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Integrating digital technologies to benefit teaching and learning has long been driving higher education. The uptake of technology has been supported by teacher training focused on developing teachers' capabilities to design for learning. However, in this paper, we raise the point of moving towards teaching-sensitive technology as a clear alternative to current strategies focusing on teachers' mental processes. To develop this point, the paper offers a qualitative study that explores teaching to identify critical features of technology supporting teachers' work. Analysing teaching from a hermeneutic perspective, we arrive at six fundamental dynamics within which teachers operate. Based on the factors identified, we present three principles to guide future design of technologies for teaching and two approaches to designing technology sensitive to teachers' values.

This paper delves deeply into the creative pedagogies which support cutting edge digital STEAM practice across primary and secondary school settings. It contextualises the research within current STEAM agendas including transdisciplinarity, and STEAM and technology and goes on to offer insight from the novel context of ocean learning to develop and extend a theorisation of creative pedagogies as entwining both creative teaching and teaching for creativity as embodied, democratic, dialogic and material processes. Intra-action between theory, praxis, nature, culture, the digital and humans enables an emergent perspective about changing the dynamics of power to develop ocean or environmental learning and related activism. Derived from research into an ocean education project, which aimed to develop students' ocean literacy through the combined educative principles of creative pedagogies and digital technologies (Augmented and Virtual Realities), the research draws on data from six projects across primary and secondary school settings in Denmark, Spain and England. It used a "diffractive" analytic technique, inspired by new materialist theory, to explore the messy mixtures of natural, cultural and technological environments that were being learned through. This involved the development of four material-dialogic assemblages each including diffractive switches. Each is presented first through a "piece" which demonstrates each assemblage's connection to the core question, followed by "ripples," which briefly articulate the new learning and questions arising from that assemblage. The four assemblages cover the irresistibility of making kin, the relationships between lively bodies and virtual environments, the importance of spacetimematter in environmental edu-activism and trajectories between transience, stability and dialogic space. The paper leaves the reader/engager with a selection of prompts to highlight the research's contribution to current STEAM agendas related to changing power dynamics, and to provoke reader/engagers' own practices. These can include new pedagogies and activisms, as well as theoretical developments to the combined educative principles of creative pedagogies and digital technologies within STEAM education.

This paper reports on how drawing as an academic dialogue tool was explored as a crucial actor for driving design processes among humanistic master's students targeting their digital learning designs for online and blended learning contexts. The paper builds on a previous study that investigated students' use of self-produced visualisations during the digital design process. Although the study did not deal with visualisation and students were not trained to draw, the participants made extensive but unacknowledged use of visualisations. In the present study, a new group of students from the same master's programme were taught how to draw as a central component of the design process in order to investigate how this might expand their use of visual facilitation and drawing techniques to drive collaborative processes, design decisions and theoretical reflections. As design practices enter new interdisciplinary domains, in this case digital learning design, the aim was to explore how humanistic students can act as digital designers by adapting different design approaches and visual methods in particular. Likewise, the study offers an investigation of how students perceive these ways of working in an academic context. The empirical data, including teaching observations, students' visual productions and interviews with 27 students from nine groups after completing the course, were drawn primarily from an explorative case study in which master's students developed digital learning designs to solve a problem framed by an external stakeholder. Students' ways of producing visualisations in the different phases of their design process were analysed in terms of four design genres (explorative, investigative, explanatory and persuasive). The sociomaterial analysis traced how drawings and drawing activities unfolded during collaborative group processes which supported the development of digital learning designs. The findings confirmed the potential of drawing as a means for developing ideas, collaborating in different design phases and presenting and discussing design ideas with peers, target groups and external stakeholders. Furthermore, the findings revealed that drawing activities became a significant pedagogical consideration in the students' digital learning design and data collection process, where students balanced the interplay between initial analogue drawings and digital prototyping, testing their design concepts with target groups. The findings also showed that students perceived drawing and visual facilitation as practical tools but lacked an academic terminology for articulating these processes. The study suggests a need for substantial change to fully acknowledge the potential of drawing as an academic dialogue tool on the level with academic reading and writing when developing digital artefacts.

