Publications - Publikationer

Velfærdsstaten anvender medarbejderdata – det kan der være demokratisk gode grunde til

Møller, N. H., Ratner, H. F. — Fri, 01 Mar 2024 11:01:33 +0100

Vi taler ikke om det, men AI bliver en gigantisk belastning for klimaet og naturen

Ratner, H. F., Papazu, I. . — Wed, 28 Feb 2024 11:01:33 +0100

Lessons from COVID-19 for behavioural and communication interventions to enhance vaccine uptake

Lewandowsky, S., Schmid, P., Habersaat, K. B., et al. — Wed, 01 Nov 2023 11:01:33 +0100

The Covid pandemic has yielded new insights into psychological vaccine acceptance factors. This knowledge serves as a basis for behavioral and communication interventions that can increase vaccination readiness for other diseases.

Teorier og begreber

Knudsen, T. B., Bülow, M. W. — Sun, 01 Jan 2023 11:01:33 +0100

Velkommen til International Politik

Knudsen, T. B., Bülow, M. W. — Sun, 01 Jan 2023 11:01:33 +0100

International Politik NU: Magtbalance, værdier og samarbejde

Sun, 01 Jan 2023 11:01:33 +0100

Efter Inklusionen

Wed, 01 Feb 2023 11:01:33 +0100

ChatGPT minder os om det gode ved uvidenhed

Hasse, C., Bruun, M. H. — Sat, 02 Dec 2023 11:01:33 +0100

Den store skærmkamp

Lieberoth, A. — Sun, 01 Jan 2023 11:01:33 +0100

Can playing Dungeons and Dragons be good for you? Tabletop role-playing games to mitigate social anxiety and reduce problematic gaming.

Billieux, J., Bloch, J., Rochat, L., et al. — Sun, 01 Oct 2023 11:01:33 +0200

Gamers with poor self-concept, high social anxiety, and high loneliness are at risk of problematic involvement in massively multiplayer online role-playing games (MMORPGs). There is a research gap concerning treatment approaches to cater to socially anxious MMORPG gamers with problematic patterns of gaming involvement. This study tests the feasibility and initial efficacy of a structured protocol in which socially anxious online gamers are exposed in offline social skills and exposed to real-life social interactions while playing a tabletop role-playing game. Methods: The experiment lasts 10 weeks and involves 10 sessions organized within 3 modules in which participants play the tabletop roleplaying game Dungeons and Dragons. Each module deploys one written role-playing scenario designed to challenge the players in game terms, as well as to involve them in a story based on maturing relationships with other characters and on solving challenges by social means and investigation. Our study uses an experimental single-case design with multiple baselines across groups (4 groups of 5 gamers with problematic MMORPG use and social anxiety) and a 3-month follow-up. Outcomes assessed include social skills, self-esteem, loneliness, assertiveness, and gaming disorder symptoms. Results: Ethical clearance has been obtained. Results are forthcoming as data collection will conclude in July 2023. Results will be available at the time of ICBA2023. Conclusion: Our proof-of-principle study has the potential to provide pilot data that are likely to be used to develop new types of interventions that may be more accessible and engaging for persons having a problematic involvement in MMORPGs.

Teknologiforståelse

Mon, 25 Sep 2023 11:01:33 +0200

Postdoc på DPU Elisa Nadire Caeli inviterer til samtale om Teknologiforståelse. Nutidens børn er født i en digital tidsalder. De lærer hurtigt at trykke på taster og swipe på skærme. Men de forstår ikke automatisk, hvordan digitale teknologier er designet, eller hvad brugen af dem betyder for dem selv, vores fællesskaber og vores samfund. Derfor må de udvikle teknologiforståelse.

Podcasten er produceret af Videnslyd for Aarhus Universitetsforlag.

