Posts Tagged ‘Aarhus University’

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Er der andre end AU’s ledelse der bifalder kursen?

March 24, 2011

Jeg indleder med det vigtigste (hjælp os med din stemme, gerne to steder):

Underskriftsindsamlingen “Bevar Center for Børnelitteratur i København

Underskriftsindsamlingen “Bevar Forskningprogram for Medier og IT i Læringsperspektiv i København

DERNÆST….

Der foregår i disse dage radikale omstruktureringer af Aarhus Universitet. Som i rektors tale d. 9. marts blev præsenteret som Fremtidens AU. Disse radikale omstruktureringer skal ses som dele af en længere process, som blandt andet problematiseres på bloggen med det interessante navn Forskningsfrihed?. Helt konkret har udmeldingen om Fremtidens AU affødt en mængde diskussioner blandt os ansatte ved nutidens AU.

De nye strukturer implicerer blandt andet den fysiske flytning af en mængde medarbejdere, heriblandt undertegnede og mine kollegaer med tilknytning til Forskningsprogrammet Medier og IT i Læringsperspektiv samt Center for Børnelitteratur, fra DPU i Emdrup til Aarhus.

Siden udmeldingen er disse flytninger opponeret, diskuteret og kommenteret på mange forskellige måder og via rigtig mange forskellige kanaler og medier fx via åben debat i forummet “Diskutér den faglige udvikling” (hvor ALLE i øvrigt kan oprette sig som brugere og bidrage med indlæg) på AU’s hjemmeside  og se fx følgende udtræk kopieret fra DPU’s hjemmeside om DPU i medierne:

Medieomtaler af DPU og medarbejdere ved DPU

23.03.11 | Presseklip

Debat: FLYTNING: Vi vil gerne i dialog, Thunø

Af Anna Karlskov Skyggebjerg på vegne af medarbejderne ved Center for Børnelitteratur lektor, Ph. D., Center for Børnelitteratur, DPU, AU

I et svar til Jens Raahauge 19.3. beskriver Mette Thunø,…

23.03.11 | Presseklip

Aarhus Universitet har ikke forstået selve ideen

Af Thomas Illum Hansen videncenterleder, ph.d.

Det er vanskeligt for ikke at sige umuligt at finde en reel, faglig begrundelse for, at Aarhus Universitet har valgt at flytte Center for…

23.03.11 | Presseklip

Debat: Flytning: Vi slagter selvfølgelig ikke børnelitteraturen – tværtimod

Af Mette Thunø , Dekan, Faculty Of Arts, Aarhus Universitet

Når sproget løber af med folk, og et debatindlæg i den grad mistolker de ambitioner, som Aarhus Universitet har for at styrke udvikling og…

21.03.11 | Presseklip

Debat: Businessbølge hærger AU

Af Thomas Aastrup Rømer, Lektor, DPU

Dekanen for det nye fakultet School of Business and Social Sciences ved Aarhus Universitet er kommet uhyre dårligt fra start.

(Information 21.03.2011,…

21.03.11 | Presseklip

Et nyt og bedre Aarhus Universitet?

FAGLIG UDVIKLING: Godt eller skidt. visionært eller lidt bekymrende. Kommentarerne fra medarbejderne til universitetsledelsens præsentation af fremtidens Aarhus Universitet varierede i dagene efter…

21.03.11 | Presseklip

Dekan – jeg ikke forstå

Af Jens Raahauge, formand for Dansklærerforeningens Folkeskolesektion

Dekan Mette Thunø er blevet sat til at udmønte den tilpasning, som Aarhus Universitet er i gang med, en tilpasning som ifølge…

18.03.11 | Presseklip

Strid om center for børnelitteratur

Lærere og litteraturfolk er imod flytningen af Center for Børnelitteratur fra København til Aarhus. Det vil gøre forskningen i børnelitteratur endnu mere sparsom, mener de.

(Kristeligt-Dagblad.dk…

15.03.11 | Presseklip

Forskere frygter tab af forskning

Som del af en større omstrukturering ved Århus Universitet, skal Center for Børnelitteratur flyttes fra Sjælland til Århus. Forskere er bekymrede over flytningen.

(DR.dk 10.03.2011)

11.03.11 | Presseklip

Kommentar: Aarhus Universitet: Stanford eller Oxford?

