk/563811/burboern---naar-laererfunktionen-presses

Haastrup, L., Hasse, C., Pilegaard Jensen, T., Knudsen, L. E. D., Laursen, P. F. & Nielsen, T. K. (2013). Brobygning mellem teori og praksis i professionsbacheloruddannelserne: sammenfattende rapport. KORA, Det Nationale Institut for Kommuners og Regioners Analyse og Forskning, 978-87-7488. http://projekter.au.dk/brobygning/

Hasse, C. & Trentemøller, S. (2008). Break the Pattern! A critical enquiry into three scientific workplace cultures: Hercules, Caretakers and Worker Bees. (1 ed.) UPGEM.

Hasse, C. (2012). Break the Cultural Patterns: A review of ‘‘Breaking into the lab. Engineering progress for women in science.’’. Cultural Studies of Science Education, 9(2), 539-542. https://doi.org/10.1007/s11422-012-9457-4

Schilhab, T. (2016, Jan 12). Bowie – The day after. https://www.folkeskolen.dk/578779/bowie--the-day-after

Søgaard, T. F. & Krause-Jensen, J. (2020). Bouncer service work: Emotional labour and flexible masculinity. Journal of Organizational Ethnography, 9(1), 30-43. https://doi.org/10.1108/JOE-10-2018-0044

Lieberoth, A., Strand, P. & Lasthein Lehrmann, A. (2025). Børns perspektiver på leg. In H. H. Jørgensen & H. M. Skovbjerg (Eds.), Legedesign i skole og SFO (pp. 83-92). Akademisk Forlag.

Schilhab, T., Esbensen, G. L. & Nielsen, J. V. (2020). Børn og unges brug af teknologi til naturoplevelser: Statusrapport for del 1 af forskningsprojektet Naturlig Teknik. Center for Børn og Natur.

Bøttcher, L. (2020). Børn og unge med handicap. In K. E. Petersen & L. Ladefoged (Eds.), Forskning med børn og unge: Etik og etiske dilemmaer (pp. 223-235). Hans Reitzels Forlag.

Bøttcher, L. (2019). Børn og unge med autismespektrumforstyrrelser eller ADHD og udsathed. In C. Mosbye-Jensen (Ed.), Diagnoser i myndighedsarbejde: børn og unge med autisme eller ADHD (pp. 49-73). Samfundslitteratur.

Dannesboe, K. I. (2014). Børn mellem skole og familie: intensiveret engagement og sensitive navigationer . Nordiske Udkast, 41(1).

Bøttcher, L. (2013). Børn med diagnoser som pædagogisk-psykologisk udfordring: Dialektisk balancegang mellem psykomedicinske og kontekstorientede forståelser. Pædagogisk Psykologisk Tidsskrift, 50(6), 58-68.

Bøttcher, L. & Friis, M. B. (2023). Børn med CP og kommunikation. In P. Behrend, L. Zacho Greve & H. Brøndum Holm (Eds.), Børn og unge med cerebral parese (1 ed., pp. 117-124). Gad.

Bøttcher, L. (2009). Børn med cerebral parese i skolen - læring og udvikling hos børn, der har et særligt handicap. Spastikeren, 3.

Bøttcher, L. (2004). Børn med anderledes hjerner har også intentioner. Nordiske Udkast, 32(2).

Schilhab, T. (2018). Børn mangler virkelig natur. Aktuel Naturvidenskab, (5), 2.

Schilhab, T. (2018, May 29). Børn får færre naturoplevelser, men ikke kun af den grund du tror. https://www.folkeskolen.dk/636179/boern-faar-faerre-naturoplevelser-men-ikke-kun-af-den-grund-du-tror

Nørby, S. (2008). Body, emotions and learning. In T. Schilhab, M. Juelskjær & T. Moser (Eds.), Learning Bodies (pp. 67-94). Danmarks Pædagogiske Universitetsforlag.

Displaying results 901 to 950 out of 1024

Revised 03.02.2023

Knud Holt Nielsen