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Publikationer fra medlemmer af forskningsprogrammet

Forskningsprogrammet Fremtidsteknologi, kultur og læreprocessers publikationer

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

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

Bruun, M. H., Wahlberg, A., Douglas-Jones, R., Hasse, C., Høyer, K. L., Kristensen, D. B. & Winthereik, B. R. (red.) (2022). The Palgrave Handbook of the Anthropology of Technology. Palgrave Macmillan.

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

Lieberoth, A. (2020). The need for fair controls and factorial tests in behavioral research: Studying gamification in a time of surveillance capitalism and tech-bullshit (invited keynote). Abstract fra Gamifin, Finland.

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

Schilhab, T., Allerup, P. & Fridgeirsdottir, G. (2010). The midwife case: do they "walk the talk"? Phenomenology and the Cognitive Sciences, 9(1), 1568-1572. http://springerlink.metapress.com/content/44782k5p7583405v/fulltext.pdf

Hasse, C., Trentemøller, S., Nissen, M. (red.), Mørck, L. L. (red.), Huniche, L. (red.), Motzkau, J. & Jefforson, A. M. (red.) (2009). The Method of Culture Contrast. Qualitative Research in Psychology, 6(1-2), 46-66.

Dannesboe, K. I. (2020). The Materialisation of School in Families' Everyday Lives. Children & Society, 34(2), 111-120. https://doi.org/10.1111/chso.12360

Hasse, C. (2015). The material co-construction of hard science fiction and physics. Cultural Studies of Science Education, 10(4), 921-940. https://doi.org/10.1007/s11422-013-9547-y

Nørgård, R. T. (2011). The Joy of Doing: The Corporeal Connection in Player-Avatar Identity. Afhandling præsenteret på Philosophy of Computer Games 2011, Athen, Grækenland. http://gameconference2011.files.wordpress.com/2010/10/thejoy1.pdf

Nørby, S. (2014). The importance of memory loss for emotion, cognition, and behavior. Poster-session præsenteret på Comparative Perspectives on Autobiographical Memory, Aarhus, Danmark.

Bruun, M. H. (2016). The Importance of Cultural Learning Processes for the Study of Technology. Techné: Research in Philosophy and Technology, 20(3), 258–260. https://doi.org/10.5840/techne201620358

Lieberoth, A. (2017). The gamified self: the inevitable marriage of self-tracking to game thinking and the paraludic mindset. Abstract fra AIAS conference: Metric culture, Aarhus, Danmark.

Bruun, M. H. (2018). The financialization of Danish cooperatives and the debasement of a collective housing good. Critique of Anthropology, 38(2), 140-155. https://doi.org/10.1177/0308275X18761960

Ratner, H. F. & Schrøder, I. (2022). The emerging ethical plateau of predictive algorithms in the public administration of Danish child protective services. 1-25. Afhandling præsenteret på Democracy & Digital Citizenship Conference Series, Roskilde, Danmark.

Grønbæk Pors, J. & Ratner, H. G. (2017). The emergence and workings of a process view in public education policy. International Journal of Management Concepts and Philosophy, 10(1), 16-31.

Wang, A. I. & Lieberoth, A. (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot! I T. Connolly & L. Boyle (red.), Proceedings of the 10th European Conference on Games Based Learning, ECGBL 2016 (s. 737-748). Academic Conferences and Publishing International Limited.

Nørgård, R. T., Arndt, S. & Bengtsen, S. S. (2017). The defiant university: places of resistance and spaces for transgression in higher education. Abstract fra The Purpose of the Future University, Aarhus, Danmark. http://tdm.au.dk/fileadmin/user_upload/12Book_of_abstracts.pdf

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

Hasse, C. & Sinding, A. B. (2012). The cultural context of science education. I D. Jorde & J. Dillon (red.), Science education research and practice in Europe : retrospective and prospective (1. udg., s. 237-252). Brill | Sense.

Bruun, M. H., Jakobsen, G. S. & Krøijer, S. (2011). The concern for sociality-practicing equality and hierarchy in Denmark. Social Analysis, 55(2), 1-19. https://doi.org/10.3167/sa.2011.550201

Bøttcher, L. (2011). The cognitive development of children with spastic forms of Cerebral palsy. Afhandling præsenteret på The 6th Permanent Training Course on Neurorehabilitation in Developmental Age, organized by the Italian Group for Childhood Cerebral Palsy (Gruppo Italiano Paralisi Cerebrali Infantili, GIPCI), , Firenze, Italien.

O'Doherty, D. & Ratner, H. G. (2017). The break-up of management: critique inside-out. Journal of Cultural Economy, 10(3), 231-236. https://doi.org/10.1080/17530350.2017.1312488

Nørgård, R. T. (2010). The Body under the Mask: Unveiling the corporeal practice of gamers. Afhandling præsenteret på Under the Mask 2010: Perspectives on the Gamer, Luton, Storbritannien. http://underthemask.wdfiles.com/local--files/papers-2010/RNoergaard.pdf

Nørby, S. (2014). The benefits of forgetting in relation to emotion, cognition and behavior. Abstract fra Comparative Perspectives on Autobiographical Memory, Aarhus, Danmark.