Medvirkende: Elisa Nadire Caeli
Lyddesign og mix: Andrew Davidson

EPIC-WE Cultural Hubs

Holflod, K., Edut, J. E., Tscherning, R. W., Nørgård, R. T. — Sun, 01 Jan 2023 11:01:33 +0100

Playing with Futures and Utopia

Holflod, K., Bayne, S., Nørgård, R. T. — Sun, 01 Jan 2023 11:01:33 +0100

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

Caeli, E. N., Caviglia, F., Bundsgaard, J. — Thu, 01 Jun 2023 11:01:33 +0200

In this study, gender differences in ICT, identified in ICILS 2018, are examined to learn more about how eighth-grade students relate to gender issued stereotypes and perceptions within the field of ICT. Specifically, three conclusions derived from analysis of the Danish results of ICILS 2018 are addressed: A) In eighth grade, boys are more likely than girls to use ICT for technical activities, for exchanging information, and for accessing content on the internet, whereas girls are more likely than boys to use ICT for social communication; B) Boys tend to be more positive than girls about studying and working with ICT in the future; and C) Girls are on average less confident about their technical ICT skills than boys, even though girls on average have better computer and information literacy (CIL) scores than boys and equally high computational thinking (CT) scores in ICILS 2018.
In six different focus groups, 44 Danish eighth-grade students (15 girls and 29 boys from two different schools) were interviewed during the spring and summer of 2022. All these students had participated in the ICILS 2023 field trial and were therefore familiar with the study. They were introduced to the results of ICILS 2018 showing gender differences with regard to ICT use, studying and working with ICT in future, and ICT self-efficacy. They were then asked to discuss whether the results surprised them, what they thought had caused the differences, and whether/how they thought these differences should be eliminated. Afterwards, their discussions were coded in NVivo software and analyzed qualitatively to find out how the students related to these issues.
The study shows that stereotypes do exist in the minds of the students taking part. They feel that stereotypes contribute to the differences between girls and boys in the ICILS 2018 results presented to them, but many of them do not regard gender differences in ICT as a problem. For example, they argue that people should have the right to do what they want to do, and that boys and girls are not the same. However, some of them do think that there is a problem and argue that they need to learn more about ICT in school to persuade them that working with ICT does not necessarily mean sitting in front of a screen and writing lines of code all day long.
Based on this study, it is argued that students need a broader conception of what ICT is, and how computers are used in society, in order to gain greater understanding of why it is important that all genders participate in developing, implementing and determining the future of digital systems to benefit our own lives as well as societies in general, both locally and globally.

Organisation og beslutningsproces

Schrøder, I. — Fri, 01 Jul 2022 11:01:33 +0200

Beslutningen om at anbringe et barn er en af de mest vidtrækkende beslutninger, man kan være involveret i som velfærdsprofessionel. En forkert beslutning kan have fatale konsekvenser for det enkelte barn, og det er dyrt for kommunerne, når anbringelser bryder sammen, eller når den forebyggende indsats viser sig at være nytteløs. Det er et stort ansvar at sidde med for den enkelte socialrådgiver. Og netop fordi ansvaret i beslutninger om anbringelser er så stort, bliver selve processen med at tage beslutninger om anbringelse ofte et omdrejningspunkt for organiseringen af myndighedsarbejdet. Man kan derfor sige, at der er en vekselvirkning mellem, at beslutningsprocesserne skaber et behov for organisering, og omvendt at organiseringen påvirker beslutningsprocesserne. For at kunne begribe, hvordan denne vekselvirkning foregår i praksis, trækker dette kapitel på organisationsteoretiske begreber, som hjælper med at fokusere på samspillet mellem organisationens og socialrådgiverens arbejde.

