Publications

The research programme Future technology, culture and learning processes publications

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Karrebæk, M. S. & Ghandchi, N. (2015). 'Pure' Farsi and political sensitivities: Language and ideologies in Farsi complementary language classrooms in Denmark. Journal of Sociolinguistics, 19(1), 62-90. https://doi.org/10.1111/josl.12106

Bajde, D., Woerman, N., Bruun, M. H., Gahrn-Andersen, R., Sommer, J. K., Nøjgaard, M., Christensen, S. H., Kirschner, H., Jensen, R. H. S. & Bucher, J.-H. (2017). Public reactions to drone use in residential and public areas. Syddansk Universitet og Aalborg Universitet.

Bøttcher, L. (2015). Psykologiske undersøgelser af børn med CP. Spastikeren, 65(1), 38-39. http://www.spastikerforeningen.dk/6storage/521/1753/spastikeren_1-2015.pdf

Bowman, S. L. & Lieberoth, A. (2018). Psychology and role-playing games. In J. P. Zagal & S. Deterding (Eds.), Role-playing game studies : transmedia foundations (pp. 245-264). Routledge.

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

Lieberoth, A. & Trier-Knudsen, J. (2016). Psychological effects of fantasy games on their players: a discourse-based look at the evidence. In A. Byers & F. Crocco (Eds.), The Role-Playing Society: Essays on the Cultural Influence of Role-Playing Games (pp. 46-71). McFarland.

Hasse, C. (2012). Psychological anthropology. Mind, Culture, and Activity, 19(4), 385-387.

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

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

Caeli, E. N. & Bundsgaard, J. (2021). Professor og ph.d-studerende vil have teknologiforståelse på skemaet: Forhåbentlig tager politikerne opråb alvorligt denne gang. Altinget. https://www.altinget.dk/uddannelse/artikel/professor-og-phd-studerende-vil-have-teknologiforstaaelse-paa-skemaet-forhaabentlig-tager-politikerne-opraab-alvorligt-denne-gang

Ratner, H. G. & Ruppert, E. (2019). Producing and Projecting Data: Aesthetic practices of government data portals. Big Data & Society, 6(2), 1-16. https://doi.org/10.1177/2053951719853316

Caeli, E. N. & Schultz, C. A. (2017). Procesforståelse og refleksion i designtænkning og digital fabrikation. Ledelse i Morgen - Tidsskrift for pædagogisk ledelse, 20(6), 14-19. Article 4.

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

Schilhab, T. (2009). Primat-skriget. Ingeniøren, 13.

Bruun, M. H. (2017). Primary school students as co-researchers. In K. Otrel-Cass (Ed.), Proceedings of the 2nd Association for Visual Pedagogy Conference (1 ed., pp. 118-122). Dafolo. http://www.avpc2017.aau.dk/digitalAssets/307/307703_f-0998-avpc-indmad_nypdf-1.pdf

Elkjaer, B., Lotz, M. M. & Nickelsen, N. C. M. (2021). Preface. In Current practices in workplace and organizational learning : Revisiting the classics and advancing knowledge (pp. v-xxvi). Springer.

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.

Tafdrup, O. & Hasse, C. (2012). Praksislæring af teknologiske artefakter. In C. Hasse & K. D. Søndergaard (Eds.), Teknologiforståelse: på skoler og hospitaler (pp. 205-237). Aarhus Universitetsforlag.

Ratner, H. F. (2021). Prædiktive algoritmer: Den forebyggende stat og den risikoscorede borger. In K. Escherich & M. Jarlner (Eds.), Fra velfærdsstat til overvågningsstat: Algoritmernes magt i den offentlige forvaltning (pp. 93-117). Djøf Forlag.

Kjær, B. & Dannesboe, K. I. (2015). PPR's konsultative funktion - fra kamp til støtte: Følsomme relationer og professionelle identiteter kæmper ofte, når PPR skal støtte skolemedarbejdere med akut behov for hjælp til inklusionsarbejdet. http://www.emu.dk/modul/dilemmaer-i-ppr’s-konsultative-funktion

Kjær, B. & Dannesboe, K. I. (2016). PPR´s konsultative funktion: Følsomme relationer og professionelle identiteter på spil. Pædagogisk Psykologisk Tidsskrift, 53(1), 53-74.

Schilhab, T., Juelskjær, M. & Moser, T. (2008). Post Scriptum: On 'Learning bodies'. In Learning bodies (1 ed., pp. 303-315). Danmarks Pædagogiske Universitetsforlag.

Aagaard, J., Friis, J. K. B., Sorenson, J., Tafdrup, O. & Hasse, C. (Eds.) (2018). Postphenomenological Methodologies: New Ways in Mediating Techno-Human Relationships. Lexington Books. Postphenomenology and the philosophy of technology https://www.statsbiblioteket.dk/au/?locale=da#/search?query=recordID:"sb_6391578"

Hasse, C. (2008). Postphenomelogy: learning cultural perception in science. Human Studies, 31(1), 43-61.

Hasse, C. (2019). Posthuman learning: AI from novice to expert? AI & Society, 34(2), 355-364. https://doi.org/10.1007/s00146-018-0854-4

Hasse, C. (2020). Posthumanist Learning and Education. In M. Rosendahl Thomsen & J. Wamberg (Eds.), The Bloomsbury Handbook of Posthumanism (pp. 305-318). Bloomsbury Academic.

Hasse, C. (2020). Posthumanist learning: What robots and cyborgs teach us about being ultra-social. Routledge.

