Publications

The research programme Future technology, culture and learning processes publications

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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

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

Nørgård, R. T. (2021). Philosophy for the Playful University: Towards a Theoretical Foundation for Playful Higher Education. In S. S. E. Bengtsen, S. Robinson & W. Shumar (Eds.), The University Becoming: Perspectives from Philosophy and Social Theory (pp. 141-156). Springer. https://doi.org/10.1007/978-3-030-69628-3

Caeli, E. N. (2019, Jan 18). Peter Naurs datalogitanker er blevet uhyggeligt aktuelle. Teknologiens Mediehus. https://www.version2.dk/blog/peter-naurs-datalogitanker-blevet-uhyggeligt-aktuelle-1087179

Sorenson, J., Zawieska, K., Vermeulen, B., Madsen, S. D., Trentemøller, S., Pyka, A., Bulgheroni, M., Richardson, K. & Hasse, C. (2019). Perspectives on Robots. REELER.

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.

Elkjaer, B. & Nickelsen, N. C. M. (2014). Performing Task Integration: the dilemmas of relational coordination and knowledge sharing. Paper presented at Organizational Learning and Knowledge Capabilities Conference, Oslo, Norway.

Andersen, B. L., Hasse, C., Na-songkhla, J., Nordin, N. & Norman, H. (2018). Perceptions of authority in a massive open online course: an Intercultural study. International Review of Education, 64(2), 221-239.

Nørgård, R. T. (2022). Pedagogical patterns as method for sustainable development. https://medialib.cmcdn.dk/medialibrary/80234312-1C55-406C-86A7-410099EB2739/2FE27D3E-00B1-EC11-84B2-00155D0B0901.pdf

Pedersen, A. Y., Nørgård, R. T. & Köppe, C. (2018). Patterns of inclusion: fostering digital citizenship through hybrid education. Educational Technology & Society, 21(1), 225–236.

Dannesboe, K. I. (2012). Passende engagement og (u)bekvemme skoleliv: et studie af børns navigationer mellem skole og familie. Institut for Uddannelse og Pædagogik, Aarhus Universitet.

Aaen, J. H. & Nørgård, R. T. (2015). Participatory academic communities: a transdisciplinary perspective on participation in education beyond the institution. Conjunctions : transdisciplinary journal of cultural participation, 2(2), 1. https://doi.org/10.7146/tjcp.v2i2.22920

Bøttcher, L. & Dammeyer, J. (2025). Parents’ Strategies for Taking Care of Their Child with Disability: The Challenges of Being Parents of a Child with Cerebral Palsy in the Danish Social Welfare System. Scandinavian Journal of Disability Research, 27(1), 1-14. https://doi.org/10.16993/sjdr.1154

Dannesboe, K. I., Kjær, B., Palludan, C. & Bach, D. (2018). Parents of the welfare state: pedagogues as parenting guides. Social Policy and Society, 17(3), 467-480 . https://doi.org/10.1017/S1474746417000562

Dannesboe, K. I. (2023). Parents as learning facilitators: Early childhood education and care centres and home learning in families. Qualitative Studies, 8(2), 9-30. https://doi.org/10.7146/qs.v8i2.140958

Bach, D., Dannesboe, K. I., Ellegaard, T., Kjær, B., Kryger, N. & Westerling, A. (2020). Parate børn i mødet mellem pædagoger og forældre. In A. Westerling, D. Bach, K. I. Dannesboe, T. Ellegaard, B. Kjær & N. Kryger (Eds.), Parate børn: forestillinger og praksis i mødet mellem familie og daginstitution (pp. 230-242). Frydenlund Academic.

Displaying results 301 to 350 out of 1071

Revised 03.02.2023

Knud Holt Nielsen