Økonomi uden tal

Schrøder, I. — Wed, 01 Nov 2023 11:01:33 +0100

Denne bog handler om styring af økonomi, og samtidig handler den ikke om styring af økonomi. For i bogen vender jeg økonomi på hovedet, så jeg kan se på det nedefra og indefra. Mere konkret kigger jeg på økonomi fra socialrådgivernes daglige arbejde med at styre den økonomi, de forvalter inden for servicelovens rammer. Derfor handler bogen ikke om matematik, budgetmetoder, formler i Excel-ark og lignende viden, der er vigtig for økonomer. Derimod giver bogen viden om økonomi, som er relevant for socialrådgivere og andre, der gerne vil forstå, hvordan det kan lade sig gøre at tage hensyn til økonomi, uden det går ud over de opgaver og mennesker, økonomien skal understøtte. Det er en vigtig pointe, at jeg ikke præsenterer bogen som en økonomi-bog for ikke-økonomer. Jeg forsøger nemlig ikke at simplificere eksisterende økonomisk teori og formidle den til en faggruppe, der allerede har et bredt teoretisk repertoire. Derimod præsenterer jeg en socialfagligt funderet forståelse af økonomi, der beskriver, hvordan socialrådgivere styrer økonomi med udgangspunkt i deres faglighed.

Solidarity through speculation

Nørgård, R. T., Bayne, S. — Sun, 01 Jan 2023 11:01:33 +0100

Enacting social dreaming through speculative design, hopepunk approaches and collective near future design can open up new pathways for care-full futures in higher education (Nørgård, 2022; Bayne & Gallagher, 2021). At a time of intersecting planetary-scale and existential crises, the debate around education for solidarity and a liveable future gains a new urgency. This paper will discuss how recent theories and methods such as speculative design (Dunne & Raby, 2013), utopia as method (Levitas 2013) and designing regenerative cultures (Wahl, 2016) can offer concrete and contrasting ways of nurturing widened solidarity in higher education.

The paper will consider how sociologically-oriented approaches such as ‘utopia as method’ and design-oriented ‘materialisations of the ideal in the real’ (Nelson & Stolterman, 2013) might be used to differently conceptualise institutions of higher education. How might different methods for ‘organised imagining’ support us to build a higher education based on values divergent from the current competitive, financialised, globalised norm? How might they help us devise structures capable of supporting communality, solidarity and diverse knowledges as well as ‘planetary and more-than-human’ care (Pierre, 2015; Bellacasa, 2017)?

By introducing methods for re-configuring higher education in terms of the ecocentric, ecological and even utopian, the paper works against the anticipatory regimes (Amsler & Facer, 2017; Webb et al, 2020) currently dominating higher education. It will actively look for fragments of the good society among the ruins and use these fragments to imagine preferable futures.

In the spirit of co-creative solidarity, the paper session will in different ways enact the speculative and utopian method to collectively work towards new conclusions about what preferable higher education futures – focused on solidarity – might look like.

The slow scholar in the accelerated university

Nørgård, R. T., Grant, B. ., Bosanquet, A. — Sun, 01 Jan 2023 11:01:33 +0100

In this chapter, we turn our attention towards theorising scholarly identities that are deliberately slow. Often defined in resistance to the rushed pace of current accelerated academia in the neo-liberal university – as something other than frenetic, competitive, metricised, anxiety-promoting academic capitalism. At first, ‘the slow scholar’ might evoke conceptions of nostalgia or utopian visions for doing academic work, and inhabiting the university, differently. A privileged position out of touch with reality. However, in this chapter, we wonder about the ways such an identity might be meaningful beyond wistful thinking or idealisation.

Walker’s (2017) descriptor of slow reading against the institution sets a meandering mood for the slow scholar in all her roles (researcher-thinker-writer, teacher and servant): inconclusive, uncertain, imaginative, experimental, curious, questioning, incomplete, appreciative, respectful, generous, meandering, reflective, meditative, patient, ethical, speculative, unknowing. Every word is a challenge, or maybe it could be a baton, in the intergenerational relay of academic lives.

Our writing on slow academic identities brings together feminist thought about higher education (Ahmed, 2017, 2021; Breeze & Taylor, 2020; McKinlay, 2022; Mountz et. al. 2015; Walker, 2017) with writings and thinking on slowness in higher education (Berg & Seeber, 2018; Vostal, 2016; Chambers & Gearhart, 2019; Mahon, 2021; Bozalek, 2017) and reflections on theory-building (Ashwin, 2012; Eagleton, 1989; Hage, 2016; Swedberg, 2016) in a collaborative work of slow scholarship and on ‘the slow scholar’.