Af Lars Qvortrup

Igennem det seneste års tid har Aarhus Universitet tumlet med spørgsmålet: Hvordan indretter man et moderne universitet? Svaret kom i forgårs

(Information 11.03.2011)

11.03.11 | Presseklip

Herudover er der skrevet personlige mails til ledelsen, underskrevet åbne breve til ledelsen fx fra AC-VIP klubben ved DPU til bestyrelsesformand Michael Christiansen, rektor Lauritz Holm-Nielsen, dekan Mette Thunø ved AU, og i dag har vi modtaget meddelelse om at forskningsprogramledere og forskningsledere ved DPU (Bente Jensen, Bjarne Wahlgren, Cathrine Hasse, Dorte Marie Søndergaard, Dorthe Staunæs, Jens Christian Nielsen, Jeppe Læssøe, Ning de Coninck-Smith, Sten Høyrup Pedersen, Susan Wright, Søren Christensen, Søren Langager, Venka Simovska, Vibeke Hetmar, Susan Tetler) har sendt brev til dekan Mette Thunø vedr. forflyttelser fra DPU.

Alle er tiltag, hvor ledende forskere (både i Danmark og internationalt) KLART OG TYDELIGT understreger, at ledelsens beslutninger IKKE KAN BETRAGTES SOM FAGLIGT FORSVARLIGE!

Jeg ser altså god grund til at rejse det nærliggende grundspørgsmål: ER DER ANDRE END LEDELSEN, DER BIFALDER LEDELSENS KURS?

Hvis man skulle have interesse i at følge universitetsansattes forvirrede forsøg på at navigere i denne kaotiske situation, så kan man fx finde interessante eksempler på forskere, der forsøger at tænke kreativt ved at deltage i ‘navnelege’, som metoder til at (re-)definere Fremtidens AU. Nogle af resultaterne af disse og de overvejelser, de har affødt, kan læses her: http://medarbejdere.au.dk/fremtidensau/hovedomraader/ar/nyenavne/.

Man kunne føle sig fristet til at initiere en art ‘find Holger leg’ som går ud på at identificere den/de person(er), der rent faktisk bifalder ledelsens kurs og beslutninger.

Der er meget stof til et godt videnskabs- og teknologistudieprojekt her! Som Latour ville sige: Follow the actors…. hmm…

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Serious games and educational cultures

August 16, 2010

I guess it’s about time that I reveal in more details what my current research is all about… 🙂

My postdoc is part of a research project called Serious Games on a Global Market Place involving researchers from several Danish universities (i.e. The Danish School of Education, Aarhus University, The IT-university, University of Southern Denmark, and The Technical University of Denmark) and among other Danish serious games developers (e.g. Mingoville A/S and Serious Games Interactive). The KINO Programme Committee under The Danish Counsel for Strategic Research has supported the research financially.

My subproject is titled: Educational Cultures and Serious Games on a Global Market Place. The project focuses on following engagements with English education and the netbased virtual universe/serious game called Mingoville.

Mingoville.com is by its developers described as a “second language online-based course featuring fun English learning games, grammar, songs and more” for children. (YouTube videos about Mingoville)

Mingoville exist in 33 languages and registration in countries around the world is free except for Denmark. In 2005 Mingoville was developed by delc (Dansk e-learning center) as part of a Danish competition in developing new types of digital teaching materials for primary school in Denmark. The competition was led by the Danish Ministry of Education, and Mingoville was then developed for and targeted 3rd to 4th grade pupils and beginning English teaching and learning in Denmark.

Mingoville Classic (today “Learn Now”) was launched in 2006 and in June 2009 a Mingoville virtual world (today “Play Now”) for kids was launched in addition. Mingoville has (according to the developers) more than one million users across the world.

 

One example of the wide distribution and possible influence of Mingoville on English Education is an initiative (spring 2009) lead by the Portuguese Ministry of Education which distributed small laptop computers for all children in primary schools in Portugal. Mingoville is provided as a link among the programmes on all the laptop computers.

Another example is Chile. July 2009 Chile’s government launched an initiative associated with their ambition to digitalize the nation. In Chile approx. 2 % of the population speaks English. This is by Chile’s government considered a problem because English is considered a central foreign language on a global market place. In Chile a central problem is that they cannot generate enough qualified English teachers. One subproject of the government’s recent initiatives is therefore focusing on language and supports English teaching. The initiative is a partnership between educational institutions, companies and the government. The English project consists among other in educating English teachers in Chile in teaching English with Mingoville.

