Publications

The research programme Future technology, culture and learning processes publications

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Bruun, M. H. & Hasse, C. (2016). Studying robots in the wild. In S. S. Andersen, J. Seibt, M. Norskov & M. Norskov (Eds.), What social robots can and should do : Proceedings of Robophilosophy 2016/TRANSOR 2016 (pp. 373-377). IOS Press. https://doi.org/10.3233/978-1-61499-708-5-373

Nørgård, R. T. (2022). Students’ academic digital competencies in higher education: development of a cross-institutional model. In R. Sharpe, S. Bennett & T. Varge-Atkins (Eds.), Handbook of Digital Higher Education (pp. 271-285). Edward Elgar Publishing.

Nørby, S. (2009). Stuck with bad memories? On the forgetting of neutral and emotional memories over time. Museum Tusculanum.

Lieberoth, A., Lin, S.-Y., Stöckli, S., Han, H., Kowal, M., Rebekah, G., Chrona, S., Tran, T. P., Jeftíc, A., Rasmussen, J., Cakal, H., Milfont, T. L. & The COVIDiSTRESS global survey consortium (2021). Stress and worry in the 2020 coronavirus pandemic: relationships to trust and compliance with preventive measures across 48 countries in the COVIDiSTRESS global survey. Royal Society Open Science, 8(2), Article 200589. https://doi.org/10.1098/rsos.200589

Bruun, M. H., Krause-Jensen, J. & Hasse, C. (2024). Store sprogmodeller og AI-chatbots på videregående uddannelser. Aarhus Universitetsforlag. Pædagogisk Indblik No. 26 https://unipress.dk/media/21032/26_store_sprogmodeller_og_ai-chatbots_paa_videregaaende_uddannelser_-11-12-2024.pdf

Dannesboe, K. I. (2017). Sted: situerede erfaringer. In E. Gulløv, G. B. Nielsen & I. Wentzel Winther (Eds.), Pædagogisk antropologi: tilgange og begreber (pp. 213-228). Hans Reitzels Forlag.

Bøttcher, L. & Dammeyer, J. H. (2024). Standardiserede test, semistrukturerede metoder og deres relevans for pædagogisk psykologisk udredningspraksis. In L. Bøttcher & J. Dammeyer (Eds.), Pædagogisk psykologisk testning og udredning (pp. 53-70). Samfundslitteratur.

Nørby, S. (2017). Sprog. In S. Nørby & M. Nordfang (Eds.), Kognitionspsykologi (pp. 299-336). Samfundslitteratur.

Hasse, C. (2002). Sprezzatura i fysiske rum. Unge Pædagoger, (7/8), 3-12.

Schilhab, T. (2014, Feb 12). Spørg ikke om, hvad iPad’en kan gøre for dig... http://www.folkeskolen.dk/540569/spoerg-ikke-om-hvad-ipaden-kan-goere-for-dig-

Schilhab, T. (2015, Aug 20). Spontane naturoplevelser bag læring? ode til biodiversiteten. https://www.folkeskolen.dk/568622/spontane-naturoplevelser-bag-laering--ode-til-biodiversiteten-

Schilhab, T. (2007). Splitting Descartes. Kognition og Paedagogik.

Lieberoth, A. (2017). Spilpædagogik. Aarhus Universitetsforlag. Pædagogisk Rækkevidde No. 5

Lieberoth, A. (2012). Spilbloggen: Kan Xbox lokke dig til at motionere? Videnskab.dk [online].

Lieberoth, A. (2012). Spilbloggen: Hvorfor snyder vi i WordFeud? Videnskab.dk [online].

Schilhab, T. & Steffensen, B. (2009). Spejlneuroner, TOM og læsning. Danmarks Pædagogiske Universitetsskole, Aarhus Universitet.

Arndt, S., Bengtsen, S. S. & Nørgård, R. T. (2017). Spaces of life: Revolt, expulsion and a conceptual rebirth of the educative subject. Abstract from Philosophy of Education Society Australasia (PESA), Newcastle, New South Wales, Australia. https://pesa.org.au/conference/program-2017

Arndt, S., Smedegaard Ernst Bengtsen, S., Mika, C. & Nørgård, R. T. (2021). Spaces of Life: Transgressions in Conceptualising the World Class University . In S. Rider , M. Peters, M. Hyvönen & T. Besley (Eds.), World Class Universities: A Contested Concept (pp. 251-267). Springer. https://link.springer.com/chapter/10.1007/978-981-15-7598-3_15

Bøttcher, L. (2016). Sørg for at få den nødvendige støtte fra starten. Spastikeren, 66(4), 21.

Bruun, M. H. (2013). Som én stor familie: husfællesskab og slægtskab i danske andelsboligforeninger. In H. Mogensen & K. F. Olwig (Eds.), Familie og slægtskab: Antropologiske perspektiver (1 ed., pp. 171-187). Samfundslitteratur. http://samfundslitteratur.dk/bog/familie-og-sl%C3%A6gtskab

Nørgård, R. T. & Bayne, S. (2023). Solidarity through speculation. Paper presented at SOLIDARITY AND THE UNIVERSITY, Gdansk , Poland.

Hojer, M. (2005). Soldatermødrene og Fædrelandet. Jordens Folk, 40(1), 20-25.

Fridgeirsdottir, G. & Schilhab, T. (2011). SOFUS - et kognitivt træningsapparat for børn med cerebral parese. Spastikeren, 61(5), 38-39. http://www.spastikerforeningen.dk/6storage/521/1753/spastikeren_nr.5-2011.pdf

Nickelsen, N. C. M. (2018). Socio-technological imaginaries, assistive robotics and transformation of care: 4S - Sydney, Track 1. Digitization of Health. Abstract from Society for Social Studies of Science (4S). Australia, Sydney, Sydney, Australia.