Holding together that which does not easily hold together – care receivers’ work to get sensible care out of welfare technology?

Nickelsen, N. C. M. — Wed, 06 Sep 2023 11:01:33 +0200

How do care receivers care and what do they do to hold things together when they are exposed to shifting care regimes? I am interested in the care and footwork care receivers do to get the care they aim for when provided with welfare technology? Also, I am interested in how their aims reconfigure while they do this work. Mol, Moser and Pols define care as a matter of persistent tinkering in a world full of ambivalences and shifting tensions (2010, p. 14). In relation to the British foot and mouth disease crisis in 2001, Law proposes that caring is not only about tinkering, but it is also about holding together that which does not easily hold together (2010, p 69). If we want to understand welfare technology, we will have to explore what users do with it and what they get out of it (Pols, Willems & Aanestad, 2019). How do they care? What do care receivers do to hold things together and continue embracing welfare technologies? I will present and discuss two examples and take a closer look at the care and struggle the welfare technology leads to for care receivers and what they need to do to get care out of it: 1) The aims of a young man and how these aims reconfigure when he starts to use robotics to feed him 2) how diabetes type 2 patients justify and hold things together to get the care they look for.

Giving up on algorithmic fantasies:

Schrøder, I., Ratner, H. F. — Thu, 06 Jul 2023 11:01:33 +0200

Calculating children’s unknown futures

Schrøder, I., Ratner, H. F. — Sun, 01 Jan 2023 11:01:33 +0100

Forskeren forklarer: Her er tre måder at anskue påvirkningen fra kunstig intelligens i vores skoler

Laage-Thomsen, J., Ratner, H. F. — Mon, 12 Jun 2023 11:01:33 +0200

Overvågning og trivselsmåling

Ratner, H. F., Andersen, L. B. — Mon, 01 Jan 2024 11:01:33 +0100

Risiko-scoring af børn

Ratner, H. F., Elmholt, K. T. — Fri, 01 Dec 2023 11:01:33 +0100

Algorithmic constructions of risk

Ratner, H. F., Elmholt, K. T. — Sat, 01 Jul 2023 11:01:33 +0200

This paper examines how predictive algorithms construct risk by calculating and anticipating children's uncertain futures. Theoretically, we analyze algorithmic risk construction by attending to (a) the problematizations justifying algorithmic prediction, (b) their underpinning data infrastructures, and (c) the configurations of agencies across humans and machines. Empirically, we examine two experiments in Danish child protection services that developed algorithmic models to predict children's maltreatment. Our analysis highlights how algorithmic predictions can create different notions of risk. The first case used predictive algorithms to supplement human risk assessments with data from child protection services, while the second case aimed to detect risk early by constructing parents as risk factors, requiring data from other welfare sectors. By comparing these cases, we highlight two distinct risk constructions: one that uses algorithmic prediction to manage uncertainty and another that seeks to eliminate undesired futures by preempting risk. These different constructions have implications for how the present is viewed as a moment of intervention and for how families are constructed as “risk objects.”

Hybrid teknologiforståelse

Andersen, L. B., Danholt, P., Ratner, H. F. — Thu, 01 Jun 2023 11:01:33 +0200

EPIC-WE - Relations and settings for empowered participation beyond the institution

Nørgård, R. T., Holflod, K. — Sun, 01 Jan 2023 11:01:33 +0100

The presentation introduces and discusses some first steps in the development of a new co-operative model for re-imagining and re-enacting higher education beyond the institution – the EPIC-WE model. Through the concept of ‘empowered participation’ the ambition is to re-position higher education institutions – with a focus on Arts & Humanities – as pro-active collaborators and cultural value-creators in society. The presentation connects theories on ‘quadruple helix innovation frameworks’ (Carayannis & Campbell, 2012), with ‘future mode 3 higher education institutions’ and ‘universities without walls’ (Nørgård, Mor & Bengtsen, 2019; Nørgård; Schreibman & Huang, 2022; EUA, 2021). This is done to create future conditions for ‘empowered participation’ through quadruple co-operative settings and relations between higher education institutions, cultural organisations, creative industries and young people.

