Publikationer fra medlemmer af forskningsprogrammet

Forskningsprogrammet Fremtidsteknologi, kultur og læreprocessers publikationer

Stadskleiv, K., van Walsem, M. R., Andersen, G. L., Bergqvist, L., Bøttcher, L., Christensen, K., Heyerdahl, D., Hollung, S. J., Høye, H., Jahnsen, R., Klevberg, G. L., Lindquist, B., Passmark, H., Rike, P. O., Rodby-Bousquet, E. & Alriksson-Schmidt, A. I. (2021). Systematic Monitoring of Cognition for Adults With Cerebral Palsy—The Rationale Behind the Development of the CPCog-Adult Follow-Up Protocol. Frontiers in Neurology, 12, Artikel 710440. https://doi.org/10.3389/fneur.2021.710440

Barendregt, W., Bekker, T., Eriksson, E., Jensen, C. G., Hansen, A.-M., Hummels, C., Kok, A. L., Levy, P., Nielsen, E. M., Nørgård, R. T., Smedig, J., Veldhuis, A. & Yoo, D. (2021). Teaching for values in design: Creating conditions for students to grow into responsible designers and developers of future technologies. https://doi.org/10.24834/isbn.9789178772025

Eriksson, E., Barendregt, W., Nilsson, E. M. & Nørgård, R. T. (2021). Teaching Values in Design in Higher Education - Towards the New Normal. Afhandling præsenteret på ETHICOMP'21, Logroño, Spanien.

Nørgård, R. T. & Smedegaard Ernst Bengtsen, S. (2021). The activist university: Between practice and policy. SAGE Publications. Policy Futures in Education Bind 19 Nr. 5 https://journals.sagepub.com/toc/pfea/19/5

Nørgård, R. T. & Bengtsen, S. S. E. (2021). The activist university and university activism – an editorial. Policy Futures in Education, 19(5), 507-512. https://doi.org/10.1177/14782103211026584

Nørgård, R. T. (2021). Theorising hybrid lifelong learning. British Journal of Educational Technology, 52(4), 1709-1723. https://doi.org/10.1111/bjet.13121

Nørgård, R. T. & Moseley, A. (2021). The Playful Academic: An editorial. Journal of Play in Adulthood, 3(1), 1-8. https://doi.org/10.5920/jpa.954

Dannesboe, K. I. & Kjær, B. (2021). Tradition and Transformation in Danish Early Childhood Education and Care. I W. Pink (red.), Oxford Research Encyclopedia of Education Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1496

Kjær, B. & Dannesboe, K. I. (2021). Ulighed, stigma og social retfærdighed: pædagogisk arbejde med børnehavebørn i udsatte positioner. . Pædagogisk Psykologisk Tidsskrift, 58(1), 50-61. https://www.skolepsykologi.dk/58--%c3%a5rgang-2021

Nørby, S. (2021). Undervisning og vejledning af depressionsramte studerende. Specialpaedagogik, 41(4), 5-25.

Lieberoth, A. (2021). Use of gaming to influence noncommunicable disease risks (Public Webinar on Video Games and Noncommunicable Diseases: Future Opportunities and Challenges). Abstract fra Video games and noncommunicable diseases - WHO expert meeting 2021, Moscow, Rusland.

Ghandchi, N. (2021). ’We explain’: Interaction and becoming a family in migration. King's College London.

Lieberoth, A. (2021). WHO expert meeting contribution: Using gamification for behavior change - a critical overview of limits and opportunities. Abstract fra Video games and noncommunicable diseases - WHO expert meeting 2021, Moscow, Rusland.

Nickelsen, N. C. M. & Bal, R. (2021). Workshops as tools for developing collaborative practice across professional social worlds in telemonitoring. International Journal of Environmental Research and Public Health, 18(1), Artikel 181. https://doi.org/10.3390/ijerph18010181

Krause-Jensen, J. & Skårup, B. (2020). Åben Innovation i Det Blå Danmark. På trods af DNA og NDA. Aarhus Universitet.

Kjær, B., Bach, D. & Dannesboe, K. I. (2020). Academics as play and the social as discipline: school readiness in Denmark. International Journal of Early Years Education, 28(3), 246-261 . https://doi.org/10.1080/09669760.2020.1806044, https://doi.org/10.1080/09669760.2020.1806044

Rytter, M. & Ghandchi, N. (2020). Afghanske flygtninge lever under usikre vilkår i en konstant frygt for hjemsendelse. Videnskab.dk.

