Publications - Publikationer

Computer Science Education in Secondary School

Caeli, E. N., Pedersen, C. S., Zambach, S., Misfeldt, M., Bundsgaard, J. — Tue, 17 Jun 2025 01:14:20 +0200

In this paper, we present a teaching material designed as part of a research project aiming to investigate approaches to teaching lower secondary school students technology-critical aspects of AI, specifically machine learning. The approach is scenario-based, meaning that students act in real-life roles, in this case in a fictional company that develops apps. The material has been tested in four classes in 2024, and analysis of the results is still ongoing. As part of our research, we examine whether and how a scenario-based approach contributes to understanding machine learning and its' use in the real world. Preliminary analysis suggests that participating students perceive the approach differently.

Homo concretus

Schilhab, T. — Fri, 01 Jan 2016 01:14:20 +0100

Computational Thinking in Compulsory Education: Why, What, and How?

Caeli, E. N. — Tue, 01 Mar 2022 01:14:20 +0100

Designing enduring experiences

Lieberoth, A. — Wed, 01 Jan 2014 01:14:20 +0100

”Tardjomâni”: Youth and child language brokering across generational and relational realms in negotiating collaboration, care and communication

Ghandchi, N. — Mon, 01 May 2023 01:14:20 +0200

Gameplay Corporeality

Nørgård, R. T. — Sun, 01 Sep 2013 01:14:20 +0200

Nærværende afhandlings hovedargument er at kropslighed og kropsbevægelse udgør en signifikant, kvalitativ og betydningsgivende dimension i digitale spilaktiviteter og spiloplevelser. En dimension der er værd at udforske og undersøge i sin egen ret. Følgelig udvikler og præsentere afhandlingen et metodisk så vel som et begrebsmæssigt rammeværk for den kropslige bevægelsesdimension i spilaktiviteter, -oplevelser og -erfaringer som er baseret på empirisk funderede observationer af computerspilleres aktiviteter og oplevelser i offscreen-onscreen spilverdner såvel som ’remixede’ analyser af disse observationer gennem bearbejdelse og implementering af udefrakommende begreber og rammeværk såsom ’kropsfilosofi,’ ’bevægelsesfilosofi,’ ’perceptionsteori,’ ’læringsteori’ og ’håndværk.’
Sigtet med afhandlingen er at beskrive hvad begrebet ’spil-kropslighed’ dækker over og medfører inden for computerspilsteori; det vil sige en undersøgelse af hvordan spil-kropslighed strukturerer vores spilaktiviteter, spiloplevelser og spilerfaringer indenfor spilverdner samt hvorledes kropsbevægelse i computerspil udgør en særegen, signifikant, kvalitativ og betydningsgivende dimension i sin egen ret. Mere specifikt undersøger afhandlingen hvordan spillerens kropsbevægelse skaber hans eller hendes spilaktivitet samt hvordan spilverdners bevægelsesmæssige kompositioner og koreografier former og strukturerer spillerens aktivitet, oplevelse og erfaring.

Afhandlingen falder i overordnede dele: 1) en kortlægning og kritisk undersøgelse a feltet inden for computerspilsforskning for således at blive i stand til at kortlægge potentielle uopdagede områder inden for forskningsfeltet; 2) udviklingen af et metodisk rammeværk der muliggør udforskningen og udviklingen af et sådant uopdaget område – kropsbevægelse i computerspil; og 3) udviklingen af et begrebsmæssigt rammeværk for den kropslige og bevægelsesmæssige dimension i spilaktiviteter, spiloplevelser og spilerfaringer funderet i empiriske observationer og analyser af faktiske kropslige spilaktiviteter.

Som en fundamental dimension inden for spil, spillere og spilaktivitet og som en oplevelsesmæssig og ekspressiv dimension i det hele taget er kropsbevægelse en dynamisk ’livgiver’ til subjektet, objektet og den aktivitet der udspiller sig imellem dem. Samtidig udgør kropsbevægelse i det hele taget og kropsbevægelse i spilaktiviteter i særdeleshed en særegen dimension i subjektets forhold til objekter (såsom computerspil) idet den er en igangsætter af bevægelsesmæssige aktiviteter (såsom at spille computerspil) med dem.
Hvad angår forskning i spil, spillere og spilaktiviteter, spiloplevelser og spilerfaringer er afhandlingens kropslige og bevægelsesmæssige perspektiv ment som et bidrag til den måde vi omtaler og tænker over spil, spillere, spilaktiviteter – og således også over aktiviteter, oplevelser og erfaringer i spilverdner. Afhandlingens foreslåede begreb om ’spil-kropslighed’ understreger livfuldheden og det konkrete kropslige nærvær og engagement samt den kropslige opslughthed der kendetegner spilaktiviteter såvel som den centrale rolle ’den bevægede’ og ’den bevægende’ computerspiller spiller i spilverdner.

Flexible Firm

Krause-Jensen, J. — Sat, 01 Jan 2005 01:14:20 +0100

Stuck with bad memories?

