Archive for the ‘Interesting Literature’ Category


Robotter i skolen og felten (LOM)

February 8, 2016

Tidsskriftet Læring og Medier (LOM) er ude med nyt temanummer om Robotter i skolen og Robotter i felten:

Der er mange interessante artikler. Jeg har selv bidraget med en artikel om feltet autisme, robotteknologier:

Abstract dansk

Feltet robotteknologier og uddannelse er et mega-expansivt felt. I løbet af kun få år, internationalt og i Danmark, er fokus på uddannelsesrobotter og robotteknologi i uddannelse øget markant. 2015 NMC Technology Outlook rapporten tilbyder et teknologi udsyn i de skandinaviske lande, og her placeres robotteknologi og programmering inden for en fire-fem årig adoptionsperiode. I Danmark igangsætter mange kommuner forsøg med robotteknologi i skoler og dagtilbud, og der investeres i mange forskellige robotteknologier. Området uddannelse og robotteknologi involverer flere forskellige tilgange til udvikling af robotteknologi, nye uddannelsesmuligheder og til at understøtte børn og unge menneskers læring og udvikling. Artiklen diskuterer hvordan robot teknologier relateres som læringsressourcer til feltet autisme og uddannelse. Med fokus på børn og unge diagnosticeret med autisme spektrum forstyrrelser, deres it-interesser og engagementer i innovativ og kreativ læring, argumenterer artiklen for et behov for at udvide tilgangen til dette felt i fremtiden. Artiklen relaterer international forskningslitteratur med fokus på robotteknologi og uddannelse til empiriske eksempler fra forfatterens egen forskning i uddannelse for børn og unge diagnosticeret med autisme spektrum forstyrrelser. Det empiriske afsæt er her læreres og elevers interesser i at arbejde med it (fx robotteknologi).

Abstract engelsk

The field of robot technologies and education is rapidly evolving. Within only a few years, internationally and in Denmark, the focus on educational service robots and educational robotics has become more widespread. The 2015 NMC Technology Outlook report providing a technology outlook on Scandinavian schools places robotics and programming within a four to five year time-to-adoption period. At the moment in Denmark, many municipalities are initiating trials, investing in and engaging a diverse range of robot technologies in both daycare and schools. The field of education and robot technologies involves several very different educational approaches to supporting young people’s learning and development. The paper discusses how robot technologies as learning resources have been related to the field of autism and education, and argues for a need to further expand the areas of application in the future, with a focus on children and young people diagnosed with autism spectrum disorders, their ICT interests and engagement in innovative and creative learning. The paper draws on international research and examples from the author’s own research into education for children and young people diagnosed with autism spectrum disorders, drawing on teachers’ and the students’ interests in working with ICT (e.g. robot technology).



ProPEL Conference 2014: Professional Matters: materialities and virtualities of professional learning

July 2, 2014

It_is_all_in_the_questions_we_ask_fenwick_propel2014Last week I attended the very inspirering ProPEL Conference 2014: Professional Matters: materialities and virtualities of professional learning. 

I recommend tjecking out the programme booklet with abstracts as well as the ProPEL homepage with (among other) link to their new blog.

Going back home from attending a conference allways make me think: “what was the important stuff I bring with me back?”

In this case it has different forms, some of which was gained through participation in the conference twitter #2014propel dialogues. For instance: “Pedagogies of noticing” was something I had never heard of before. I definitely will look more into this, as I believe that this relates very much to the paper I presented at ProPEL, and furthermore to the paper I have presented in May 2014 at the Designs for Learning Conference.

Also, I brought a new book “Reconceptualising Professional Learning – Sociomaterial knowledges, practices and responsibilities” (Fenwick & Nerland, 2014) back with me. At a glance it looks extremely relevant and interesting. The introduction has already convinced me that it is going to be a read worth while.

Tara Fenwick held a captivating opening speech emphasizing the importance of the questions we ask as researchers. I noted two important questions:

– What is professional knowledge and capability becoming in this era of rapidly changing work?

– How can education better support this becoming?

I was happy that the paper I presented at ProPEL seemed to fit right in, and it also received quite positive response and spured interesting questions to pursue further. The paper is related to our VIOL project, focusing on welfare technology, innovation, care and learning:


Welfare technology is taking up increasing space in health care debates, policies and professions in Denmark and worldwide. In Denmark, recent national and municipal health care strategies emphasize a radical refurnishment of the health care sector. Telemedicine, telehealth and homecare, empowerment and citizen-centric approaches are invoked as passages to the innovation of future health care practices.New actors in these health care movements are concepts like “epital” (virtual hospital), “telemedicine”,“telemonitoring”, “outmitted” and “self treating” patients. All of these movements are associated with what it implies to be working with and focusing on welfare technology. Digital technologies are seen as central actors in working with welfare technology in the professions, and central actors in forwarding the so-called new health care paradigm. In Denmark, recent research into developments of the nurse profession state that nurses increasingly experience rapid introduction of new digital technologies into their daily work practices. When it comes to the physiotherapy profession, there is a lack of knowledge about recent developments in the health care sector, and its implications for the physiotherapy profession.

