Publikationer fra medlemmer af forskningsprogrammet

Forskningsprogrammet Fremtidsteknologi, kultur og læreprocessers publikationer

Bøttcher, L. & Mathiassen, C. (2024). Introduction: Dialectic Special Pedagogy. I L. Bøttcher & C. Mathiassen (red.), Dialectic Special pedagogy: Supporting the transitions of people with disability and atypical development (s. 1-18). Bloomsbury Academic.

Whitton, N. & Nørgård, R. T. (2024). Introduction. I The Playful University: Philosophy, Pedagogy, Politics and Principles (s. 1-19). Taylor and Francis Group. https://doi.org/10.4324/9781003354956-1

Bøttcher, L. & Mathiassen, C. (2024). Introduction to Dialectic Special Pedagogy and the Book. I Dialectic Special Pedagogy: Supporting the Transitions of People with Disabilities and Atypical Development (s. 1-18). Bloomsbury Academic. https://doi.org/10.5040/9781350360600.0006

Schilhab, T. & Groth, C. (2024). Introduction to the anthology. I Embodied Learning and Teaching Using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices (1 udg., s. 3-12). Taylor and Francis Group. https://doi.org/10.4324/9781003341604-2

Nielsen, G. B., Anbert, L. C. & Hasse, C. (2024). Introduktion. Tidsskriftet Antropologi, 2024(89), 3-20. https://doi.org/10.7146/ta.vi89.148019

Eriksson, E., Holflod, K. & Nørgård, R. T. (2024). Jamming with Culture - Piloting Cultural Game Jam with Youth. I Proceedings of ACM Interaction Design and Children Conference: Proceedings of the 23rd Annual ACM Interaction Design and Children Conference (s. 945-950). Association for Computing Machinery. https://doi.org/10.1145/3628516.3659424

Nørby, S. (2024). Kognitiv terapi. Lex.dk. https://lex.dk/kognitiv_terapi

Laage-Thomsen, J. & Ratner, H. F. (2024). Kunstig intelligens i den offentlige forvaltning: sammenhænge mellem algoritmisk regulering og automatisering af beslutninger i de danske AI ”signaturprojekter”. Politica. Advance online publication. https://tidsskrift.dk/politica/article/view/153262/195915

Knudsen, L. E. D., Wallace, J. & Sabroe, M. (2024). Mapping post-industrial areas through entanglements of time and space. I N. Lee, M. Mosavarzadeh, J. Ursino & R. Irwin (red.), Material and Digital A/r/tographic Explorations : Walking Matters (s. 189-208). Springer. https://doi.org/10.1007/978-981-99-5374-5

Caeli, E. N., Zambach, S., Pedersen, C. S., Bundsgaard, J. & Misfeldt, M. (2024). Maskinlæring i folkeskolen: Fra tekniske til teknologikritiske kompetencer. MONA - Matematik- og Naturfagsdidaktik, 24(4), 54-69. https://tidsskrift.dk/mona/article/view/151936

Nørgård, R. T. & Holflod, K. (2024). Meeting in the middle: How can universities, creative industries and cultural organisations co-create new futures?.

Christensen, S. N., Nielsen, J. A., Noesgaard, M. S., Elmholdt, K. T. & Ratner, H. F. (2024). Muligheder og barrierer for kunstig intelligens i den offentlige sektor: En socioteknisk analyse . Samfundslederskab i Skandinavien, 39(4), 88-113. https://rauli.cbs.dk/index.php/SiS/article/view/7325

Ratner, H. F. & Jørgensen, R. F. (2024). Når AI kommer mellem borgerne og staten, kan mennesket ufrivilligt blive en risikofaktor. Ingeniøren.

Nørgård, R. T. & Holflod, K. (2024). (No) Hope for the Future? A Design Agenda for Rewidening and Rewilding Higher Education with Utopian Imagination. International Journal of Educational Technology in Higher Education, 21(1), Artikel 30. https://doi.org/10.1186/s41239-024-00456-3

Ratner, H. F. & Andersen, L. B. (2024). Overvågning og trivselsmåling: Dilemmaerne begynder i skolen. I M. Jarlner & K. Escherich (red.), Overvågning på arbejdspladsen: når AI bestemmer (s. 125-146). Djøf Forlag.