Nørby, S. — Thu, 01 Jan 2009 01:14:20 +0100

Social Life and Moral Economies in Danish Cooperative Housing: Community, Property and Value

Bruun, M. H. — Sun, 01 Jan 2012 01:14:20 +0100

Passende engagement og (u)bekvemme skoleliv

Dannesboe, K. I. — Sun, 01 Jan 2012 01:14:20 +0100

Kraftfeltet

Hasse, C. — Sat, 01 Jan 2000 01:14:20 +0100

På basis af et feltarbejde ved Niels Bohr Institutet i København har afhandlingen søgt en forståelse af, hvorfor så relativt få kvinder bliver forskere i fysik. Som et antropologisk projekt er det ikke de kræfter, der virker i naturen, men de kræfter, der virker mellem mennesker afhandlingen spørger til. For at belyse spørgsmålet om kvinders manglende tilstedeværelse i fysikforskningen går projektet nye veje ved at fokusere på fysikinstituttet som en kulturel verden. Skønt projektet ikke afviser, at også mange udefrakommende faktorer spiller ind, når kvinder og mænd forlader fysikstudierne, lægges vægten her på det relationelle forhold mellem den enkelte studerende og mødet med den allerede etablerede bestemte verden, der gradvis emergerer gennem læreprocessen og analysen. Den teoretiske diskussion, feltarbejdet og analysen er organiseret omkring lanceringen af en ny teori om, hvad der i afhandlingen benævnes ?kulturelle læreprocesser?: det drejer sig om nyankomnes læreproces i mødet med et allerede etableret praksisfællesskab. Metodologisk medtænkes antropologens egen læreproces, formet gennem hvad der analytisk betegnes ?positioneret deltager-observation? som en måde at forstå, at også antropologens analyseobjekter formes gennem en positioneret kulturel læreproces. Afhandlingen udvikler på dette refleksionsgrundlag en analyse af instituttet som et felt af drivende kræfter, der giver nogle studerende succes og udstøder andre. Skønt køn antages at gøre en forskel i kraftfeltet sprænger analysen rammen for kønsforskning i streng forstand ved sit generelle fokus på det relationelle forhold mellem den nyankomne og den verden, der gradvis bestemmes gennem læreprocessen.

Læremidler og professionsudvikling i en ny kunstig virkelighed

Bülow, M. W. — Wed, 25 Sep 2024 01:14:20 +0200

Denne artikel undersøger, hvorvidt samarbejde om udvikling af læremidler har potentiale til at styrke samfundsfagslæreres professionelle identitet og epistemiske handlekraft. Ved at fokusere analytisk på den eksisterende samarbejdspraksis, er målet at identificere måder, hvorpå vi kan blive bedre til at håndtere de udfordringer, et accelererende postfaktuelt samfund stiller os overfor som fagprofessionelle. Jeg fokuserer på erfaringerne fra to STX-skoler, for at illustrere og tydeliggøre mine pointer. Men tilgangen kan bruges mere generelt og bidrager til udviklingen af en ramme for udvikling af fagprofessionelle netværk og samarbejdsformer.

Generativ AI som dialogpartner i læremidler

Bülow, M. W., Bang-Larsen, A. — Thu, 15 May 2025 01:14:20 +0200

Artiklen undersøger potentialerne i integrering af generativ AI som dialogpartner i læremidler. Dette gøres gennem en empirisk undersøgelse af brugen af en læremiddelintegreret chatbot - bogBotten. Med afsæt i præsentationen af et aktivitetscenteret metateoretisk rammeværk foretages en kvalitativ tematisk analyse af, hvordan AIteknologier kan designes for at understøtte elevers netværkslæring. Analysen falder i tre dele. Først analyseres læremidlets interaktionsdesign. Dernæst analyseres pre-promptet, som ligger til grund for bogBotten. Endelig analyseres elevernes interaktion med teknologien. Resultaterne fremhæver både læringsfremmende og læringshæmmende faktorer i elevernes brug af bogBotten. Vi finder, at mens bogBotten potentielt kan facilitere dybere forståelse gennem undersøgende og diskuterende dialoger, er størstedelen af kommunikationen overfladisk og repetitiv. Afslutningsvis præsenterer vi derfor et bud på designprincipper, der kan inspirere fremtidige design af læremidler med generativ AI.

Legende videregående uddannelser

Nørgård, R. T. — Wed, 01 Jan 2025 01:14:20 +0100

Sessionen introducerer til feltet ’playful higher education’ og dets teoretiske rationale, pædagogiske principper og karakteristiske praksisformer.

Legende videregående uddannelser repræsenterer et alternativ til de mere traditionelle, performance- og resultatorienterede tilgange, der præger mange institutioner i dag. Denne tilgang bygger på en erkendelse af, at det legende ikke blot er forbeholdt barndommen, men er en central del af menneskets evne til at stille sig åbent og undrende i verden for derigennem at kunne tænke, handle og være anderledes (Nørgård et al, 2021; Nørgård & Whitton, 2024a). Bevæggrunden bag legende uddannelser er netop ønsket om at sætte ’fejlmodigheden’ og læringen fri fra de præstationsorienterede rammer, der gør uddannelse til læringsmål og konkurrence, og i stedet fremme en kultur præget af de fem legerammer: undring, kreativitet, fællesskab, demokrati og tilhørsforhold (Nørgård, 2021; Nørgård & Toft, 2024).