Schilhab, T. (2020). An embodied perspective on the use of digital technologies in nature. Abstract fra Speaking Bodies, Rumænien.

Madsen, M. M., Kristensen, D. B., Barrett, B. A., Bruun, M. H. & Wahlberg, A. (2020). Antropologien, teknologien og fremtiden. Interview med Ayo Wahlberg og Maja Hojer Bruun. Tidsskriftet Antropologi, (82), 7-18.

Bach, D., Dannesboe, K. I., Ellegaard, T., Kjær, B., Kryger, N. & Westerling, A. (2020). Appendiks: om forskningsprojektets empiri og metode. I A. Westerling, D. Bach, K. I. Dannesboe, T. Ellegaard, B. Kjær & N. Kryger (red.), Parate børn: forestillinger og praksis i mødet mellem familie og daginstitution (s. 243-251). Frydenlund Academic.

Bach, D., Kjær, B. & Dannesboe, K. I. (2020). At gøre børn parate til dagen, skolen og livet: arbejdet med det sociale og det faglige i daginstitutionen. I A. Westerling, D. Bach, K. I. Dannesboe, T. Ellegaard, B. Kjær & N. Kryger (red.), Parate børn: forestillinger og praksis i mødet mellem familie og daginstitution (s. 33-65). Frydenlund Academic.

Ferguson, M., Deterding, S., Lieberoth, A., Andersen, M., Devlin, S., Kudenko, D. & Walker, J. A. (2020). Automatic Novelty Detection in LEGO Ducks. Afhandling præsenteret på International Conference on Computational Creativity, Coimbra, Portugal.

Bøttcher, L. (2020). Børn og unge med handicap. I K. E. Petersen & L. Ladefoged (red.), Forskning med børn og unge: Etik og etiske dilemmaer (s. 223-235). Hans Reitzels Forlag.

Schilhab, T., Esbensen, G. L. & Nielsen, J. V. (2020). Børn og unges brug af teknologi til naturoplevelser: Statusrapport for del 1 af forskningsprojektet Naturlig Teknik. Center for Børn og Natur.

Søgaard, T. F. & Krause-Jensen, J. (2020). Bouncer service work: Emotional labour and flexible masculinity. Journal of Organizational Ethnography, 9(1), 30-43. https://doi.org/10.1108/JOE-10-2018-0044

Lieberoth, A. & Fiskaali, A. (2020). Can worried parents predict effects of video games on their children? A case-control study of cognitive abilities, wellbeing and addiction indicators. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.586699

Nørgård, R. T., Rasmussen, S. B. & Francis, M. (2020). Computational Thinking i et forskningsperspektiv. I Computational Thinking i gymnasiet : fra Kierkegaard til koder Systime Academic. https://computationalthinking.systime.dk/index.php?id=133

Caeli, E. N. & Bundsgaard, J. (2020). Computational thinking in compulsory education: a survey study on initiatives and conceptions. Educational Technology Research and Development, 68(1), 551-573. https://doi.org/10.1007/s11423-019-09694-z

Bøttcher, L. (2020). Creating relevant and supportive developmental conditions for children and youth with disabilities. Learning, Culture and Social Interaction, 26, Artikel 100228. https://doi.org/10.1016/j.lcsi.2018.04.007

Mannov, A., Andersen, A. O. & Bruun, M. H. (2020). Cryptic Commonalities: Working Athwart Cryptography, Mathematics and Anthropology. STS Encounters , 11(1, special issue), 2-33. https://www.dasts.dk/wp-content/uploads/2_Cryptic-commonalities_Mannov-et-al.pdf

Schilhab, T., Balling, G. & Kuzmičová, A. (2020). Decreasing materiality from print to screen reading. I Å. Hegdal (red.), Paper and digital: current research into the effectiveness of learning materials (s. 45-57). International Publishers Association.

Hijkoop, V., Bekker, T., Skovbjerg, H. M., Lieberoth, A. & Jørgensen, H. H. (2020). Designing playful, tangible self-report tools to give the child a voice. I IDC '20: Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts (s. 344-349). Association for Computing Machinery. https://doi.org/10.1145/3397617.3397839

Nørgård, R. T. (2020). Det hybride bibliotek: netværk, læringsmiljø og mødested. Nordic Journal of Information Literacy in Higher Education, 12(1), 1-5. https://doi.org/10.15845/noril.v12i1.3056

Kjær, B., Bach, D., Dannesboe, K. I. & Kryger, N. (2020). Det ikke-parate barn: når risiko-, optimerings-, og diagnosetænkning mødes. I A. Westerling, D. Bach, K. I. Dannesboe, T. Ellegaard, B. Kjær & N. Kryger (red.), Parate børn: forestillinger og praksis i mødet mellem familie og daginstitution (s. 66-95). Frydenlund Academic.

