Undervisning i Verden: 6 små digte om en mulig forandring

Bidrag til DUT Tidskapse

Legelyst – lille digtsuite om leg

Legelyst – lille digtsuite om le

Filmiske indtryk under Drama Boreale 2015

Filmiske indtryk under Drama Boreale 201

We do the same, but it is different. The open laboratory & play culture

This article outlines a certain research field and a pedagogical area around digital media, play and pedagogy in a globalized media- & knowledge society. I sketch out both some results and some new challenges based on closed, recent and ongoing activities, development and research using digital media together with children in different pedagogical settings. The methods to find ways to use technologies and narratives have always been based on concrete experiments inside the pedagogical settings. No matter the context I as a researcher stepped into the actual situation and co-created play, experiments, questions, processes and results. Over the years I have discussed one pedagogical principle for the processes I have used: the open laboratory. This open laboratory covers pedagogical methods where all media and all materials can be combined in processes, where children and pedagogues play and experiment.&nbsp

A Platform for Playing – Experimenting communities and open laboratories in a global perspective

This text is sketching out a pedagogical framework for how children, pre-school teachers and teachers could start communicating, playing and experimenting with others across time and space, both locally, regionally and indeed even globally using digital media. The framework takes the form of a number of figures developed during different research projects where children in kindergarten, kindergarten class and primary school were involved. It is not an exact step-by-step manual but the text represents a way for pedagogical institutions to understand and design a use of digital media and digital technologies when connecting to the world around them together with children. The examples below have their starting points from kindergartens, nursery pre-school and even primary school

Det eksperimenterende fællesskab - Børn og voksnes leg med medier og teknologi

Siden 2002 har vi sammen med børn, pædagoger og lærere leget og eksperimenteret med medier og teknologi. I daginstitution eller skole har vi sammen med børn mellem fire og ni år skilt gamle computere ad til sidste skrue og lavet nyt legetøj ud af dem, taget hundredvis af billeder med digitale kameraer og leget med professionel bluescreen teknologi. Midt i børnenes hverdag har vi i en række mindre projekter afprøvet og analyseret alt fra helt konkrete pædagogiske metoder til principper for, hvordan børn og voksnes fælles møde med medier og teknologi kan tage form. Denne artikel trækker eksempler og begreber ud af denne forskningspraksis og samler det i en pædagogik: Det eksperimenterende fællesskab

De næste Makerspaces – principper for en fremtidig forandring

Vi starter med et udsagn fra os: Leg er en måde at være menneske på i verden, undersøge verden, eksperimentere med den og handle i den, hvad enten man er børn eller voksen eller i grupper, der består af begge dele. Deltagerne i processer, hvor leg er i centrum, og hvor aktiviteterne altid kan være under forandring, kan give dem muligheden for at reflektere over og ændre på deres vilkår. Makerspaces synes at være et godt sted at gøre dette. Med artiklen her peger vi på nogle principper, links og kilder, der kan inspirere et sådant arbejde

Forord/Editorial

Forord/Editorial

Dissolving the dichotomies between online and campus‑based teaching: a collective response to The Manifesto for teaching online

This article is a collective response to the 2020 iteration of The Manifesto for Teach-ing Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically pro-vocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digi-tal, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching