Publications

The research programme Future technology, culture and learning processes publications

Nørgård, R. T. (2020). Teknologifantasi. Kvan - et tidsskrift for læreruddannelsen og folkeskolen, 40(117), 65-79. Article 6.

Caeli, E. N. (2020). Teknologiforståelse. Aarhus Universitetsforlag. Pædagogisk rækkevidde No. 17

Caeli, E. N. & Dybdal, M. (2020). Teknologiforståelse i skolens praksis: Datalogisk design til autentisk problemløsning. Læring og Medier, 12(22). https://doi.org/10.7146/lom.v12i22.115613

Caeli, E. N. & Bundsgaard, J. (2020). Teknologikritik i skolen: et demokratisk perspektiv på teknologiforståelse. In C. Haas & C. Matthiesen (Eds.), Fagdidaktik og demokrati (pp. 307-330). Samfundslitteratur.

Habersaat, K. B., Betsch, C., Danchin, M., Sunstein, C. R., Böhm, R., Falk, A., Brewer, N. T., Omer, S. B., Scherzer, M., Sah, S., Fischer, E. F., Scheel, A. E., Fancourt, D., Kitayama, S., Dubé, E., Leask, J., Dutta, M., MacDonald, N. E., Temkina, A. ... Butler, R. (2020). Ten considerations for effectively managing the COVID-19 transition. Nature Human Behaviour, 4(7), 677-687. https://doi.org/10.1038/s41562-020-0906-x

Dannesboe, K. I. (2020). The Materialisation of School in Families' Everyday Lives. Children & Society, 34(2), 111-120. https://doi.org/10.1111/chso.12360

Lieberoth, A. (2020). The need for fair controls and factorial tests in behavioral research: Studying gamification in a time of surveillance capitalism and tech-bullshit (invited keynote). Abstract from Gamifin, Finland.

Nørgård, R. T., Smedegaard Ernst Bengtsen, S. & Ess, C. M. (2020). The University of We: Value-Sensitive Design for an Ethical University. Knowledge Cultures, 8(1), 48-63. https://doi.org/10.22381/KC8120204

Nilsson, E. M., Barendregt, W., Eriksson, E., Hansen, A. M., Toft Nørgård, R. & Yoo, D. (2020). The Values Clustering Teaching Activity - a Case Study on Two Teachers' Appropriations of Open Educational Resources for Teaching Values in Design. In NordiCHI 2020 - Proceedings of the 11th Nordic Conference on Human-Computer Interaction: Shaping Experiences, Shaping Society Article 98 Association for Computing Machinery. https://doi.org/10.1145/3419249.3421238

Dannesboe, K. I., Kjær, B. & Bach, D. (2020). Tid, tilpasning og konflikt: pædagogers møde med 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. 132-159). Frydenlund Academic.

Ratner, H. G. (2020). Topologies of organization: Space in Continuous Deformation. Organization Studies, 41(11), 1513-1530. https://doi.org/10.1177/0170840619874464

Bülow, M. W. & Nørgård, R. T. (2020). Underviseren som medskaber og designer: Hvordan kan vi gøre underviseren til central aktør i udviklingen af fremtidens digitale læremidler?. https://medialib.cmcdn.dk/medialibrary/80234312-1C55-406C-86A7-410099EB2739/2A030D57-E07F-EA11-8436-00155D0B0940.pdf

Caeli, E. N. & Yadav, A. (2020). Unplugged Approaches to Computational Thinking: a Historical Perspective. TechTrends, 64(1), 29-36. https://doi.org/10.1007/s11528-019-00410-5

Nørby, S. (2020). Varieties of graded forgetting. Consciousness and Cognition, 84, Article 102983. https://doi.org/10.1016/j.concog.2020.102983

Hasse, C. (2020). Weaving together: Human-robot-relations of basketry and knitting. In S. Bunn (Ed.), The Material Culture of Basketry : Practice, skill and embodied knowledge (pp. 255-264). Bloomsbury Academic.