Myszak, A. & Nørby, S. (Eds.) (2008). Positiv psykologi: En introduktion til videnskaben om velvære og optimale processer. Hans Reitzels Forlag.

Myszak, A. & Nørby, S. (2006). Positiv psykologi. Psykolog Nyt, 16, 3-11. http://infolink2003.elbo.dk/PsyNyt/Dokumenter/doc/14345.pdf

Nørby, S. & Myszak, A. (Eds.) (2014). Positiv psykologi: en introduktion til videnskaben om velvære om optimale tilstande. (2. ed.) Hans Reitzels Forlag.

Nickelsen, N. C. M. (2015). Positivitet og negativitet i psykologien. Psykologisk Set, 35(99/100), 37-44.

Nickelsen, N. C. M. (2011). Positivitet og emotionel make-up blandt døende på hospice. In C. Elmholdt & L. Tanggaard (Eds.), Følelser i ledelse (pp. 65-88). Klim.

Nørby, S. (2008). Positive emotioner og tilgrænsede fænomener. In A. Myszak & S. Nørby (Eds.), Positiv psykologi: En introduktion til videnskaben om velvære og optimale processer (pp. 101-133). Hans Reitzels Forlag.

Nørby, S. (2014). Positive emotioner: kognitions- og neurovidenskabelige perspektiver. In S. Nørby & A. Myszak (Eds.), Positiv psykologi: en introduktion til videnskaben om velvære og optimale processer (2. ed., pp. 107-141). Hans Reitzels Forlag.

Bruun, M. H. (2021). Portræt IX. Jakob Vest Arler, lærer og cand.pæd. i pædagogisk antropologi, HR business partner hos OK Nygaard. In H. Mogensen & S. Jöhncke (Eds.), Antropologien på arbejde: En grundbog om den antropologiske kunnen (pp. 189-195). Samfundslitteratur.

Bruun, M. H. (2021). Portræt IV. Johanne Mose Entwistle, kandidat i antropologi, effektchef, AART. In H. Mogensen & S. Jöhncke (Eds.), Antropologien på arbejde: en grundbog om den antropologiske kunnen (pp. 81-86). Samfundslitteratur.

Alexander, C., Bruun, M. H. & Koch, I. (2018). Political economy comes home: on the moral economies of housing. Critique of Anthropology, 38(2), 121-139. https://doi.org/10.1177/0308275X18758871

Rasmussen, J. D. & Dannesboe, K. I. (2021). Pocket-ethnography and the study of in-between phenomena. In K. I. Dannesboe & J. D. Rasmussen (Eds.), In-between - Exploring small cracks of everyday life (pp. 9-23). Aarhus Universitetsforlag.

Schilhab, T. (2014, Oct 1). Pligten til at klynke. http://www.folkeskolen.dk/550603/pligten-til-at-klynke

Lieberoth, A., Pedersen, M. K. & Sherson, J. (2015). Play or science? a study of learning and framing in crowdscience. Well Played, 4(2), 30-55.

Holflod, K., Bayne, S. & Nørgård, R. T. (2023). Playing with Futures and Utopia: Speculating Other Worlds in Higher Education for the More-Than-Human. Paper presented at GRASP Festival.

Nørgård, R. T., Toft-Nielsen, C. & Whitton, N. (2016). Playful teaching between freedom and control: exploring the magic circle in higher education. Abstract from SRHE Conference 2016, Newport, United Kingdom. https://www.srhe.ac.uk/conference2016/abstracts/0175.pdf

Nørgård, R. T., Toft-Nielsen, C. & Whitton, N. (2017). Playful learning in higher education: developing a signature pedagogy. International Journal of Play, 6(3), 272-282. https://doi.org/10.1080/21594937.2017.1382997

Nørgård, R. T., Solheim, J. & Bukholt, K. J. (2022). Playful Higher Education: Voices, Activities and Co-creations from the PUP Community. Center for Higher Education Futures, Aarhus University. https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:20b3ae83-7c77-353d-8973-d83db60b606e#pageNum=6

Toft-Nielsen, C. & Nørgård, R. T. (2014). Playful, gameful, workful: fields, approaches, materials and mindsets within organizing settings. Paper presented at 32nd Standing Conference on Orgazinational Symbolism: Sport, Play and Game, Utrecht, Netherlands.

Toft, H. & Nørgård, R. T. (2015). Pla(y)ceskabelse: når børn og robotteknologi mødes. Læring og Medier, 8(14), 1. Article 1. http://ojs.statsbiblioteket.dk/index.php/lom/article/view/22069

Nørgård, R. T. & Toft, H. (2014). Pla(y)cefully – når børn finder sted gennemt transformationer af institutionelle konstruktioner. http://bin-norden.org/wp-content/uploads/2014/08/Toft-og-Toft-Norgard-ABSTRACT.pdf

Klomberg, B., Schilhab, T. & Burke, M. (2022). Picturing fiction through embodied cognition: Drawn representations and viewpoint in literary texts . Routledge.

Hasse, C. (2001). Physics cultures - a comparative analysis of Denmark and Italy. Analysis - Rivista di Cultura e Politica Scientifica, 15-20.

Schilhab, T., Esbensen, G. L., Levratto, V. & Suminas, A. (2023). Phone use, offline neglect, and reachability: a qualitative study in Denmark, Lithuania, and Spain. . Postmodernism problems, 13(2), 118-147. https://www.ceeol.com/search/article-detail?id=1170691