In 2002 empirical philosopher Annemarie Mol stated that the new meaning of “is” is situated. Being is situated. In this spirit, welfare technology is basically about (rapidly and digitally) changing the sociomaterial configurations of health care situations – that is moving the “is” of health care practices.This paper places professional sensibility towards sociomaterially shifting contexts of knowledges and engagements as a central literacy related to the new emphasis on digitally/tele supported health care practices. With the new health care movement, we foresee increasing needs for professionals that are able to navigate between and continuously develop new professional sensibilities, related to the rapid changing situations of the professional knowledge and engagement spaces.This foregrounds being able to professionally sense and provide answers to this question as increasingly important: what are the specific implications for the professional knowledge and engagement spaces,when introducing this or that digital technology into the health care situation? Engaging with this question presupposes professional relational sensibility towards practical (sociomaterial) arrangements of alternative health care practices, and towards their implications for enacting variations of good and bad passages to the “is” of health care practices. In other words, this paper also places an argument for the increasing importance of comparative literacy in the health care profession. This is presented as“professional relational comparative sensibility”.

The paper refers to a large ongoing professional education development project at University College Zealand (UCSJ) in Denmark. The project is called Welfare Technology, Innovation, Care and Learning. It runs from January 2013 – December 2014, and includes developing welfare technology related teaching and learning practices in and across eight professional bachelor programmes at UCSJ. The project’s ambition is to further develop educational programmes in order to better raise students’ “technological literacy”.

This paper takes point of departure in the ongoing refurnishment of the health care sector, and relates these movements to two case examples from the first empirical phase of the project (January 2013–August 2013). The two cases provide different analogies to what it means to “refurnish sensitivity buttons”. The first case “health clinic and digital patient portfolios” is from module eight at the Bachelor of Physiotherapy Degree Programme. The second case “virtual rehabilitation” is from a Danish health center. The empirical gatherings are methodologically inspired by Annemarie Mol’s approach to praxiography. After a discussion of praxiography as a methodological approach to engaging with technological literacy (in this instance), the paper places technological literacy in relation to professional education in general, and more closely to the Physiotherapy Degree Programme in Denmark and at UCSJ. Thereafter, the paper presents the two cases, and refers to Moser and Law’s concepts of “extension”, “specificity”,“passages”, “bad passages”, “better passages”, as a means to engage in a relational comparative sensibility towards the shifting contexts of knowledges and engagements in physiotherapy practices.”


Shifting ontologies of a serious game and its relationships with English education for beginners

March 29, 2011

Just want to raise awareness of a series of papers to be published in a special issue of E-learning and Digital Media, Vol 8, issue 3, 2011.

The call for papers is copy-pasted below:

“Media: Digital, Ecological and Epistemological

Special issue of E-Learning and Digital Media, Editor Dr. Norm Friesen

Media today are everywhere. From educational gaming through portable e-texts to cell phones ringing in class, it seems we can’t escape. Nor can we live without media; instead, they form a kind of ecology that we inhabit. In addition, media have an epistemological function; they shape both what we know and how we come to know it: “Whatever we know about our society, or indeed about the world in which we live,” as Niklas Luhman observed, “we know through… media.”

Speaking of media in education suggests a range of possibilities that are different from what is suggested by educational technology (electronic, digital or otherwise). Describing computers and the Internet specifically as digital media casts their role not as mental tools to be integrated into instruction, but as “forms” and “cultures” requiring “literacies” or acculturation. In this way, speaking of media in education brings instructional environments more closely together with the world outside. Explorations of these terms and possibilities have been initiated by the likes of Marshall McLuhan, Neil Postman and Elizabeth Eisenstein, and they are also touched upon in research on media literacies. However, more recent theoretical developments and accelerated mediatic change –from blogging through networked gaming to texting and sexting– offer innumerable opportunities for further exploration.