Methods
The EPIC-WE model will be developed and tested as a core deliverable of the EPIC-WE project. The EPIC-WE project is a Horizon Europe Research & Innovation Action that is awarded approx. 23 mill DKK by EU and was launched on March 1st 2023. The project is carried out as an ambitious double-loop Design-Based research project (McKenney & Reeves, 2019) across three sites in Denmark, Holland, and Portugal.

Results
The EPIC-WE model explores the benefits and value of co-operative relations and settings between higher education institutions, cultural organizations, creative industries, and young people in quadruple helix innovation frameworks. This will be in the form of the development and delivery of a new cultural ecosystem for public good and co-shaping futures. The first iteration of the EPIC-WE model will be presented.

Discussion
The EPIC-WE model and project, its relevance and implications for higher education development and teaching, as well as its connections to the DUNK theme of settings and relations will be discussed.

Du jeu « online » au jeu « offline » - Un programme pilote pour réduire l’usage excessif des jeux vidéo

Billieux, J., Bloch, J., Rochat, L., et al. — Tue, 23 May 2023 11:01:33 +0200

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

Ghandchi, N. — Mon, 01 May 2023 11:01:33 +0200

Mediation Analysis of Conspiratorial Thinking and Anti-Expert Sentiments on Vaccine Willingness

Blackburn, A., Han, H., Gelpí, R., et al. — Sun, 01 Jan 2023 11:01:33 +0100

Objective: Vaccines are an effective means to reduce the spread of diseases, but they are sometimes met with hesitancy that needs to be understood. Method: In this study, we analyzed data from a large, cross-country survey conducted between June and August 2021 in 43 countries (N = 15,740) to investigate the roles of trust in government and science in shaping vaccine attitudes and willingness to be vaccinated. Results: Despite significant variability between countries, we found that both forms of institutional trust were associated with a higher willingness to receive a COVID-19 vaccine. Furthermore, we found that conspiratorial thinking and anti-expert sentiments predicted reduced trust in government and science, respectively, and that trust mediated the relationship between these two constructs and ultimate vaccine attitudes. Although most countries displayed similar relationships between conspiratorial thinking and anti-expert sentiments, trust in government and science, and vaccine attitudes, we identified three countries (Brazil, Honduras, and Russia) that demonstrated significantly altered associations between the examined variables in terms of significant random slopes. Conclusions: Cross-country differences suggest that local governments’ support for COVID-19 prevention policies can influence populations’ vaccine attitudes. These findings provide insight for policymakers to develop interventions aiming to increase trust in the institutions involved in the vaccination process.

Gør vores telefoner os dummere og mindre sociale? Ny forskning genfinder ikke berømte resultater

Lieberoth, A. — Sun, 01 Jan 2023 11:01:33 +0100

I lang tid har forskningen peget på, at vores telefoner forstyrrer og spænder ben for vores hjerner. Men kan det nu også passe?

Riders in app time:

Terkelsen, K. D., Bruun, M. H., Dalsgård, A. L. — Mon, 01 May 2023 11:01:33 +0200

