Publikationer fra medlemmer af forskningsprogrammet

Forskningsprogrammet Fremtidsteknologi, kultur og læreprocessers publikationer

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

Schilhab, T. (2019). Interactional expertise as primer of abstract thoughts. 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.

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.

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

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

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: Psykiatri / Neurologi.

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

Dannesboe, K. I. & Kjær, B. (2019). Reflexive professional subjects: knowledge and emotions in the collaborations between teachers and educational - psychological consultants in a Danish school context. International Studies in Sociology of Education, 28(2), 168-185. https://doi.org/10.1080/09620214.2018.1552179

Lieberoth, A., Hanghøj, T. & Misfeldt, M. (2019). Same game, different impact: Diagnosing the successes and failures of one game-based intervention across four schools. I J. H. Kalir (red.), Proceedings of the 2018 Connected Learning Summit (s. 148-157). ETC Press.

Lieberoth, A. (2019). Skærm / skærm ikke: Rapport om skolers mobilregler Hvorfor? Hvordan? Hvad virker? DPU, Aarhus Universitet.

Schilhab, T. & Esbensen, G. L. (2019). Socio-cultural influences on situated cognition in nature. Frontiers in Psychology, 10(APR), Artikel 980. https://doi.org/10.3389/fpsyg.2019.00980

Kampmann, N. E. S. & Ratner, H. G. (2019). Teamsamarbejde på trods! Ledelse og selvledelse i grænseoverskridende samarbejder. I F. B. Andersen (red.), Team, læringsfællesskaber og ledelse i skolen (s. 225-238). Klim.

Nickelsen, N. C. M. (2019). Telecare infrastructures, interruption and different ideas of good. Afhandling præsenteret på 4S 2019 New Orleans, New Orleans, Louisiana, USA.

Bøttcher, L. (2019). The cultural nature of the zone of proximal development: young people with severe disabilities and their development of independence. I A. Edwards, M. Fleer & L. Bøttcher (red.), Cultural-historical approaches to studying learning and development: societal, institutional and personal perspectives (s. 69-83). Springer. https://doi.org/10.1007/978-981-13-6826-4

Nickelsen, N. C. M. (2019). The infrastructure of telecare: Implications for nursing tasks and the nurse-doctor relationship. Sociology of Health and Illness, 41(1), 67-80. https://doi.org/10.1111/1467-9566.12781

Hasse, C. (2019). The multi-variation approach: Cross-case analysis of ethnographic fieldwork. Paladyn, 10(1), 219-227. https://doi.org/10.1515/pjbr-2019-0017

Nickelsen, N. C. M. (2019). “There is no wire between them”: cross-sector telecare as fitting different ideas of ‘good’ . Afhandling præsenteret på ProPel 2019: Professional, Practice, Education and Learning, Technical University, Sydney, Australien.

Hasse, C. (2019). The Vitruvian robot. AI & Society, 34(1), 91-93. https://doi.org/10.1007/s00146-017-0701-z

Balling, G., Begnum, A. C., Kuzmicova, A. & Schilhab, T. (2019). The young read in new places, the older read on new devices: A survey of digital reading practices among librarians and Information Science students in Denmark. Participations: Journal of Audience & Reception Studies, 16(1), 197-236.

Nørgård, R. T. & Aaen, J. H. (2019). University for the body: On the corporeal being of academic existence. Philosophy and Theory of Higher Education, 1(3), 175-199. Artikel 9. https://www.peterlang.com/fileasset/Journals/PTIHE032019_book.pdf

Jensen, N. H. & Lieberoth, A. (2019). We will eat disgusting foods together – evidence of the normative basis of Western entomophagy-disgust from an insect tasting. Food Quality and Preference, 72, 109-115. https://doi.org/10.1016/j.foodqual.2018.08.012

Nørgård, R. T. & Bengtsen, S. S. (2018). Academic citizenship beyond the campus: A call for the placeful university . I R. Barnett & M. Peters (red.), The Idea of the University : Contemporary Perspectives Volume 2 (s. 522-538). Peter Lang.

Hasse, C. (2018). Afraid of robots? hold that thought: here's what robots really are ... I Ginas webpage (s. 1-4). Responsible Robotics Lorentz Center.

Schilhab, T. (2018, mar. 1). Alle taler om vejret - naturen, der altid er der. https://www.folkeskolen.dk/627658/alle-taler-om-vejretnaturen-der-altid-er-der

Aagaard, J., Friis, J. K. B., Sorenson, J., Tafdrup, O. A. & Hasse, C. (2018). An Introduction to Postphenomenological Methodologies. I J. Aagaard, J. K. B. Friis, J. Sorenson, O. Tafdrup & C. Hasse (red.), Postphenomenological Methodologies: New Ways in Mediating Techno-Human Relationships (s. xi-xxx). Lexington Books. https://www.statsbiblioteket.dk/au/?locale=da#/search?query=recordID:"sb_6391578"

Bruun, M. H. (2018, aug. 7). Antropologer: Vi skal tænke på teknologi på nye måder. Videnskab.dk.

Ratner, H. G. & Kampmann, N. E. S. (2018). At organisere uden en organisation i det grænsekrydsende samarbejde. I J. Larsen (red.), Er du på tværs ?: om at lede og krydse grænser i nye pædagogiske landskaber (s. 86-107). Ungdomsringens Forlag.

Stevenson, M. P., Schilhab, T. & Bentsen, P. (2018). Attention Restoration Theory II: a systematic review to clarify attention processes affected by exposure to natural environments. Journal of Toxicology and Environmental Health. Part B: Critical Reviews, 21(4), 227-268. https://doi.org/10.1080/10937404.2018.1505571

van Rooij, A. J., Ferguson, C. J., Colder Carras, M., Kardefelt-Winther, D., Shi, J., Aarseth, E., Bean, A. M., Bergmark, K. H., Bruss, A., Coulson, M., Deleuze, J., Dullur, P., Dunkels, E., Edman, J., Elson, M., Etchells, P. J., Fiskaali, A., Granic, I., Jansz, J. ... Przybylski, A. K. (2018). A weak scientific basis for gaming disorder: let us err on the side of caution. Journal of Behavioral Addictions, 7(1), 1-9. https://doi.org/10.1556/2006.7.2018.19

Stevenson, M. P., Schilhab, T. & Bentsen, P. (2018, sep. 26). Balancing screen time with green time: attention retention theory helps explain why nature play helps learning. https://www.childrenandnature.org/2018/09/26/balancing-screen-time-with-green-time-attention-retention-theory-helps-explain-why-nature-play-helps-learning/

Schilhab, T. (2018, maj 29). Børn får færre naturoplevelser, men ikke kun af den grund du tror. https://www.folkeskolen.dk/636179/boern-faar-faerre-naturoplevelser-men-ikke-kun-af-den-grund-du-tror

Schilhab, T. (2018). Børn mangler virkelig natur. Aktuel Naturvidenskab, (5), 2.

Toft-Nielsen, C. & Nørgård, R. T. (2018). Byggeklodser og blockbusters: serialiseringspraksis på tvæs af medier, materialer og modaliteter. Passage, 79(1), 89-102.

Hanghøj, T., Lieberoth, A. & Misfeldt, M. (2018). Can cooperative video games encourage social and motivational inclusion of at-risk students? British Journal of Educational Technology, 49(4), 775-799. https://doi.org/10.1111/bjet.12642

Schilhab, T. (2018, jan. 10). Can your child’s phone bring them closer to nature? http://sciencenordic.com/can-your-child%E2%80%99s-phone-bring-them-closer-nature

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Revideret 03.03.2023

Knud Holt Nielsen