Værdien ved legende videregående uddannelser ligger i deres evne til at skabe trygge og åbne læringsmiljøer, hvor fejl og eksperimenter ses som nødvendige skridt på vejen mod dybere tænkning og evnen til at lege med ideer og dele åbent. Dette giver både studerende og undervisere mulighed for at udforske alternative perspektiver, styrke samarbejde og udvikle en mere åben tilgang til viden og verden (Nørgård 2021; Nørgård & Whitton 2024b). Gennem legende tilgange, undervisningsformer, læringsaktiviteter og -fællesskaber skabes rum for deltagelse gennem åben og åbnende udforskning af faglige emner.

GenAI og danske tidsskrifter

Wed, 01 Jan 2025 01:14:20 +0100

I denne workshop sætter vi fokus på, hvilken rolle generativ AI (GenAI) bør spille i udviklingen af tidsskrifter inden for det universitetspædagogiske felt. Workshoppen vil undersøge, hvordan vi kan balancere fordelene ved at bruge GenAI med de udfordringer, teknologien kan medføre. Vi skal bl.a. diskutere, hvilke etiske problemstillinger sådan en brug af GenAI rejser, og hvordan vi kan navigere disse på en ansvarlig måde. Vi vil sammen udforske, om det er relevant eller hensigtsmæssigt at opfordre bidragydere til at anvende GenAI som et redskab til at forbedre deres tekster, og hvorvidt dette kan gøres uden at kompromittere den faglige integritet. Samtidig vil vi overveje, om GenAI kan supplere den traditionelle peer review-proces ved at bidrage med nye perspektiver på sproglig og strukturel kvalitet- og hvorledes en sådan maskinbedømmelse skulle organiseres. Endelig diskuterer vi, hvordan klare rammer og guidelines kan hjælpe med at definere en konstruktiv brug af teknologien og skabe en fælles forståelse af dens rolle.

Workshoppen vil kombinere korte oplæg/’provokationer’ fra danske tidsskriftsredaktører med diskussioner i små grupper. Desuden præsenterer vi en oversigt over, hvordan andre relevante aktører forholder sig til GenAI. Hensigten er at skabe en åben dialog med forfattere, bedømmere, læsere og redaktører, som i sidste ende skal munde ud i et community bud på hvordan vi bedst kan integrere GenAI til kvalitetsforbedring og innovation. Vi ser workshoppen som først trin i det arbejde, og håber at deltagerne vil dele deres perspektiver og ideer som input til processen. Målet er at udvikle og udgive konkrete anbefalinger til GenAI-politikker, der afspejler universitetspædagogiske tidsskrifters værdier og behov, samtidig med at vi sikrer en etisk og gennemsigtig tilgang til teknologien.

Arrangørgruppen repræsenterer redaktører fra Dansk Universitetspædagogisk Tidsskrift, Journal of Problem Based Learning in Higher Education, og Tidsskriftet Læring og Medier.

Kursusdidaktik og Generativ AI på tværs af universiteterne

Hansen, J. J., Nørgård, R. T. — Wed, 01 Jan 2025 01:14:20 +0100

Generativ AI (GenAI) er et varmt tema alle steder – også på universiteterne. Og de sidste to år har kurser i GenAI været efterspurgte af underviserne og stået helt centralt i det universitetspædagogiske kursusudbud. Spørgsmålet er hvilke pædagogiske praksisser, didaktiske designs og udpegede underviserkompetencer kurserne udtrykker og sigter mod at opøve blandt underviserne? Disse og beslægtede spørgsmål har været omdrejningspunktet for en DiP (DUN-SIG) webinarrække om Kursusdidaktik med AI: kompetenceudvikling og kursusdesign på universitetet hvor GenAI kursusudbydere fra 7 universiteter har præsenteret og diskuteret forskelle og ligheder på tværs

The politics of data visualizations. Introduction to special issue

Ratner, H. F. — Wed, 01 Jan 2025 01:14:20 +0100

This special issue investigates the politics of data visualizations in education, examining how visual tools such as dashboards, benchmarks, and progression curves shape educational practices, perceptions, and governance. Far from offering neutral representations of data, visualizations are performative technologies that construct what counts as educational quality and learning. Bringing together contributions from diverse European contexts, the issue explores how data visualizations are produced, negotiated, and consumed across a range of educational settings. It emphasizes the values and power relations embedded in these visual tools, and how they influence decision-making, frame educational realities, and mediate the digitalization and datafication of education. By situating these contributions within broader debates in critical education studies and science and technology studies, the issue foregrounds how data visualizations enact specific understandings of education and how their makers and users relate to them. Together, the articles offer a critical lens on the social, political, and epistemic work that data visualizations perform in contemporary education.