Also in Denmark more than 500 schools have been registered (by the Mingoville developers) as users. 

It may in a sense be viewed as something new that teaching materials developed in one country may become distributed and engaged as actors in variations of contexts of engagements all over the world. The big question of course is in which ways does Mingoville partially engage and become partially engaged as an actor (if it does) in English education? 

A huge challenge in the project is to engage with the manifold construction sites for Mingoville. Project Educational Cultures and Serious Games on a Global Market Place attempts to open up a relational study of different partially coexisting (dis-)engagements with Mingoville, and the associated entanglements, realizations and movements of Mingoville and English education. The study follows circulations of Mingoville as a partially existing (in a sense ephemeral) phenomenon multiple, which cannot be easily described in any one comprehensive way. To follow the circulations of Mingoville should here be understood as following Mingoville as an emerging and shifting form that becomes partially contained by and partially contains English education (if it does) in heterogeneous ways as it is moved around.  

The subproject must be viewed in relationship with the overall Serious Games Project and its aims.

My work is inspired among other particularly by STS/ANT researchers Bruno Latour, Marilyn Strathern, John Law, and Annemarie Mol.

In relation to other subprojects in the Serious Games on a Global Market Place other qualitative and semi-ethnographic studies have been conducted in Danish primary schools in 2007-2008. Furthermore a pilot study was conducted during a week in Portugal in April 2009 at a primary school.  These have focused on research initiated attempts to engage Mingoville in English teaching, and the effects of these.

My empirical gatherings consist of ‘online and offline’ studies of Mingoville as it is developed by Mingoville A/S in an office in Copenhagen, together with empirical gatherings in schools, homes, municipalities and governments ‘in the world’. 

Quite concretely I try to follow the movements and emerging circulations and establishments of Mingoville inside and across these manifold contexts of knowledges and engagements. Except for the fieldwork in Portugal (conducted with an experimental outset in a ‘would-you-like-to-try-Mingoville-in-your-classroom-approach’), my fieldwork takes point of departure in researching everyday (dis)engagements with Mingoville and include:

  • Mingoville in Mingoville A/S

 

  • Following everyday school activities and particularly English lessons with(out) Mingoville in a 7-9 grade special education class in Denmark

 

  • Following home education/teaching/training with Mingoville in two homes in Denmark and one home in Norway

 

  • Following (together with my colleague Bente Meyer) English with(out) Mingoville in grade 5 and 6 in a Finnish school 

 

  • Following (together with my colleague Bente Meyer) Mingoville into private homes of pupils in grade 5 and 6 in the Finnish School

 

  •  Telephone conversations with a number of schools in Denmark that have in one way or another (dis-)engaged with Mingoville

 

  • Following Mingoville (and other virtual worlds /virtual universes/serious games for kids) online

 

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Research methodologies for studying virtual worlds

August 11, 2010

I attended the 2010 ICA conference in Singapore in June. I was invited to participate in a panel discussion and present how I engage with researching the virtual world/universe Mingoville.com

CarrieLynn D. Reinhard (panel organizer and chair) together with Christopher Olson have produced a video from the panel discussion. The video and a short description of the panel can be accessed via the Virtual Worlds project’s blog.

Researchers Making Sense of Virtual Worlds: Discussion Concerning the Methodologies/Methods of Studying Virtual Worlds

Game Studies

Chair

CarrieLynn D. Reinhard

Participants

Interviews Within an Experimental Framework: A Potential on How to Make Sense of Sense-Making in Virtual Worlds CarrieLynn D. Reinhard, Roskilde U, DENMARK
 
Unpacking Participants’ Interactive Behavior and Discourse Strategies in Virtual Dialoguing Through Qualitative Analytic Methods of Investigation: Potential and Pitfalls Caroline Ho, Nanyang Technological U, SINGAPORE
 
Getting Informed: Researching Circulations and Establishments of a So-Called Serious Game Mikala Hansbøl, Aarhus U, DENMARK

Methodological Issues With Large-Scale Social Science Data From Online Communities Dmitri Williams, U of Southern California, USA