This special issue of E-Learning and Digital Media invites contributions that focus on media, particularly digital media, and their ecological and epistemological ramifications. Specific topics may include:

  • School and classroom as media (ecologies) and the changing world outside
  • Digital challenges to media literacy and literacies
  • Media socialization and media education
  • Histories of media and education
  • The epistemological character of (new) media”

To see the draft of table of contents for this special issue:  Issuecontents ELEA 8_3_proof

Our paper:

Shifting ontologies of a serious game and its relationships with English education for beginners

Publication: Research – peer review › Article

This paper takes its point of departure in a language project, which is a subproject under the larger ongoing (2007-2011) research project Serious Games on a Global Market Place. The language project follows how the virtual universe known as Mingoville ( becomes an actor in English education for beginners. The virtual universe provides an online environment for students beginning to learn English in schools and at home. This paper will focus on the shifting ontologies of Mingoville and teaching and learning situations in beginners’ English. This paper takes its point of departure in neither Mingoville as part of the media ecologies of the classroom, nor in the epistemological ramifications of Mingoville. Instead, it suggests that opening up the shifting ontologies of Mingoville (i.e. what mediates Mingoville and its relationships with doing beginners English) may offer a different and useful approach to understanding how Mingoville becomes a multiple actor. It reveals that such an actor both influences, and is influenced by, manifold constitutive entanglements involved in organizing English teaching and learning activities for beginners. Theoretically and methodologically, the paper, the empirical gatherings and analysis, are inspired by science and technology studies (STS) and actor-network-theory (ANT). The arguments and descriptions provided throughout the paper will focus on the shifting ontologies of Mingoville as it moves into, and out of, different teaching and learning situations of English for beginners.
Original language English
Journal E-Learning and Digital Media
Publication date 2011
Volume 8
Journal number 3
Number of pages 24
ISSN 1741-8887


  • English education for beginners, e-learning, Digital learning resources, Virtual worlds, primary and lower secondary school, media and ICT, ANT (Actor-Network-Theory), Entanglement approach, Relational Ontology, serious games, Educational technology research


Hansbøl, M., & Meyer, B. (2011). Shifting ontologies of a serious game and its relationships with English education for beginners. E-Learning and Digital Media, 8(3).

Ny bog: Visuel kulturpædagogik

January 27, 2011
I seminarrækken It-didaktisk design og fag arrangeret af Forskningsprogrammet Medier og it i læringsperspektiv afholdes den 31. januar 2011 seminaret It og visuel uddannelse v/lektor, ph.d Mie Buhl og lektor, ph.d. Ingelise Flensborg med gæsteforelæsning af lektor, ph.d, Anna Sparrman fra Linkjöping Universitet.

I kraft af udviklingen inden for medier og it har adgangen til billeder og visualiseringer resulteret i et massivt brug af visuelle informationer og dermed skabt behovet for at udvikle visuel kulturkompetencer. Visuel uddannelse er en markering af et fagligt vidensområde med et tværfagligt virkeområde.

I forbindelse seminaret lancerer Mie Buhl og Ingelise Flensborg deres nye bog, ”Visuel kulturpædagogik” fra Reitzels Forlag.

Bogen kan købes i forbindelse med den efterfølgende bogreception.

Læs mere /bestil bogen her: Hans Reitzels Forlag


Seminaret finder sted i lokale A200.


13.00 – 13.10 Velkomst v/ Forskningsprogramleder, lektor, ph.d. Mie Buhl

13.10 – 13.40 The Visual Cultures of Everyday Life.

lektor, ph.d. Anna Sparrman, Linkjöping Universitet

13.40 – 14.10 Synsmåder og digitale billeddannelser, lektor, ph.d. Ingelise Flensborg

14.10 – 14.40 Digitale billeder og visualiseringsstrategier – et fag for fagene,

lektor, ph.d. Mie Buhl

14.40 – 14.50 Spørgsmål og kommentarer

14.50 – 15.05 Pause

15.05 – 15.20 Lancering af: Visuel kulturpædagogik

15.20 – 16.20 Bogreception

(gratis) Tilmelding til seminar og boglancering her:


Exploring Learning Space Designs

August 22, 2010

From the conference on ICT and Innovative Learning Environments in Danish Universities, I took with me several insights that I want to share and have already done so in several blogposts.

– Matters of e-learning are about open explorations of learning space designs. This, of course, can mean many things…

Phillip D. Long was one of the key note speakers and workshop presenters who is looking at different open source tools on the Internet that can be engaged as ressources in academic activities (i.e. for the educator, researcher, and the learner). At the workshop he mentioned a long list of open source tools. He is making the list available online, and I look forward to this! 

He has also written a book chapter on “Trends in Learning Space Design”. The chapter is part of a book on “Learning Spaces” available at the Educause homepage, which is surely a visit worth for anyone wanting to gain inspiration for higher education use of ICT. I also just stumbled on this interview with him. It includes interesting references to other writings by Phillip D. Long on open frameworks for education and open courseware.

– in Denmark we have several takes on what open explorations of learning space designs are about.