Gamified goal-setting:

Kratochvil, T., Lebedíková, M. Š., Vaculik, M., Prochazka, J., Lieberoth, A. — Tue, 01 Jul 2025 01:14:20 +0200

Leaderboards are commonly used in gamification to enhance performance outcomes. While their impact on quantitative performance is well-established, their effects on other performance indicators and moderators remain underexplored. We replicated and extended Landers et al.'s (2017) study of the gamified goal-setting effect on task performance to examine the effect on quantitative (e.g., task speed), qualitative (e.g., accuracy), and self-reported performance across two studies using 12-minute tasks. While leaderboards improved quantitative performance, qualitative performance remained unaffected. Moreover, leaderboards led to higher and more accurate self-reported performance than an impossible goal and lower and more accurate than an easy goal. This effect was more pronounced among experienced learners. This suggests that leaderboards balance the advantages of simple and challenging goals, making them particularly effective for experienced learners compared to traditional goal setting. Future gamification research should focus on self-assessment as it may shape future objective performance.

Psychology and role-playing games

Bowman, S. L., Lieberoth, A. — Mon, 01 Jan 2024 01:14:20 +0100

This chapter explores role-playing from different existing scientific frameworks, including developmental, cognitive, behavioral, motivational, counseling, and social psychology. The authors also discuss how role-playing games relate to issues of identity, personality, creativity, and attitudes. Additionally, the chapter explores the psychological interpretations of role-playing through various perspectives, including phenomenology, hobbyist theories, role-play studies, psychoanalysis, and depth psychology. Psychologists have examined why games appear to be highly motivating. Indeed, looking for motivational effects has been one of the more fruitful empirical approaches to the psychological study of games, including digital and analog role-playing games in educational settings. The chapter also explores role-playing in counseling practice, more recent therapeutic uses of role-playing games, and transformative play in leisure communities. While the empirical study of the psychological impacts of role-playing games is still developing, the chapter presents some of the research findings represented in the literature thus far. Finally, the chapter concludes with a discussion of psychological safety and calibration practices, including workshops, safety mechanics, de-roling, and debriefing.

Digital media as COVID-19 lifeline or stressor? An exploratory study on the perception of media usage under isolation

Díaz, C., Alba-Marrugo, M., Tungjitcharoen, W., García, N. B., Lieberoth, A. — Mon, 01 Jan 2024 01:14:20 +0100

To answer the question if Information and Communication Technologies (ICTs) were benefiting or hindering the mental health of people undergoing isolation during the early pandemics of SARS-CoV-2 (COVID-19), we inquired how people perceived the usage of five ICTs and their relationship with them. We addressed three hypotheses: there is a relationship between the increase in the use of specific ICTs during the isolation period due to COVID-19 and perception of positive psychological effects (H1), feelings of psychological discomfort (H2), and anxiety levels (H3). We found that using ICTs helped people feel less isolated and combat boredom. However, ICTs can cause psychological discomfort when people perceive they spend too much time using them or feel they cannot control their use. We also found that anxiety is related to how people perceive their relationship, with a positive media relationship linked to less anxiety and vice versa.

Can playing Dungeons and Dragons be good for you? A registered exploratory pilot programme using offline tabletop role-playing games to mitigate social anxiety and reduce problematic involvement in multiplayer online video games

Billieux, J., Fournier, L., Rochat, L., et al. — Wed, 09 Apr 2025 01:14:20 +0200

Gamers with poor self-concept, high social anxiety and high loneliness are more at risk of problematic involvement in video games, such as massively multiplayer online role-playing games. There is a research gap concerning treatment approaches to cater to socially anxious gamers with problematic patterns of gaming involvement. This registered exploratory pilot programme tests the feasibility and initial effect of a structured protocol in which socially anxious online gamers are exposed to real-life social interactions while playing an offline tabletop role-playing game (TTRPG). Our structured protocol lasted 10 weeks and involved 10 sessions organized into three modules in which participants played a TTRPG inspired by the game 'Dungeons and Dragons'. Each module deployed a role-playing scenario designed to challenge the players in game terms and involve them in a story based on maturing relationships with other characters and solving challenges by social means and investigation. Our study used a quasi-experimental multiple single-case design with a three-week baseline across groups (four groups of five gamers with sub-clinical problematic video game use and social anxiety) and a three-month follow-up. Primary outcomes were time spent gaming, gaming disorder symptoms and social anxiety symptoms. Secondary outcomes were assertiveness/social skills, self-concepts and perceived loneliness. In terms of feasibility, we observed that most participants completed the programme (two of the 20 participants dropped out) and were involved in terms of participation and weekly psychometric assessments. Moreover, participants were largely able to attain the progressively more difficult objectives implemented in the TTRPG programme. Multiple single-case analyses showed that most participants benefited from the intervention through a reduction in social anxiety symptoms and problematic gaming symptoms, although to varying degrees. Some participants also reduced their gaming time or presented with reduced perceived loneliness. Assertiveness and self-concepts were not improved. This pilot study shows that a TTRPG intervention approach is feasible and may be used to reduce social anxiety and gaming disorder symptoms. The present programme must now be tested with clinical participants.