Nickelsen, N. C. M. (2018). Socio-technological imaginaries and human: robotics proximity – the case of Bestic. Paper presented at Robo-Philosophy 2018, Vienna, Austria.

Nickelsen, N. C. M. (2018). Socio-technical imaginaries and human-robotics proximity: the case of bestic. In M. Coeckelbergh, J. Loh, M. Funk, J. Seibt & M. Nørskov (Eds.), Envisioning Robots in Society - Power, Politics, and Public Space - Proceedings of Robophilosophy 2018 / TRANSOR 2018: power, politics, and public space (pp. 212-220). IOS Press. https://doi.org/10.3233/978-1-61499-931-7-212

Nickelsen, N. C. M. (2015, Dec 18). Socio-material assemblies, the subjectivity of pain and work identity.

Schilhab, T. & Esbensen, G. L. (2019). Socio-cultural influences on situated cognition in nature. Frontiers in Psychology, 10(APR), Article 980. https://doi.org/10.3389/fpsyg.2019.00980

Bruun, M. H. (2012). Social Life and Moral Economies in Danish Cooperative Housing: Community, Property and Value: PhD thesis, Department of Anthropology, University of Copenhagen.

Bruun, M. H. (2018). Social Imaginaries and Egalitarian Practices in the Era of Neoliberalization. In S. Bendixsen, M. B. Bringslid & H. Vike (Eds.), Egalitarianism in Scandinavia: Historical and Contemporary Perspectives (1 ed., pp. 135-155). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-59791-1_6

Nørby, S. (2024). Social angst, læring og uddannelse. Kognition & Pædagogik, 34(133), 16-27.

Schilhab, T. (2017, Jan 31). Snyd med stil: robotten hjælper. https://www.folkeskolen.dk/601862/snyd-med-stil--robotten-hjaelper

Hristova, D., Dumit, J., Lieberoth, A. & Slunecko, T. (2020). Snapchat Streaks: How Adolescents Metagame Gamification in Social Media. In J. Koivisto, M. Bujić & J. Hamari (Eds.), Proceedings of the 4th International GamiFIN Conference (pp. 126-135). CEUR-WS.org.

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

Levratto, V., Suminas, A., Schilhab, T. & Esbensen, G. L. (2021). Smartphones: Reading habits and Overuse. A qualitative study in Denmark, Lithuania and Spain. Educación XX1, 24(2), 167-188. https://doi.org/10.5944/educxx1.28321

Schilhab, T. (2018, Apr 3). Slut med tests: læring begynder med oplevelser og ender med dannelse. https://www.folkeskolen.dk/630874/slut-med-tests---laering-begynder-med-oplevelser-og-ender-med-dannelse

Schilhab, T. (2018, Apr 30). Slip læringen fri: og børnene med. https://www.folkeskolen.dk/633333/slip-laeringen-fri--og-boernene-med

Dannesboe, K. I. (2012). Slip forældrene fri: afstem forholdet mellem skole og familie. Skolebørn, ( 6), 20.

Dannesboe, K. I. (2009). Skoletasker og skolebørn: når skole gøres fraværende og nærværende i socio-materielle sammenviklinger i børns hverdagsliv. Nord Nytt, (106/107), 63-76.

Schilhab, T., Petersen, A. M. K., Sørensen, L. B. & Gerlach, C. (2007). Skolen i skoven: hjerne, krop og læring i naturen. (1 ed.) Danmarks Pædagogiske Universitetsforlag.

Krause-Jensen, J. (2012). Skole. Jordens Folk, 47(4), 3.

Clemensen, N., Dannesboe, K. I., Winther, I. W., Jordt Jørgensen, N. & Kousholt, D. (2021). Skemaer for en nedlukket hverdag. Dansk pædagogisk tidsskrift, (2), 9-30. https://dpt.dk/temanumre/2021-2/skemaer-for-en-nedlukket-hverdag/

Lieberoth, A. (2019). Skærm / skærm ikke: Rapport om skolers mobilregler Hvorfor? Hvordan? Hvad virker? DPU, Aarhus Universitet.

Lieberoth, A. (2023). "Skærme" er et tomt begreb: så hvorfor skrev jeg en hel bog om dem? KommunikationsForum. https://kforum.dk/nyheder/debat/article16623565.ece

Hasse, C. (2000). Situeret læring og praksisfællesskab: forskerintroduktion. Kvinder, Koen og Forskning, 9(1), 70-75.

Schilhab, T. (2013). Situeret kognition og biologi. Kognition & Pædagogik, 23(88), 6-19.

Wallace, J. & Hasse, C. (2014). Situating Technological Literacy in the Workplace. In J. Dakers (Ed.), New Frontiers in Technological Literacy: Breaking with the Past Palgrave Macmillan.

Schilhab, T. & Kuzmicova, A. (2020). Situated meaning-making and the places where we read. In T. Schilhab & S. Walker (Eds.), Materiality of Reading (pp. 9-16). Aarhus Universitetsforlag.

Caeli, E. N. & Chan, M. (2018). Singapores uddannelsessystem og læringsmiljø: om gode faglige resultaters omkostninger for skolebørn. Unge Pædagoger, (1), 68-78.

Harviainen, J. T. & Lieberoth, A. (2012). Similarity of social information processes in games and rituals: Magical interface . Simulation & Gaming, 43 (4), 528-549. https://doi.org/10.1177/1046878110392703

Displaying results 201 to 250 out of 1071

Revised 03.02.2023

Knud Holt Nielsen