When implementing digital technologies into mathematics teaching and learning situations, new representational and communication infrastructures arise that allow for new speech acts and actions. These new speech acts and actions are also referred to as 'representational expressivity'. Such expressivity arises in the intersection of representational and communication infrastructures. The paper presents an example of functions as covariation, taken from a task in a Danish 8th-grade classroom. Results show that infrastructures mediate students' mathematical communication. When students drag, continuous treatments between representations take place. The dragging not only influences the transformation and manipulation of mathematical objects -- but also mediates the students' language. Looking at verbs and adjectives, the students' words become more dynamic and focus on the movements of mathematical objects within the digital tool. From a competency point of view, the students must be aware of different mathematical registers in which communication takes place. When working with digital technologies, students must thus be able to co-exercise several mathematical competencies at once.

The use of virtual labs in higher education is gaining growing interest, with different debates in the literature about their role in addressing learning outcomes and balancing hands-on activities. This study seeks to understand how labs can be virtualised and thus structured to contribute to engineering education, by adopting an innovative perspective in studying the labs themselves as core assets to be developed for teaching and learning. Following the precepts of grounded theory, we performed a multi-case study of nine labs that underwent a process of virtualisation and their role within three programs of engineering education. Findings revealed (1) the dynamics in uncovering and exploiting the potentialities of different virtualisation paths, by overcoming difficulties in funding or a wider use in different courses, (2) the structural needs, such as stakeholder collaboration specifics and technical update intensity, and (3) the importance of education and research specifics in driving the design and development of virtualised labs. The pattern analysis of the relation between these features guided the development of a typology of virtualised labs that can be ascribed to three structuring phases - identified as foundational, intermediate, and advanced - and constitute the key contribution of this paper for both theory and practice.

Previous research has emphasized the importance and potential of actively involving teachers in the design and implementation of educational technologies in schools. However, only a few studies have explored the development of methodologies for engaging teachers in the appropriation of digital technologies, as the increased digitalization of many education sectors demands. Drawing on experiences from two large-scale participatory research projects, this paper investigates two approaches to involving teachers in the design and implementation of digital learning platforms. Specifically, the paper draws on case examples to examine how participatory data design and future workshops can help to cultivate communities of practice in support of teachers' appropriation of digital technologies.

The objective of the paper is to examine how and what the non-completing participants of MOOCs learn. In this paper we term them "invisible learners". The paper presents a qualitative study of learning activities and outcomes of invisible learners. The study consists of 11 interviews with MOOC participants and a survey answered by 51 participants. The results of the study show that invisible learners learn by (1) reading and watching, (2) following and being part of, (3) networking, (4) reflecting and (5) applying. Further, the study shows that the learning outcomes of the invisible learners can be described as (1) inspiration, (2) update, and (3) input for practice. Invisible learners show signs of self-governance by choosing what is relevant to them, and initiating their own learning activities in relation to their own practice. The paper concludes that there are educational potentials of the activities of invisible learners. The study shows that the course format may not be suitable for invisible learners that do not wish to do assignments and follow specific learning objectives. Rather, the educational potential is to provide invisible learners with relevant input to their own practices. To accommodate invisible learners, the challenge is to design courses that provide input and inspiration to learners' own practices without prescribing what they will learn.

Drawing on experiences from a large-scale Nordic co-design research project, this paper explores the development of cross-border blended education with the aim to strengthen students' Nordic identity and knowledge of neighboring Nordic languages illuminating the flow of didactical designs students were offered to engage in, i.e. the knowledge content, activities, spaces and resources. The iterative, three-year educational development of designing for learning proved to provide space for shared and collaborative knowledge development involving students in rich, authentic, and goal-oriented inter-Nordic comprehension practices on multiple levels, addressing content-related as well as contextual frames in teaching situations. Schematic models of the didactical designs revealed initial dis-alignment and diverse appropriation of modes and media in parallel cooperative activities combined with collaborative cross-border face-to-face talk promoting students to take perspective, compare, and contrast. Addressing the socio-material frames of teaching gave an opportunity to discover new learning goals and design activities in new adequate arrangements of the physical classroom and the digital space. The analysis demonstrates that students developed linguistic, cultural, critical, and digital competences of varied educational value based on the teams' divergent approaches to knowledge processes to incorporate digital technologies in teaching practice. The study highlights the critical factors of recognizing digital, multimodal meaning-making and informal skills as means to promote learning and schools' remaining insufficient provision of digital infrastructure for learning activities in blended learning environments.