Cultural Game Jams with Youth:

Eriksson, E., Costa, C. e., Goncalves, M., et al. — Sat, 26 Apr 2025 01:14:20 +0200

In this paper, we present a multiple-site case study to illustrate the similarities and differences in cultural game jam design with youth in situated research contexts. The aim is to provide the reader with an insight into the problem space, jam design, outcomes and opportunities of a set of linked, yet individual, studies from several different contexts and countries. The cases provide a platform to think about how game jam studies might be collectively reported and evaluated even when they are carried out in different ways. The contribution is an illustration of differentiated replication in multiple cultural game jam studies with youth in different countries. The reflections on replication and differentiation is of interest for cultural game jam activities to empower youth’s cultural participation through technology design.

ChatGPT med Relationel Sokratisk Uvidenhed

Hasse, C., Bruun, M. H., Knaap, K. Ø. — Thu, 01 May 2025 01:14:20 +0200

I denne artikel introducerer vi Relationel Sokratisk Uvidenhed (RSU) som et nyt pædagogisk begreb til at forstå anvendelsen af generativ AI i undervisningssammenhænge. Begrebet er udviklet i forbindelse med et projekt om anvendelse af ChatGPT ved et dansk universitet. Vi undersøgte, hvordan studerende udnytter deres forskellige læringspotentialer, når de går i dialog med ChatGPT. Ved at bede de studerende besvare det generiske spørgsmål ”Hvad er uddannelse?”
opdagede vi, at nogle studerende udfordrede de instrumentelle definitioner, der kom fra ChatGPT og trak på deres egne bredere forståelser opbygget gennem deres forudgående uddannelser. Andre studerende havde ikke opbygget tilsvarende ressourcer at trække på. Dette understreger den afgørende rolle, som forudgående læring og den faglige tolkningsramme spiller for at kunne selektere og spørge fagligt relevant ind til den overvældende mængde tilgængelige informationer, AI-chatbots som ChatGPT kan levere. Det kan hjælpe studerende med at afgrænse deres promptning, når de erkender, at deres uvidenhed om et nyt emne ikke er absolut, men relationel i forhold til en bestemt faglighed. Denne erkendelse er vigtig for undervisere og studerende, før vi tillader, at AI-chatbots guider os med de kategorier, der ligger i de store sprogmodellers svar.

Skrivning, læsning, tekst og refleksiv tænkning med generativ AI på humanistiske videregående uddannelser

Bruun, M. H., Krause-Jensen, J., Hasse, C. — Sat, 01 Mar 2025 01:14:20 +0100

Artiklen undersøger fire centrale temaer i forskningen om AI-chatbots som lærings- og undervisningsassistenter på videregående uddannelser med særligt fokus på humanistiske fag. Forfatterne påpeger, at den datalogisk orienterede AIED-litteratur ofte hviler på et kognitivistisk og individualistisk læringssyn, hvor AI-chatbots ses som en mulighed for at personalisere undervisning og effektivisere læreprocesser. Artiklen argumenterer for, at denne forskning overser betydningen af sociale og situerede læreprocesser, underviserens rolle som vidende ledsager samt forholdet mellem tekst og erkendelse. Med afsæt i en antropologisk og praksisorienteret tilgang vises det, at studerendes brug af generativ AI rejser grundlæggende spørgsmål om formålet med humanistiske og uddannelser og den refleksive tænkning, der kræves for at lære i dybden. Artiklen bygger på etnografiske studier af kandidatstuderendes anvendelse af AI-chatbots i deres studiepraksis. Forfatterne konkluderer, at AI-chatbots kan være nyttige, men også indebærer risici for, at læsning og skrivning reduceres til overfladisk informationsbehandling, hvilket kan underminere kerneværdierne i humanistisk uddannelse.

Parents’ Strategies for Taking Care of Their Child with Disability

Bøttcher, L., Dammeyer, J. — Wed, 01 Jan 2025 01:14:20 +0100

Being the parent of a child with disability can be difficult. Research with a biomedical approach focuses on intrafamilial or intrapsychic challenges, while the social model and critical disability studies point to social barriers in an ableist society. As a third option, cultural-historical theory understand disability as relational and changeable in the intersection between persons and specific socio-cultural conditions. The aim of this study was to investigate how parents of children with cerebral palsy (CP) addressed problems at this intersection by developing care-taking strategies in relation to the Danish welfare system. Focus group interviews with 32 parents were completed. Findings showed that parents developed complex and elaborate strategies for how to struggle for welfare services for their child. The consequences of having a child with CP hinge on parents’ ability to learn to manage the mismatch between the needs of their child and social conditions shaped by the welfare system.

Computational implementations of Responsible AI

Ratner, H. F., Moeslund, T. — Thu, 13 Mar 2025 01:14:20 +0100

Kunstig intelligens i den offentlige forvaltning

Laage-Thomsen, J., Ratner, H. F. — Mon, 01 Jan 2024 01:14:20 +0100

Hvorfor gider piger ikke it?

Caeli, E. N., Bundsgaard, J. — Thu, 20 Feb 2025 01:14:20 +0100

For få måneder siden blev resultaterne af den tredje ICILS-undersøgelse offentliggjort. ICILS er en stor international kvantitativ undersøgelse, hvor bestemte aspekter af ottendeklasseelevers teknologiforståelse bliver undersøgt gennem løsning af opgaver og besvarelse af spørgeskemaer. Som det også var tilfældet, da undersøgelsen blev gennemført i 2018, er der igen betydelige forskelle på pigers og drenges holdninger og kompetencer på området.