Dannesboe, K. I., Pless, M. & Brodersen, M. (2024). Pædagogikkens steder – stedernes pædagogik. Dansk Pædagogisk Tidsskrift, 2024(1), 4-8.

Holflod, K. & Nørgård, R. T. (2024). Pædagogik og samarbejde i 2044: Hvor er de videregående uddannelser på vej hen?. Abstract fra DUN CONFERENCE 2024.

Krause-Jensen, J., Nyquist, J., Finn, M., Jensen, Ø., Frederiksen, C. (red.), Grøholdt, H. & Osiecka, E. (2024). Periodisk evaluering av bachelorprogrammet og årsstudiet i sosialantropologi ved NTNU i Trondheim. Institutt for sosialantropologi.

Schilhab, T. & Groth, C. (2024). Preface. I Embodied Learning and Teaching Using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices (s. xv). Taylor and Francis Group.

Nørgård, R. T. & Whitton, N. (2024). Principles for the playful university. I The Playful University: Philosophy, Pedagogy, Politics and Principles (s. 293-307). Taylor and Francis Group. https://doi.org/10.4324/9781003354956-25

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

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

Bowman, S. L. & Lieberoth, A. (2024). Psychology and role-playing games. I J. P. Zagal & S. Deterding (red.), The Routledge Handbook of Role-Playing Game Studies (s. 261-279). Routledge. https://doi.org/10.4324/9781003298045-16

Bøttcher, L. (2024). Remediation and Prolepsis in Dialectic Special Pedagogy. I L. Bøttcher & C. Mathiassen (red.), Dialectic special pedagogy: Supporting the Transitions of People with Disabilities and Atypical Development (s. 39-60). Bloomsbury Academic. https://doi.org/10.5040/9781350360600.0008

Esbensen, G. L., Schilhab, T. & Balling, G. (2024). Smart technology in nature-based learning: Embodied and situated processes. I Embodied Learning and Teaching Using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices (s. 126-136). Taylor and Francis Group. https://doi.org/10.4324/9781003341604-18

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

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

Bruun, M. H., Krause-Jensen, J. & Hasse, C. (2024). Store sprogmodeller og AI-chatbots på videregående uddannelser. Aarhus Universitetsforlag. Pædagogisk Indblik Nr. 26 https://unipress.dk/media/21032/26_store_sprogmodeller_og_ai-chatbots_paa_videregaaende_uddannelser_-11-12-2024.pdf

Gammon, A., Zolyomi, A., Wong, R. Y., Eriksson, E., Jensen, C. G. & Nørgård, R. T. (2024). Teaching responsible engineering and design through Value-Sensitive Design. I The Routledge International Handbook of Engineering Ethics Education (s. 392-408). Routledge. https://doi.org/10.4324/9781003464259-27

Acosta, R., Bruun, M. H. & Koch, I. L. (2024). Technomoral Governance From Techniques of Intervention to Technological Innovation in Politics, Policy and Law. Social Anthropology, 32(4), 1-12. https://doi.org/10.3167/saas.2024.320401

Bøttcher, L. & Dammeyer, J. H. (red.) (2024). Test og udredning i pædagogisk psykologisk praksis. Samfundslitteratur.

Nørgård, R. T. & Whitton, N. (red.) (2024). The playful university: Philosophy, pedagogy, politics and principles. Routledge. https://doi.org/10.4324/9781003354956

Esbensen, G. L. & Schilhab, T. (2024). The Promises and Perils of Danish Nature App Developers. I Routledge Handbook of Mobile Technology, Social Media and the Outdoors (s. 205-215). Routledge. https://doi.org/10.4324/9781003367536-21

Nørgård, R. T., Bosanquet, A. & Grant, B. (2024). The slow scholar in the accelerated university: Slowness as solidarity. I The Contemporary Scholar in Higher Education: Forms, Ethos and World View (s. 133-153). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-59435-9_7

Bøttcher, L. (2024). Udredning ved mistanke om neuropsykiatriske forstyrrelser. I L. Bøttcher & J. Dammeyer (red.), Pædagogisk Psykologisk testning og udredning (s. 185-200). Samfundslitteratur.

