DPU

Aarhus Universitets segl

Publikationer fra medlemmer af forskningsprogrammet

Forskningsprogrammet Fremtidsteknologi, kultur og læreprocessers publikationer

Sortér efter: Dato | Forfatter | Titel

Rytter, M. & Ghandchi, N. (2020). Workers for free: precarious inclusion and extended uncertainty among Afghan refugees in Denmark . I K. McKowen & J. Borneman (red.), Digesting difference: migrant incorporation and mutual belonging in Europe (s. 185-207). Palgrave Macmillan. https://doi.org/10.4324/9781003061984
Nickelsen, N. C. M. (2019). ‘Active citizenship’ and feeding assistive robotics: a crumbling story? I C. Hasse & D. M. Søndergaard (red.), Designing robots, designing humans (s. 73-87). Routledge.
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
Bøttcher, L. (2019). Børn og unge med autismespektrumforstyrrelser eller ADHD og udsathed. I C. Mosbye-Jensen (red.), Diagnoser i myndighedsarbejde: børn og unge med autisme eller ADHD (s. 49-73). Samfundslitteratur.
Bøttcher, L. (2019). Children with disabilities growing up and becoming adults: socio-cultural challenges around the transition to adulthood. I M. Hedegaard & A. Edwards (red.), Supporting difficult transitions: children, young people and their carers (s. 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), Artikel 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 and Technology, 44(1), 22-35. https://doi.org/10.1080/17439884.2018.1556218
Ratner, H. G. (2019). Configuring the teacher as data user: algorithms and statistical uncertainty in national testing. 186-187. Abstract fra Digital Cultures: Knowledge, Culture, Technology , Lüneburg, Tyskland. 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. I J. Jarke & A. Breiter (red.), The Datafication of Education (s. 23-36). Routledge.
Edwards, A., Fleer, M. & Bøttcher, L. (2019). Cultural–historical approaches to studying learning and development: societal, institutional and personal perspectives. I A. Edwards, M. Fleer & L. Bøttcher (red.), Cultural-historical approaches to studying learning and development: societal, institutional and personal perspectives (s. 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 udg.) 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. (red.) (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
Nickelsen, N. C. M. (2019). Developing good care pathways for vulnerable citizens: Telecare as collaborative practice.
Lieberoth, A. (2019). Digitalisering og unges mentale sundhed.. Abstract fra Unges Mentale Sundhed, Aalborg, Danmark.
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 fra DUN Konferencen 2019, Odense, Danmark. https://dun-net.dk/media/773017/3d-pa-enhancing-adult-education-and-learning-environments-with-digital-media.pdf
Wallace, J. (2019). Ethics and inscription in social robot design. A visual ethnography. Paladyn, 10(1), 66-76. https://doi.org/10.1515/pjbr-2019-0003
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 fra DUN Konferencen 2019, Odense, Danmark. 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.
Nickelsen, N. C. M. (2019). Imagining and Tinkering with Assistive Robotics in Care for the Disabled. Paladyn, 10(1), 128-139. https://doi.org/10.1515/pjbr-2019-0009
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 Thought. I D. S. Caudill, S. N. Conley, M. E. Gorman & M. Weinel (red.), The Third Wave in Science and Technology Studies: Future Research Directions on Expertise and Experience (s. 283-296). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-14335-0_16
Hasse, C. & Søndergaard, D. M. (2019). Introduction. I C. Hasse & D. M. Søndergaard (red.), Designing robots, designing humans (s. 1-4). Routledge.
Hasse, C. (2019). Learning matter: the force of educational technologies in cultural ecologies. I C. Milne & K. Scantlebury (red.), Material Practice and Materiality: Too Long Ignored in Science Education (s. 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. I M. Toivonen-Noro & S. Eveliina (red.), Human-centered Digitalization and Services Springer.
Lieberoth, A. (2019). Mixed methods I aktionsforskning: design, analyse og forskeres blinde vinkler. I M. Sonne Kam Sunesen (red.), Aktionsforskning indefra og udefra (s. 143). Dafolo.
Lieberoth, A. (2019). Mixed methods som aktionsforskning: design, analyse og forskeres blinde vinkler. I M. S. K. Sunesen (red.), Aktionsforskning: indefra og udefra (s. 143-162). Dafolo.
Nørby, S. (2019). Mnemonic emotion regulation: Possibilities and limitations. 247-247. Abstract fra 21st conference of the European Society for Cognitive Psychology, Playa de las Américas, Spanien.
Nørby, S. (2019). Mnemonic emotion regulation: A three-process model. Cognition and Emotion, 33(5), 959-975. https://doi.org/10.1080/02699931.2018.1523137
Ghandchi, N. (2019). Mother Tongue Matters: An Ethnographic Study of Cross-Generational Voices in Negotiation in Persian Mother Tongue Classes. I S. H. Mirvahedi (red.), The Sociolinguistics of Iran's Languages at Home and Abroad (s. 141-168). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-19605-9_6
Kjær, B., Bach, D. & Dannesboe, K. I. (2019). Når du kommer i skole, så går det altså ikke! - børnehavens afslutning som overgangsritual. Dansk pædagogisk tidsskrift, 2019(4), 7-16.
Nørby, S. (2019). Negative erindringer, glemsel og psykisk helbred. BestPractice Nordic.
Nørgård, R. T., Mor, Y. & Bengtsen, S. S. (2019). Networked learning in, for, and with the world. I A. Littlejohn, J. Jaldemark, E. Vrieling-Teunter & F. Nijland (red.), Networked professional learning : emerging and equitable discourses for professional development (s. 71-88). Springer. https://doi.org/10.1007/978-3-030-18030-0_5
Bøttcher, L. (2019). Neuropsykologiske problemstillingers betydning for inklusion. I K. E. Petersen & J. Hedegaard Hansen (red.), Inklusion og eksklusion: en grundbog (s. 149-162). Hans Reitzels Forlag.
Nørgård, R. T. (2019). O Prazer pelo Fazer: a Conexão Corporal na Identidade Jogador-Avatar. Intexto. Revista de mestrado da communicacão, 46, 99-126. https://doi.org/10.19132/1807-8583201946.99-126
Sorenson, J., Zawieska, K., Vermeulen, B., Madsen, S. D., Trentemøller, S., Pyka, A., Bulgheroni, M., Richardson, K. & Hasse, C. (2019). Perspectives on Robots. REELER.
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
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
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

Viser resultater 401 til 450 ud af 1147

Forrige

5

6

7

8

9

10

11

12

13

14

Næste

Revideret 03.03.2023
-
Knud Holt Nielsen