Assemblage of Autonomy and Assemblage of Dependency

Nickelsen, N. C. M. — Tue, 04 Feb 2025 01:14:20 +0100

This paper explores the transformation of care involving robots. We discuss the use of care robots in private homes and care homes. Drawing on the concept of assemblage, we emphasize the specificities of the journey of robots into the world of care. This means observing how robots participate in care, interact with various actors, and impact their lives. We will do this by first outlining the assemblage enacting autonomy and showing that care robots have different effects in different places. Second, we investigate the care and footwork it takes to sustain autonomy, sketching what we call the assemblage of dependency. We propose that assemblages of autonomy and assemblages of dependency are not necessarily in opposition to one another. Rather, we are referring to different normative receptions in homes.

Situated data encounters

Rokoguniwai, M. B., Madsen, M. — Sun, 04 May 2025 01:14:20 +0200

Digital learning materials and digital testing have become pervasive in Danish primary and lower secondary classrooms. These digital learning materials and tests offer teachers with quick overviews of student performance through data visualisations. However, few studies have examined the role of these types of data visualisations in shaping teachers’ practices. In this article, we explore how teachers animate (and are animated by) data visualisations in literacy coaching work. The article offers a situated account of teachers’ encounters with data visualisations, based on empirical material generated through one year-long ethnographic fieldwork at two Danish primary and lower secondary schools. We employ the feminist new materialist concept of ‘animacy’ by Mel Y. Chen to analyse how data visualisations are transformative and shifting when engaged through teachers’ practices. To analyse the liveliness or animacies of data visualisations, we experiment with different animacies found in monster figures and otherworldly phenomena. In doing so, we demonstrate that data and their visualisations, through teachers’ engagements, behave as shades, (hibernating and awakening) beasts, zombies, and x-rays.

Begreber til at vurdere testredskabers kvalitet

Bøttcher, L., Dammeyer, J. H. — Mon, 01 Jan 2024 01:14:20 +0100

Analyse og tolkning af resultater fra test og vurderingsredskaber

Bøttcher, L., Dammeyer, J. H. — Mon, 01 Jan 2024 01:14:20 +0100

Standardiserede test, semistrukturerede metoder og deres relevans for pædagogisk psykologisk udredningspraksis

Bøttcher, L., Dammeyer, J. H. — Mon, 01 Apr 2024 01:14:20 +0200

Den pædagogisk psykologiske udredning:

Bøttcher, L., Dammeyer, J. H. — Mon, 01 Apr 2024 01:14:20 +0200

Hvad bliver DHO til i kronisk syges hjem

Nickelsen, N. C. M. — Thu, 05 Dec 2024 01:14:20 +0100

Enacting different stories

Nickelsen, N. C. M., Pols, J. — Mon, 06 Jan 2025 01:14:20 +0100

We scrutinize how people living with diabetes type 2 and co-morbidities enact stories as part of attending telemonitoring services. Although telemonitoring has been attached to a host of promises and diagnoses, we argue, it is pivotal to understand the stories and engagements that care receivers enact about it. This perspective is missing in the literature. We frame our analysis with the notions of ‘modes of ordering’ and ‘justification’ to analyze ethnographic interviews, logbooks, and presentations and discussion at a workshop. We conducted sixteen interviews with persons living with diabetes type 2 to scrutiny how they order their lives while, increasingly, care devices enter their private homes. Our analysis leads to four modes of ordering and their justification: (1) telecare as a ritual to gain reassurance, (2) telecare to receive support from nurses, (3) telecare to deal with flexibility and control, and (4) telecare as a signifier of failure to stick to the diabetes regime. The study untangles the contexts of what people aim to achieve, the struggle they undergo, and the transformation of their aims. To get a better understanding of care receivers’ engagement, we propose positioning people involved in type 2 diabetes telemonitoring as subjects in need of support to manage their health condition. The research design committed the participants to reflect over self-tracking at home over a period. Also, it gave them an opportunity to demonstrate how they self-track by making a presentation of their everyday self-tracking practice at the workshop. Telemonitoring becomes different things in peoples’ lives, and the justifications for participating differ and transform along with the engagement. We conclude that stories about self-tracking is enacted in various ways depending on contexts such as co-morbidity, the support they get and their position at the labor market.
Key words: Modes of ordering, justification, self-tracking, telemonitoring, diabetes type 2, co-morbidity.