Christian Dalsgaard is one of the researchers who are focusing on as well as advocating open source approches to the design of learning spaces. He is among other the author of the article “Social software: E-learning beyond learning management systems“. Dalsgaard encourages what he calls self-governed communication and learning environments. His approach takes point of departure in the individual student’s options to choose from and engage with the vast variety of open sources that exist and are available and free on the Internet.

Virtual Worlds like Second Life are for some researchers the point of entrance to new matters of e-learning. In Denmark, for instance, Marianne Riis has dedicated her PhD research to “Exploring 3D remediation: research, teaching and learning with and in a new media”. Her blog is worth a visit.


DASTS 2010

June 10, 2010

Today and tomorrow I am attending the DASTS 2010 conference (Danish Association of Science and Technology Studies) held at our university (The Danish School of Education, Aarhus University). Today’s keynote speaker was Tara Fenwick who has just (2010) published a new book together with Richard Edwards “Actor-Network Theory in Education”. I personally look forward to reading that. Fenwick’s presentation gave a nice overview of some of the work that has been done to combine educational research and ANT. I found it particularly interesting to hear about the contributions from ANT to educational research and education, and the contributions from educational research to ANT, which Fenwick sees.

Today’s sessions also included a couple of interesting speeches on the one-laptop per child initiative from researchers Jan Sølberg and Lars Bo Andersen who have been visiting Nigerian schools.

Their speeches reminded me of the influential work of Helen Verran who has worked “with Yoruba West African and Yolngu Aboriginal Australian thinkers to puzzle about how to go beyond European Enlightenment understandings in re-imagining knowing nature”. (Source: Verran’s homepage)

It seems to me that there is much really interesting work going on at present within Danish Science and Technology Studies. Just to mention a few other issues that where presented: interesting work-in-progress speeches by Cathrine Hasse about teaching/educational robots and the (inter)relations between human and robotic learning and Torben Elgaard Jensen about approaches to user-driven innovation, how the field of STS has contributed to conceptualizations of users and thoughts on more recent generations of what he called  “the new user?”


Digital Youth Project

November 21, 2008

Today, I recieved an interesting mail on the mediaanthro list announcing the public release of the findings from the to date most extensive US (three year 2005-2008) ethnographic study (of mostly youth between the ages of 12 and 18/19 – depending on where you read) of new media in kids’ everyday lives. The “Digital Youth Project” has among other published some of its findings in a summary report. Furthermore, it is possible to take a glimse at the forthcoming book “Hanging Out, Messing Around, Geeking Out: Living and Learning with New Media” (Cambridge, MA: MIT Press) at the project’s website. 

The authors of the forthcoming book write: “The goal of this project and this book has been to document the everyday lives of youth as they engage with new media and to put forth a paradigm for understanding learning and participation in contemporary networked publics. Our primary descriptive question has been: How are new media being taken up by youth practices and agendas? We have organized our shared analysis across our different case studies according to categories of practice that correspond to youth experience: media ecologies, friendship, intimacy, family, gaming, creative production, and work. In this way, we have mapped an ecology of different youth practices as well as mapping the broader social and cultural ecologies that contexualize these practices. As we take into account these larger structuring contexts, we have remained attentive to the dynamics of youth culture and sociability, seeking to understand new media practices from a youth point of view. We have described the diversity in forms of youth new media practice in terms of genres of participation rather than categorizing youth based on individual characteristics. In this way, we have articulated the relationship between broader social and cultural structures and everyday youth activity in ways that take into account the changing and situationally specific nature of youth engagement with specific practices. Although we see our work as essentially exploratory, as among the first steps toward mapping the terrain of youth new media practice, we have tried to identify some initial landmarks and boundaries that define this area of ethnographic inquiry.

Following from our descriptive focus, we had a central analytic question: How do these practices change the dynamics of youth-adult negotiations over literacy, learning, and authoritative knowledge?” (Source: Final Report: Conclusion).

At present, this can in many ways be considered a seminal research project. Both the draft of the book as well as the project website appears worth while taking a thorough look at ;-). I’m certainly going to do that, and I hereby invite others to do the same and engage in discussions on this blog of the Digital Research Project and its results.

Some questions that come to my mind:

On what ‘grounds’ have the research been conducted?

What (if any) are the contributions from this research which we as (Danish) researchers may take with us and learn from?

In which ways may the Danish (media) ecologies of everyday livings be viewed as similar to as well as different from the US (media) ecologies of everyday livings – as presented by the Digital Youth Project researchers?

What may be the contributions of this research to the further development of our understandings of the ways in which ‘new media’ can take part in youth’s learning practices?

What may be the contributions of this research to the further development of our understandings of the ways in which ‘new media’ can take part in educational designs and practices?