Bruun, M. H. & Wahlberg, A. (2022). The Anthropology of Technology: The Formation of a Field. I The Palgrave Handbook of the Anthropology of Technology (s. 1-33). Palgrave Macmillan. https://doi.org/10.1007/978-981-16-7084-8_1

Hasse, C. (2012). The anthropology of learning and cognition. I N. Seel (red.), The cognitive encyclopedia of the sciences of learning (s. 255-261). Springer.

Hasse, C. (2013). The Anthropological Paradigm of Practice-Based Learning. I S. Billett & C. Harteis (red.), The International Handbook of Research in Professional and Practice-based learning (s. 369-391). Springer.

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. & 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

Krawczyk, S., Holflod, K., Nørgård, R. T. & Hansen, E. A. (2025). “That’s Not Fair!”: Cultural Heritage, European Values, and Youth’s Societal Engagement at a Cultural Game Jam. Abstract fra Central and Eastern Europe Game Studies conference 2025, Wrocław, Polen.

Hillesund, T., Schilhab, T. & Mangen, A. (2022). Text Materialities, Affordances, and the Embodied Turn in the Study of Reading. Reading Research Quarterly, 13, Artikel 827058. https://doi.org/10.3389/fpsyg.2022.827058

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

Caeli, E. N. (2018). Test og karakterer sorterer efter en fattig farveskala – det kan gøres bedre. Jyllands-Posten, 23. http://jp.dk/d?id=10577915

Lieberoth, A. (2015). Testing gamification scientifically: the piecemeal approach. Afhandling præsenteret på Counterplay 15, Aarhus, Danmark.

Knudsen, T. B. & Bülow, M. W. (2021). Teorier og begreber. I M. W. Bülow & T. B. Knudsen (red.), International Politik NU: Magtbalance, værdier og samarbejde (3 udg., s. 35-60). Systime.

Knudsen, T. B. & Bülow, M. W. (2023). Teorier og begreber. I M. W. Bülow & T. B. Knudsen (red.), International Politik NU: Magtbalance, værdier og samarbejde (4 udg., s. 33-55). Systime.

Habersaat, K. B., Betsch, C., Danchin, M., Sunstein, C. R., Böhm, R., Falk, A., Brewer, N. T., Omer, S. B., Scherzer, M., Sah, S., Fischer, E. F., Scheel, A. E., Fancourt, D., Kitayama, S., Dubé, E., Leask, J., Dutta, M., MacDonald, N. E., Temkina, A. ... Butler, R. (2020). Ten considerations for effectively managing the COVID-19 transition. Nature Human Behaviour, 4(7), 677-687. https://doi.org/10.1038/s41562-020-0906-x

Nørgård, R. T., Bengtsen, S. S., Dalsgaard, C. & Larsen, A. H. (2016). Tema: It-Didaktisk Design: Udvikling af online uddannelse. Abstract fra DUN Konferencen 2016, Nyborg, Danmark.

Hasse, C. (2006). Tema Genus. I Utvärdering av tematiska magister- och forskarutbildningar vid Linköpings universitet: Kvalitetsgranskning (s. 59-62). Högskoleverket. http://www.liu.se/cte/hsv_rapport2006.pdf

Hasse, C. (2006). Tema Barn. I Utvärdering av tematiska magister- och forskarutbildningar vid Linköpings universitet: Kvalitetsgransning (s. 47-51). Högskoleverket. http://www.liu.se/cte/hsv_rapport2006.pdf

Hasse, C., Wallace, J., Brok, L. S., Gars Jensen, U., Skov, H., Schrøder, V. & Dupret, K. (2015). TEKU-modellen: Teknologiforståelse i professionerne. U Press.

Schilhab, T. (2018, jan. 29). Teknologi skal give børn naturoplevelser i nyt forskningsprojekt. https://www.folkeskolen.dk/625087/teknologi-skal-give-boern-naturoplevelser-i-nyt-forskningsprojekt

Schilhab, T. (2015, feb. 11). Teknologi og fedme-epidemi. http://www.folkeskolen.dk/557270/teknologi-og-fedme-epidemi

Caeli, E. N. & Bundsgaard, J. (2020). Teknologikritik i skolen: et demokratisk perspektiv på teknologiforståelse. I C. Haas & C. Matthiesen (red.), Fagdidaktik og demokrati (s. 307-330). Samfundslitteratur.

Caeli, E. N. & Dybdal, M. (2020). Teknologiforståelse i skolens praksis: Datalogisk design til autentisk problemløsning. Læring og Medier, 12(22). https://doi.org/10.7146/lom.v12i22.115613

Hasse, C. & Andersen, B. L. (2012). Teknologiforståelse i professionerne. I C. Hasse & K. D. Søndergaard (red.), Teknologiforståelse: på skoler og hospitaler (s. 11-38). Aarhus Universitetsforlag.

Hasse, C. (2016). Teknologiforståelse i et kulturperspektiv. Learning Tech – Tidsskrift for læremidler, didaktik og teknologi, (1), 99-114. http://laeremiddel.dk/wp-content/uploads/2016/03/Teknologiforst%C3%A5else-i-et-kulturperspektiv_web.pdf

Søndergaard, K. D. & Hasse, C. (red.) (2012). Teknologiforståelse: på skoler og hospitaler. (1 udg.) Aarhus Universitetsforlag.

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Revideret 03.03.2023

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Knud Holt Nielsen