This article is based on ethnographic fieldwork among bicycle food delivery riders in Brussels who worked through the digital platform Deliveroo. The article engages the riders’ specific temporal experiences of platform work. Platform work through digital apps creates an image of aspatial real-time. However, using the notion of the ‘data double’, we demonstrate that the riders not only have to navigate the cityscape of Brussels on their bikes. They also have to cope with unwanted waiting time caused by the frictions between the data doubles in the app and the spatiotemporal structure of the food delivery economy. We argue that the riders manage to bridge the gap between the logic of the app’s real time and the spatiotemporal and economic constraints. They do so by employing different tactics for manipulating the temporal structure of the app as well as their own experience of time. Drawing on Michael Flaherty’s work, we call these tactics ‘time work’. Most of the interviewed riders did not envision working through the digital platform as a career. Instead, Deliveroo provided a temporary and flexible way to cover their expenses while preparing for other, more important issues such as finishing their education. Studies of digital platform work often highlight the extremely precarious working conditions of food delivery riders, but they have lacked a closer exploration of the platform workers’ own temporal experiences of work. This article brings new empirical insight to studies of digital platform work and, particularly, demonstrates that Deliveroo riders in Brussels are both ‘victims and architects of time’. Overall, this article contributes to a better understanding of the experience of time under platform capitalism.

Byen som etnografisk living lab

Brandt, A., Bruun, M. H. — Sun, 01 Jan 2023 11:01:33 +0100

Neuropsykologiske perspektiver på børn og unge med diagnoser

Bøttcher, L. — Wed, 01 Mar 2023 11:01:33 +0100

Indledning

Holm, C., Bøttcher, L. — Wed, 01 Feb 2023 11:01:33 +0100

Comment to Evolution without Inheritance: Steps to an Ecology of Learning by Tim Ingold

Hasse, C. — Thu, 01 Dec 2022 11:01:33 +0100

Workplace Learning for Changing Social and Economic Circumstances

Hasse, C. — Sun, 01 Jan 2023 11:01:33 +0100

Changing circumstances of workplace learning with new technologies entail rethinking our theories of workplace learning. Theories of how materials matter have recently come to the fore, revealing new questions for workplace learning and working across institutions. This chapter brings a new dimension to Anne Edwards’ work on interprofessional collaborations and relational expertise by examining how new theories of sociotechnical imaginaries, new materialism and Socratic ignorance reveal the relational learning processes that can lead to the unfolding of relational agency (Edwards 2010). Socratic ignorance is here defined as an acknowledgement of one’s own ignorance. I argue that it can help us explore this process of learning relations from a new angle, as it can be a starting point for developing common knowledge. Common knowledge, knowledge of each other’s motives, is key to mediating relational agency (Edwards 2011). In the process, the agency and material aspects of things, together with changes in conceptual meaning, matter (Hasse 2020). As common knowledge is accumulating while professionals learn across boundaries, humans, things and institutions are changing.
Workplace learning-in-practice theories have a keen eye on artefacts. Nonetheless, new materialist theories challenge cultural-historical activity theory (CHAT), cultural anthropology (CA) and symbolic interactionism (SI) (Guile 2011) as being too human centred, paying too little attention to material agency. New materialist theories of technology–human interactions have evolved alongside changes in workplace technologies, including robots. These theories emphasise the agency of materials and only secondarily, if at all, how they stand in relation to humans, sociality and human agency. I bring a new focus to these discussions by exploring Socratic ignorance in workplace learning. This brings humans as learners in inter-professional work to new materialist discussions. Focusing on ignorance extends our gaze beyond human–human and human–technology relations to processes of technology–human relations. It emphasises that sociotechnical imaginaries are not static but are tested in workplace learning, as technology is put to use. In the learning processes, relations change as humans and technology move from being imagined to being practised.
The point of departure is the healthcare robot, Silbot, developed by the South Korean robot company Korean Institute of Science and Technology (KIST). Silbot is designed to train elder citizens with dementia in rehabilitation centres. It was implemented at two centres, in Finland and Denmark, in 2011–2012. As part of our research on humanoid robots in Denmark, we studied the implementation of Silbot (Hasse 2015b, Blond 2019). Silbot was first developed as an English teacher (Silbot-1) for South Korean schoolchildren. After meeting with a Danish municipal director of welfare technology, KIST created Silbot-2, a brain-training robot, which resembled an overgrown penguin with a human voice. A later version, Silbot-3, developed with the Danish staff, has a smiling Caucasian female face on a flat screen and is a slim humanoid. Its shiny white plastic body rests on a round movable platform and has two flipper-like arms. As a brain-training instructor, it moves on a black-and-white tiled floor, which helps it orientate itself. It is therefore lost when not moving around this board. The people to be trained sit at tables around the chequered floor. Silbot-3 provides several brain training games, which are shown on a central screen and at screens at the participants’ tables. Silbot introduces the games and wheels around to evaluate results, but in order to move, it must be connected to a PC and operated by a human operator. During the testing period, these operators were often Korean, whereas the instructors were Danish or Finnish.
Humanoid robots like Silbot enter workplaces soaked in sociotechnical imaginaries (Jasanoff 2015a) and cultural expectations. When the humanoid robots leave the robot laboratories and enter a local practice, they can become active agents in interprofessional work at the boundaries between healthcare staff and engineers as well as across national cultures. I shall argue that to obtain common knowledge (Edwards 2011), that ensures respect for each other’s motives (Hopwood et al. 2016), both staff and engineers require Socratic ignorance. In Denmark, Socratic ignorance moved both staff and engineers towards the unfolding of relational agency as they worked together to respond to the volatile agency of Silbot. In Finland, the staff did not have patience with the engineers’ lack of Socratic ignorance in relation to local practices and terminated the Silbot project after three months.