Pædagogikkens steder – stedernes pædagogik

Dannesboe, K. I., Pless, M., Brodersen, M. — Mon, 01 Apr 2024 01:14:20 +0200

Muligheder og barrierer for kunstig intelligens i den offentlige sektor

Mon, 01 Jan 2024 01:14:20 +0100

ICT Use, Self-efficacy, and the Future of Eighth-Grade Students

Caeli, E. N., Caviglia, F., Bundsgaard, J. — Wed, 01 Jan 2025 01:14:20 +0100

In this study, we have examined gender differences in the way students relate to information and communication technologies (ICT), to learn more about their perceptions of gender-based stereotypes in this area. This study is based on the results of the 2018 International Computer and Information Literacy Study (ICILS), specifically regarding gender differences in responses identified in the Danish results (Bundsgaard et al., 2019). Whereas the results of the ICILS make visible important gender-related concerns, it does not examine the reasons that students complete the tasks and answer the questions as they do. This study seeks to address this. In 2022, we interviewed 44 Danish eighth-grade students in groups, and introduced them to the results of the ICILS 2018, which showed gender differences related to ICT use, studying and working with ICT in the future, and ICT self-efficacy. They were asked to discuss whether the results surprised them, what they thought caused the differences, and whether/how they thought these differences should be eliminated. This study reveals that stereotypes exist in the minds of the students, and that stereotypes contribute to the differences. However, many of the students do not regard gender differences in ICT as a problem. Based on our analysis, we argue that students need a broader conception of what ICT is, and how computers are used in society, which means that aspects of computer science need to be introduced in primary and secondary education.

Creative Toying with Cultural Heritage in Game Jams

Eriksson, E., Holflod, K., Nørgård, R. T. — Wed, 04 Dec 2024 01:14:20 +0100

In this paper, we focus on how to scaffold creative toying with tangible and intangible cultural heritage in game jams. We do so by using the Applied Jam Framework and the Creativity methods framework to analyse data from a recent design-based research intervention called a Cultural Game Jam (CGJ). The design of the CGJ is based on a quadruple helix innovation model where cultural institutions, creative industries, and universities collaborate with youth. We will discuss how such a model can increase youth’s empowered participation in cultural heritage and the cultural diversity and inclusivity within the global game industry.

Maskinlæring i folkeskolen

Caeli, E. N., Zambach, S., Pedersen, C. S., Bundsgaard, J., Misfeldt, M. — Thu, 05 Dec 2024 01:14:20 +0100

I artiklen formidles de første resultater fra et treårigt forskningsprojekt der har til hensigt at undersøge udskolingselevers udvikling af forståelsen af kunstig intelligens. Specifikt har vi gennemført en pilotafprøvning af dele af et naturfagligt teknologiforståelsesforløb hvor elever i grupper skulle designe deres egen maskinlæringsmodel og -app. Udgangspunktet var et bredt perspektiv på teknologiforståelse som et samspil mellem tekniske kompetencer, designkompetencer og teknologikritiske kompetencer. På trods af dette peger vores første erfaringer på udfordringer i forhold til at gå fra et praksisniveau til et mere reflekterende niveau. I artiklen diskuteres denne problemstilling og hvad det betyder for fremtidig forskning.

The Promises and Perils of Danish Nature App Developers

Esbensen, G. L., Schilhab, T. — Mon, 01 Jan 2024 01:14:20 +0100

This chapter delves into the first generation of Danish nature app developers to explore who they are, why they have chosen this field, and their experiences. The chapter is grounded in the 5-year qualitative research project Natural Technology, which explores the potential of technology in children’s and young people’s experiences of nature. The chapter initiates by situating itself in a fast-developing field, explicitly describing it, and offering an analytical categorization of nature apps, discussing how nature apps can be seen as a still relatively new and evolving media form, and suggesting both learning theories and a techno-philosophical framework within which the use of nature apps can be explored.

Wild animals connect us with nature: About awe, eco-pedagogy and natureconnectedness

Schilhab, T., Esbensen, G. L. — Wed, 29 Jan 2025 01:14:20 +0100

In recent years, studies have linked children’s experiences with nature to their understanding of sustainability. According to existing research, positive nature interactions and the experience of being part of nature motivate sustainable actions, a relationship described by the concept of “connectedness with nature.” Current research often refers to nature as a green (or blue) area—i.e., a place that, unlike urban areas, has characteristics that stimulate positive experiences of nature. Hence, the connection between experiences with local wild animals in nature (invertebrates such as snails and spiders, and vertebrates such as mammals and amphibians) and positive nature experiences remains unexplored. We do not yet know whether wild animals, as creatures with their own goals and worlds of experience, can stimulate children’s experience of being part of nature and ultimately lead to sustainable behaviour. However, animals are relatively easy to connect with and care for because their actions often resemble ours. This recognisability may intuitively pique children’s interest and thus initiate a budding emotional attachment to and understanding of nature. This article offers a theoretical framework for how children’s experiences of local wildlife may influence their opportunities to develop nature connectedness. The article demonstrates how observations of wild animals and their purposefulness in their natural environment potentially stimulate emotions and cognitions that are of significance to developing nature connectedness. We point to three effects, as follows: (1) the stimulation of curiosity through animals’ senses and actions, (2) insight into the diversity of nature through animals’ recognisable, yet different behaviour, and (3) the experience of how we depend on the concrete environment by proxy. We elaborate on the implications of these effects on children’s connection to nature. We also discuss the importance of adult involvement and support in the facilitation of certain feelings and cognitions in the development of children’s connectedness to nature.

Vilde dyr forbinder os med naturen

Schilhab, T., Esbensen, G. L. — Mon, 01 Jan 2024 01:14:20 +0100

Phone use, offline neglect, and reachability: a qualitative study in Denmark, Lithuania, and Spain.