Kowal, M., Coll-Martín, T., Ikizer, G., Rasmussen, J., Eichel, K., Studzińska, A., Koszałkowska, K., Karwowski, M., Najmussaqib, A., Pankowski, D., Lieberoth, A. & Ahmed, O. (2020). Who is the Most Stressed During the COVID-19 Pandemic? Data From 26 Countries and Areas. Applied Psychology: Health and Well-Being, 12(4), 946-966. https://doi.org/10.1111/aphw.12234

Rytter, M. & Ghandchi, N. (2020). Workers for free: precarious inclusion and extended uncertainty among Afghan refugees in Denmark . In K. McKowen & J. Borneman (Eds.), Digesting difference: migrant incorporation and mutual belonging in Europe (pp. 185-207). Palgrave Macmillan.

Bøttcher, L. (2019). Betydningen af leg i udviklingen af sprog. ISAAC nyt, 2019(1), 12-15. http://www.isaac.dk/wp-content/uploads/isaac2019-1.pdf

Bruun, M. H. (2019). Beyond the Two Cultures: PBL and Transgressive Interdisciplinarity in the Techno-Anthropology Programme. In A. Aarup Jensen, D. Stentoft & O. Ravn (Eds.), Interdisciplinarity and Problem-Based Learning in Higher Education: Research and Perspectives from Aalborg University (pp. 35-47). Springer.

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.

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.

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

Ratner, H. G., Andersen, B. L. & Madsen, S. R. (2019). Configuring the teacher as data user: Public-private sector mediations of National test data. Learning, Media & Technology (Print Edition), 44(1), 22-35. https://doi.org/10.1080/17439884.2018.1556218

Ratner, H. G., Andersen, B. L., Madsen, S. & Madsen, S. R. (2019). Configuring the teacher as data user: Public-private sector mediations of national test data. In J. Jarke & A. Breiter (Eds.), The Datafication of Education (pp. 23-36). Routledge.

Edwards, A., Fleer, M. & Bøttcher, L. (2019). Cultural–historical approaches to studying learning and development: societal, institutional and personal perspectives. In A. Edwards, M. Fleer & L. Bøttcher (Eds.), Cultural-historical approaches to studying learning and development: societal, institutional and personal perspectives (pp. 1-20). Springer.

Bundsgaard, J., Bindslev, S. G., Caeli, E. N., Pettersson, M. & Rusmann, A. (2019). Danske elevers teknologiforståelse: resultater fra ICILS-undersøgelsen 2018. (1 ed.) Aarhus Universitetsforlag. https://unipress.dk/udgivelser/d/danske-elevers-teknologiforst%C3%A5else/

Caeli, E. N. (2019). Datalogisk tænkning: hvad er status, og hvad er der brug for? Plenum, (3), 58-62. https://www.skolelederforeningen.org/nyheder-medier/medlemsbladet-plenum/laes-plenum-2019/plenum-nr-3-aprilmaj-2019/

Caeli, E. N. & Bundsgaard, J. (2019). Datalogisk tænkning og teknologiforståelse i folkeskolen tur-retur. Læring og Medier, 11(19). https://doi.org/10.7146/lom.v11i19.110919

Ratner, H. G. & Gad, C. (2019). Data warehousing organization: Infrastructural experimentation with educational governance. Organization, 26(4), 537–552. https://doi.org/10.1177/1350508418808233

Bøttcher, L. (2019). Den svære overgang til skolen. CP Indblik, 2019(3), 18-19.

Caeli, E. N. (2019). Der er brug for teknologiforståelse. Asterisk (magasin), December 2019(92), 34-35. https://edu.au.dk/aktuelt/asterisk/vis-artikel/artikel/der-er-brug-for-teknologiforstaaelse/

Ratner, H. G. (2019). Describing Children at Risk: Experiments with Context . Discourse: Studies in the Cultural Politics of Education, 40(1), 16-28. https://doi.org/10.1080/01596306.2018.1549701

Hilli, C., Nørgård, R. T. & Aaen, J. H. (2019). Designing Hybrid Learning Spaces in Higher Education. Dansk Universitetspædagogisk Tidsskrift, 15(27), 66-82. https://dun-net.dk/media/944279/dut27_hilli_et_al_designing_hybrid_learning.pdf

Hasse, C. & Søndergaard, D. M. (Eds.) (2019). Designing Robots, Designing Humans. Routledge.