Kan Det Blå Danmark Blive Grønt?

Thit, N., Krause-Jensen, J., Skårup, B. — Sat, 01 Jan 2022 11:01:33 +0100

Algoritmer i sagsbehandlingen af indsatser til udsatte børn

Ratner, H. F., Schrøder, I. — Sun, 01 Jan 2023 11:01:33 +0100

Flying drones as a gendered matter of concern

Waltorp, K., Bruun, M. H. — Thu, 01 Dec 2022 11:01:33 +0100

Parents as learning facilitators

Dannesboe, K. I. — Fri, 01 Sep 2023 11:01:33 +0200

”Hun er jo mit barn, men det er deres sted” – Forældre og pædagogers grænsesøgning i hverdagens samarbejde

Juhl, P., Westerling, A., Dannesboe, K. I. — Sun, 01 Jan 2023 11:01:33 +0100

Kan dit barn se forskel på et digitalt menneske og et rigtigt menneske?

Caeli, E. N., Telving, T. — Wed, 19 Oct 2022 11:01:33 +0200

Det er blevet sværere og i mange tilfælde umuligt at skelne mellem biologiske og digitale mennesker, når vi møder ansigter på nettet, og det bliver ikke nemmere i fremtiden. Det vil blive en tiltagende udfordring, at manipulationsdygtige, digitale teknologier bliver bedre. Det betyder, at strategierne til at skelne mellem digitale og biologiske mennesker vil have kort levetid, skriver Elisa Nadire Caeli og Thomas Telving, der mener undervisningen skal styrkes.

Laws of Edu-Automation?

Decuypere, M. ., Alirezabeigi, S. ., Grimaldi , E. ., et al. — Sun, 01 Jan 2023 11:01:33 +0100

This contribution reports on a symposium that aimed to collectively discuss different approaches to deal with processes of automation and artificial intelligence (AI) in the field of education. Inspired by Asimov’s Laws of Robotics and Pasquale's recently published NewLawsofRobotics, the symposium’s purpose was to collectively advance laws that would be specifically tailored to the field of education. In that regard, the term edu-automation seeks to propose ways of conceptualizing and imagining automation as an educational endeavor; that is, not as a purely technical-factual matter that is subsequently translated into educational practice, but equally as a matter of educational concern. Through three narratives and propositions, this contribution discusses similarities and differences between the concepts of automation and AI, and shows some of the different features that tie education and automation together. The variety and substantial differences between the three accounts shows that automation and AI cannot be approached single-sidedly, and that in order to come to a profound understanding of this phenomenon, we need to deploy a variety of theoretical, educational, and normative standpoints and positions.