Schilhab, T., Esbensen, G. L., Levratto, V. ., Suminas, A. — Sun, 01 Jan 2023 01:14:20 +0100

Expanding the playful university

Nørgård, R. T., Toft, H. — Thu, 12 Dec 2024 01:14:20 +0100

This chapter expands the theoretical-philosophical framework for the playful university as presented in the introductory chapter of The Playful University and Nørgård (2021) by introducing two new playframes: democracy and locality. The democracy playframe emphasizes democratic politics, deliberation, and equity as essential components of the playful university, whereas the locality playframe evokes the particular playful spirit of place residing in the environment and atmosphere of the playful university. The chapter offers a detailed analysis of the expanded framework and presents key takeaways and next steps in advancing the foundation for the playful university. By developing the playframes of Democracy and Locality, the chapter provides a nuanced understanding of the dimensions of playful (un)governability and Homo Democraticus (the democratic academic) along with placefulness and the playful Homo Domus (the academic inhabitant) as central to the playful university. The chapter highlights how democracy and placefulness can help foster a more playful university.

Principles for the playful university

Nørgård, R. T., Whitton, N. — Thu, 12 Dec 2024 01:14:20 +0100

This concluding chapter explores the concept of the Playful University and the principles that constitute it as presented across the 17 chapters of the book. This is done through an analysis of the principles emerging from the three sections - Playful Philosophy, Playful Practice, and Playful Politics. The chapter identifies 11 principles that guide the creation and cultivation of the playful university. The first four principles are philosophical and advocate for openness, diversity, and pluralism of emotions and worldviews. The next three principles are pedagogical and focus on incorporating playfulness into the curriculum and developing a relational pedagogy of care. The last four principles are political and highlight the need for institutional practices that support a playful university. Taken together, these principles present a foundation for opening a conversation on the possibilities of the Playful University.

The playful university

Thu, 12 Dec 2024 01:14:20 +0100

This book provides philosophical, political and practical insights that open ways for the university in going beyond its tightly controlled state and into more playful and imaginative futures. In the context of a marketised and regulated environment that stifles creativity and curiosity in higher education, this collection provides an antidote that lies in the potential of play. It identifies tactics and tools for playful practices to conjure real utopias and pathways for the present and possible futures. Pulling together global perspectives from a wide array of different disciplines including higher education, sociology, philosophy, media studies, design, literature, play studies, game studies and political science, it concludes with a collaborative chapter that offers philosophically and theoretically grounded principles for the playful university. The book shows that it is possible to reimagine a higher education in which students and staff approach their studies with a sense of purpose, care, and openness to explore, imagine and build a better future. Looking beyond pedagogy to imagination, and wonder as important perspectives within the university, this is an essential read for those interested in play and subversion in higher education.

Introduction

Whitton, N., Nørgård, R. T. — Thu, 12 Dec 2024 01:14:20 +0100

This introductory chapter presents the field of the playful university and the role of playfulness in reimagining universities which is at the heart of The Playful University book. It highlights the growing interest in playful higher education in recent years, which has emerged as a remedy to battle issues within the current neoliberal framework, and explores possibilities of building institutions that prioritize curiosity, creativity, and communality. Despite the field's vibrant and imperative future, there is a need to solidify playful higher education philosophically and theoretically to ensure its thorough establishment. This is the aim of The Playful University book, and its chapter sections on Philosophy, Pedagogy, Politics, and Principles. The introductory chapter sets the scene concerning the role of play, playfulness, and playful education in higher education and the need to solidify it philosophically and theoretically to ensure that the integration of playfulness into higher education is thoroughly established.

The slow scholar in the accelerated university

Nørgård, R. T., Bosanquet, A., Grant, B. . — Mon, 01 Jan 2024 01:14:20 +0100

This collaborative chapter explores the concept of slow scholarship and the slow scholar in the context of the accelerated landscape of contemporary universities. The neoliberal university of today demands high productivity and efficiency within compressed time frames, leaves little room for reflective scholarly thinking or practice, and disregards scholarship’s human and relational aspects. Based on a series of webinars and workshop activities with international scholars within higher education philosophy and theory, the chapter engages the topic of slowness as a mode of scholarship and of being a scholar in a present-day university. Through a series of poetic explorations and theoretical discussions, the chapter points towards alternative ways to inhabit the contemporary university, to create new possibilities for slow scholarship, and to foster a sense of solidarity among scholars. The chapter questions how scholars can think, practise, and exist in a system that demands speed and productivity and asks if it is possible to strike a balance between accelerated productivity and academic well-being. It argues that the contemporary neoliberal university requires scholars to excel at work, rather than to be well and that this is unsustainable. Slow scholarship, on the other hand, foregrounds the value of taking time to think, reflect, and engage in meaningful conversations and collaborations.

By exploring the challenges and possibilities of slow scholarship, the authors aim to contribute to a more nuanced understanding of academic work in the accelerated university and to encourage an approach to scholarship based on sustainability and solidarity. Ultimately, the chapter argues that slow scholarship offers a powerful counter-narrative to the dominant culture of speed and productivity which has the potential to transform not only the way we work as scholars but also the systems and structures that shape the university as an institution.