Nørgård, R. T. (2019). Det digitale (nordiske) universitetsbibliotek som videnskabende ressource og pædagogisk aktør i nordisk universitets-uddannelse (2016-18): Opsamling på resultater fra workshop på Minikonference 19.6.19 som afslutning på Nordplus projektet. https://library.au.dk/fileadmin/www.bibliotek.au.dk/Blogs/Nordplus_-_opsamling_af_resultater_-_Final.pdf

Lieberoth, A. (2019). Digitalisering og unges mentale sundhed.. Abstract from Unges Mentale Sundhed, Aalborg, Denmark.

Caeli, E. N. & Bundsgaard, J. (2019, Feb 12). Does your ‘private’ data picture meet the beauty standards of society? Sciencenordic.com. https://sciencenordic.com/denmark-digital-education-forskerzonen/does-your-private-data-picture-meet-the-beauty-standards-of-society/1461580

Caeli, E. N. (2019). Drop intelligenstest – dét ville være intelligent. Information, 75. årgang(044), 16. https://www.information.dk/debat/2019/02/drop-intelligenstest-vaere-intelligent

Nørgård, R. T. & Gislev, T. (2019). “Enhancing adult education and learning environments with digital media”: resultater og indsigter fra et 3-årigt forskningsprojekt. Abstract from DUN Konferencen 2019, Odense, Denmark. https://dun-net.dk/media/773017/3d-pa-enhancing-adult-education-and-learning-environments-with-digital-media.pdf

Caeli, E. N. (2019, Nov 18). Fanget ind! Hvorfor er nogle apps så vanedannende? Gyldendal. https://teknologiforstaaelse.gyldendal.dk/courses/templates/KO8I6XS9XVQNSZDBsBU4/introduction

Schilhab, T. (2019). Hjerne og pædagogik. Barnehagefolk.

Nørgård, R. T., Harbo, K., Aaen, J. H., Caviglia, F. & Dalsgaard, C. (2019). Hvordan kan vi understøtte de studerendes akademiske digitale kompetencer på de videregående uddannelser? Et 2-årigt udviklingsprojekt på tværs af 5 danske uddannelsesinstitutioner. Abstract from DUN Konferencen 2019, Odense, Denmark. https://dun-net.dk/media/772972/1b-ff-hvordan-kan-vi-understoette-de-studerendes-akademiske-digitale-kompetencer-paa-de-videregaaende-uddannelser.pdf

Lieberoth, A. (2019). Hvorfor lokker spilskærmene så meget? Motivation, psykologi og syv spillermotiver. Kvan - et tidsskrift for læreruddannelsen og folkeskolen, 114.

Rytter, M. & Ghandchi, N. (2019). Integration via arbejde: Prekær inklusion og udvidet usikkerhed blandt afghanske flygtninge . Social Kritik:Tidsskrift for social analyse & debat, 160, 4-17.

Schilhab, T. (2019). Interactional expertise as primer of abstract thoughts. In D. S. Caudill, S. N. Conley, M. E. Gorman & M. Weinel (Eds.), The third wave in science and technology studies : future research directions on expertise and experience (pp. 283-296). Palgrave Macmillan.

Hasse, C. & Søndergaard, D. M. (2019). Introduction. In C. Hasse & D. M. Søndergaard (Eds.), Designing robots, designing humans (pp. 1-4). Routledge.

Hasse, C. (2019). Learning matter: the force of educational technologies in cultural ecologies. In C. Milne & K. Scantlebury (Eds.), Material Practice and Materiality: Too Long Ignored in Science Education (pp. 217-229). Springer. https://doi.org/10.1007/978-3-030-01974-7_15

Tafdrup, O. A., Andersen, B. L. & Hasse, C. (2019). Learning to interpret technological breakdowns: A path to technological literacy. In M. Toivonen-Noro & S. Eveliina (Eds.), Human-centered Digitalization and Services Springer.

Christensen, T. S., Bülow, M. W., Vejlstrup, K. (Ed.), Faber Timm, C., Brunvold, M., Reinholt Lerche, N. & Finjord Højberg, T. (2019). Merkantil fagdidaktik. Systime. https://merkantilfagdidaktik.systime.dk/

Lieberoth, A. (2019). Mixed methods I aktionsforskning: design, analyse og forskeres blinde vinkler. In M. Sonne Kam Sunesen (Ed.), Aktionsforskning indefra og udefra (pp. 143). Dafolo.

Displaying results 351 to 400 out of 1024

Revised 03.02.2023

Knud Holt Nielsen