Databasering i socialt arbejde:

Schrøder, I., Jacobsen, C. B., Christensen, M. ., Koustrup, C. — Tue, 01 Nov 2022 11:01:33 +0100

I denne artikel undersøger vi et spørgsmål, der ofte bliver diskuteret i praksis og i forskning. Nemlig, hvordan forandrer nye digitale teknologier den offentlige forvaltning af velfærdsydelser? Men frem for at rette blikket mod selve ”den nye teknologi”, undersøger vi, hvordan samspillet mellem organisationen og den nye teknologi bidrager til at skabe nye arbejdspraksisser. Med inspiration fra Science and Technology Studies analyserer vi, hvordan et nyt databaseret screeningsredskab til socialt arbejde forandrer sig i samspillet med den organisatoriske praksis, det bliver forankret i. Analysen baseres på kvalitativ empiri fra otte kommuners arbejde med at implementere screeningsredskabet til at understøtte familieplejekonsulenters vurderinger af trivsel og læring hos børn, der er anbragt i pleje. Analysen viser, at arbejdet med teknologien udvikler sig på tre markant forskellige måder, der varierer fra en individbåret-, til en stramt systematisk- og over i en tværfaglig arbejdspraksis. På den baggrund argumenterer vi for, at udvikling og implementering af teknologier til at databasere socialt velfærdsarbejde ikke skal anskues som neutrale og universelle løsninger, men derimod som en ny arbejdspraksisser, der skal udvikles i tæt samspil med medarbejdere, arbejdsgange og betingelser.

Evaluering af CC Studios formidlings- og fritidsaktiviteter i forbindelse med Light & Space udstillingen

Schilhab, T. — Sun, 01 Jan 2023 11:01:33 +0100

Hvordan diagnosesproget stak af med skærmdebatten

Lieberoth, A. — Sun, 01 Jan 2023 11:01:33 +0100

At tale med børn om leg

Lasthein Lehrmann, A., Strand, P., Lieberoth, A., Skovbjerg, H. M. — Sat, 01 Jan 2022 11:01:33 +0100

Digital Humanities and Hybrid Education

Nørgård, R. T., Schreibman, S., Huang, M. P. — Sat, 01 Jan 2022 11:01:33 +0100

This chapter proposes a new model for higher education where digital humanities are framed as a form of hybrid education through which hybridized learning spaces can offer new modes of education. Through its presented framework and two cases this chapter points towards the development of practice for hybrid digital humanities education in, with and for the public. This is done by connecting the fields of hybrid education and digital humanities to create a deeper integration of higher education, society and the world into one another. The cases of #dariahTeach and IGNITE exemplify ways of opening up digital humanities education for the public, practicing digital humanities education with the public and carrying out digital humanities education in the public.

Little arrangements that matter - scripts and alternative choice-dependency situations with care robots

Nickelsen, N. C. M. — Thu, 01 Dec 2022 11:01:33 +0100

The use of robotics to assist feeding has become important for people with an impaired arm function. Yet, despite large-scale dissemination strategies, it has proven difficult to sustain the use of this technology. This ethnographic study draws on the script approach to discuss the use of robotics to assist feeding. The empirical work took place at locations in Denmark and Sweden. Drawing on document studies, interviews, observation of meals and video footage, I discuss (1) policy strategies promoting ideas such as self-reliance; (2) design-visions promoting ideas such as empowerment; (3) and three scripts of care: a) the script of choice, b) the script of eating alone, and c) the script of eating together. I argue that scripts entwine and both give rise to and prevent the use of robotics. The study contributes to the script literature in STS as well as the care robotics literature by substantiating that care robotics may generate new choice-dependency situations for users. Rather than the somewhat overflowing ‘self-reliance’ and ‘empowerment’, alternative configurations of choice and dependency emerge, in which some situations fit users better than others. I conclude that although sustaining the use of feeding robotics is difficult, in some cases useful choices arise for both care receivers and care providers.
Keywords: Care robotics, care work, script literature, disability, values, feeding technology