Lieberoth, A. (2020). Digital Nadver og digitalt nærvær? mediepsykologiske perspektiver på sociale relationer i en skærmtid. Abstract fra Nadver, nærvær og medialitet, Aarhus, Danmark.

Hasse, C. (2020). Drawing the posthuman future? Inequality in children’s conceptual robot imaginaries. I Designing robots, designing humans (s. 88-110). Routledge.

Sørensen, J. J. W. H., Pedersen, M. K., Munch, M., Haikka, P., Jensen, J. H., Planke, T., Andreasen, M. G., Gajdacz, M., Mølmer, K., Lieberoth, A. & Sherson, J. F. (2020). Editorial Expression of Concern: Exploring the quantum speed limit with computer games (Nature). Nature, 581(7808), Artikel E7. https://doi.org/10.1038/s41586-020-2274-0

Bülow, M. W. & Nørgård, R. T. (2020). Educational materials as collaborative design space? Teachers’ remix practices through designing, sharing, redesigning and resharing materials in CourseBuilder. https://www.networkedlearning.aau.dk/digitalAssets/826/826417_30.-winther-bu-low---toft-noerga-rd---educational-materials-as-collaborative-design-space.pdf

Ratner, H. G. (2020). Europeanizing the Danish School through National Testing: Standardized Assessment Scales and the Anticipation of Risky Populations. Science, Technology & Human Values, 45(2), 212-234. https://doi.org/10.1177/0162243919835031

Fiskaali, A., Lieberoth, A. & Spindler, H. (2020). Exploring institutionalised esport in high school: A mixed methods study of well-being. I P. Fotaris (red.), Proceedings of the 14th European Conference on Game Based Learning, ECGBL 2020 (s. 160-167). Academic Conferences and Publishing International Limited. https://doi.org/10.34190/GBL.20.045

Westerling, A., Bach, D., Dannesboe, K. I., Ellegaard, T. & Kjær, B. (2020). Familiepraksis og forældreperspektiver. I A. Westerling, D. Bach, K. I. Dannesboe, T. Ellegaard, B. Kjær & N. Kryger (red.), Parate børn : forestillinger og praksis i mødet mellem familie og daginstitution (s. 160-184). Frydenlund Academic.

Lieberoth, A. (2020). Families in Coronavirus Lockdown - Psychological Impact, Stressors and the Role of Digital Media (invited keynote). Afhandling præsenteret på Children's Health, Well-being, Education and Rights, Prishtina, Bosnien-Herzegovina.

Lieberoth, A. (2020). Fantasi. Aarhus Universitetsforlag. Tænkepauser - viden til hverdagen Bind 83

Schilhab, T. (2020). Forord. I J. Bærenholdt & M. Hald (red.), Udeskole i teori og praksis (s. 5-14). Dafolo.

Schilhab, T. (2020). Forord. I Pædagogik og hjernen: en introduktion til fagområdet pædagogisk neurovidenskab Hogrefe Verlag.

Bøttcher, L. & Dammeyer, J. (2020). Handicappsykologi: En grundbog om arbejdet med mennesker med funktionsnedsættelser 2. udgave. (2 udg.) Samfundslitteratur.

Hasse, C. (2020). How robots challenge institutional practices. Learning, Culture and Social Interaction, 26, Artikel 100223. https://doi.org/10.1016/j.lcsi.2018.04.003

Størup, J. O., Winther-Lindqvist, D. A. & Lieberoth, A. (2020). Hvem sidder dér bag skærmen... og hvem hjælper? national kortlægning af brugen af digitale medier i børnehaver og vuggestuer. Aarhus Universitet, DPU. https://doi.org/10.7146/aul.385

Nørgård, R. T. (2020). Hvordan understøtter vi underviseren som didaktisk udvikler i og af egen praksis? Om STAK-projektets udviklingsmodel og resultater.

Cohen, A., Nørgård, R. T. & Mor, Y. (2020). Hybrid learning spaces: Design, data, didactics. British Journal of Educational Technology, 51(4), 1039-1044. https://doi.org/10.1111/bjet.12964

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Knud Holt Nielsen