Krause-Jensen, J., Widstrand, E., Macek, I. & Jensie, A. (2024). Utbildningsutvärdering för kandidatprogrammet i antropologi vid Samhällsvetenskapliga fakulteten. https://www.gu.se/sites/default/files/2024-04/Bed%C3%B6marutl%C3%A5tande%20-%20Antropologprogrammet%20och%20frist%C3%A5ende%20kurser%20i%20antropologi.pdf

Møller, N. H. & Ratner, H. F. (2024). Velfærdsstaten anvender medarbejderdata – det kan der være demokratisk gode grunde til. Ingeniøren. https://pro.ing.dk/digitech/holdning/velfaerdsstaten-anvender-medarbejderdata-det-kan-der-vaere-demokratisk-gode-grunde-til

Schilhab, T. & Esbensen, G. L. (2024). Vilde dyr forbinder os med naturen: om ærefrygt og økopædagogik. Psyke & Logos, 44(2), 109-130. https://doi.org/10.7146/pl.v44i2.151595

Ratner, H. F. & Papazu, I. (2024). Vi taler ikke om det, men AI bliver en gigantisk belastning for klimaet og naturen. Ingeniøren. https://radar.dk/holdning/vi-taler-ikke-om-det-men-ai-bliver-en-gigantisk-belastning-klimaet-og-naturen

Hasse, C. (2024). Why Imagination needs Socratic Ignorance. I G. Wellner, G. Dierckxsens & M. Arienti (red.), The Philosophy of Imagination: Technology, Art and Ethics (s. 175-187). Bloomsbury Academic. https://doi.org/10.5040/9781350277243.0019

Terkelsen, K. D. (2024). Work in app time: Riders’ experiences of working through a digital food delivery platform in Brussels & the logic of instantaneity. [Ph.d.-afhandling, Aarhus Universitet].

Nielsen, G. B., Anbert, L. C. & Hasse, C. (2024). Ytringer. Introduktion. Tidsskriftet Antropologi, (89), 3-20. https://doi.org/10.7146/ta.vi89

Hasse, C. (2024). Ytringers Materielle Infrastruktur. Tidsskriftet Antropologi, 89, 153-160. https://doi.org/10.7146/ta.vi89.148007

Ratner, H. F. & Elmholt, K. T. (2023). Algorithmic constructions of risk: Anticipating uncertain futures in child protection services. Big Data & Society, 10(2). https://doi.org/10.1177/20539517231186120

Ratner, H. F. & Schrøder, I. (2023). Algoritmer i sagsbehandlingen af indsatser til udsatte børn: Etisk eller ej? Ingeniøren.

Ratner, H. F. (2023). Automation, Agencies and Aesthetics: The politics of data visualizations in configuring teachers’ expertise. Afhandling præsenteret på 39th EGOS Colloquium, Cagliari, Italien.

Bøttcher, L. & Friis, M. B. (2023). Børn med CP og kommunikation. I P. Behrend, L. Zacho Greve & H. Brøndum Holm (red.), Børn og unge med cerebral parese (1 udg., s. 117-124). Gad.

Brandt, A. & Bruun, M. H. (2023). Byen som etnografisk living lab: Oversvømmelser og klimatilpasning i Vejle. Aarhus Universitetsforlag. Antropologiske Studier Bind 9

Schrøder, I. & Ratner, H. F. (2023). Calculating children’s unknown futures: Repairing, devaluing, and abandoning earlier versions of algorithmic calculations for child protection . Abstract fra 6th Nordic STS Conference 2023, Oslo, Norge.

Billieux, J., Bloch, J., Rochat, L., Fournier, L., Eben, C., Khazaal, Y., Simon, O., Andersen, M., King, D. L. & Lieberoth, A. (2023). Can playing Dungeons and Dragons be good for you? Tabletop role-playing games to mitigate social anxiety and reduce problematic gaming. Oral communication at the 8th International Conference on Behavioral Addictions (ICBA). Journal of Behavioral Addictions, 12(Supplement-1). https://doi.org/10.1556/2006.2023.00800

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Revideret 03.03.2023

Knud Holt Nielsen