The presence of digital technologies in classroom settings is relentlessly getting stronger and has shown to have powerful playful qualities. In recent years, digital game-based learning (DGBL) has been introduced in schools. In this paper we explore game-based design activities to unfold playful and creative actions and interactions among children. The study is based on two cases, where game design activities were applied in both analogue and digital form. The unit of analysis is game design activities. The research questions posed in this study are: (1) What activities develop when school children design games in two similarly framed workshop cases, where one included analogue material and the other a combination of analogue and digital material?, and (2) How do children interact in a learning environment framed by purely analoguebased material as opposed to a learning environment framed by a combination of analogue and digital material? A thematic analysis identified three themes: exploratory activities; combinational activities; and transformative activities. These themes suggest that the game design workshop sessions including only analogue material facilitated playfulness promoting creative actions in children's production of different ideational considerations. In a mixed activity combining analogue and digital material, creativity in the form of fluency was represented by the way the children produced their ideas, which opened up for playfulness, e.g. in the form of humour. The analysis showed that a procedural activity design including pre-designed theme framing children's constructions facilitated an open-ended activity.

In this paper, I report the results of a study of a large-scale implementation of an evidence-based, objective-oriented approach to teaching via digital platforms among mathematics teachers in Denmark. The aim of the study was to investigate how these platforms affect the work of mathematics teachers and how emergent problems in this process can be addressed from an implementation perspective. This objective was achieved by applying concepts from the theory of instrumental genesis to analyze ethnographical data of teachers' platform usage and data from participatory workshops. The results of the study indicate that the design of platforms is likely to conflict with the needs of mathematics teachers and thus I argue for the need of addressing such issues by supporting teachers in enacting innovations rather than by redesigning them. Furthermore, in the paper I suggest that future workshop is an adequate format to support such enactments.

There is a need for individuals in science, technology, engineering, and mathematics (STEM) careers to drive the innovation and research potential of Europe. Yet, there is expected to be a decrease in the number of STEM professionals, as there is less student interest in STEM fields of the study. Studies show that STEM classes that focus on inquiry-based science education (IBSE) are engaging and encourage students to become more fascinated with STEM fields. The Ark of Inquiry Project involves a consortium of STEM- and education-focused universities and organizations across Europe that created an online platform with IBSE and STEM lessons. The UNESCO Regional Bureau for Science and Culture in Europe conducted the pilot phase of the Ark of Inquiry Project in Italy from September 2015 to February 2016. In this paper, we will discuss some of the barriers to the expansion of this online STEM education project that was noted by the 14 participating Italian teachers of the pilot phase and 30 educators from India, Germany, Canada, and Denmark who participated through online surveys. We discovered that teachers must be able to overcome barriers of access to technology, misconceptions about women's abilities in STEM fields, and the effect of poor pre-service teacher training as it relates to implementing IBSE effectively for student-centered learning. This paper will focus on how the above factors hinder the growth of teachers as designers and facilitators of student-centered IBSE curriculum and will recommend how The Ark of Inquiry Project can be scaled up to impact the rest of the world.

This paper presents a methodological discussion of the potential and challenges of involving mobile eye tracking technology in studies of knowledge generation and learning in a science centre context. The methodological exploration is based on eye-tracking studies of audience interaction and knowledge generation in the technology-enhanced health promotion exhibition PULSE at a science centre in Copenhagen, Denmark. The current study is part of the larger PULSE project, which aims to develop innovative health promotion activities where a science centre exhibition is a key setting. The primary target groups were families with children age 6-12 years and school classes with students from 4th to 6th grade. The main purpose of the study was to understand the methodological potential and challenges mobile eye tracking comprises during the different stages of research on informal e-learning in a science centre context utilising digital platforms to enhance informal learning and interaction. The paper presents how eye-tracking methods influence research on: 1) an interventional level: what role eye tracking and eye-tracking equipment plays in interventions; 2) a data level: what new types of data eye-tracking methods specifically contribute; and 3) an analytical level: how analysis of eye tracking can supplement and contribute to other analytical approaches. Finally, the article discusses how the methodological approach presented invites consideration of other ways of understanding how users experience technology-enhanced exhibitions.

This paper explores policy related to digital competence and the digitalisation of Nordic K-12 schools. Anchored in some key transnational policies on digital competence, it describes some current Nordic movements in the national policies of Denmark, Finland, Norway and Sweden. The concept of boundary objects is used as an analytical lens, for understanding digital competence as a plastic and temporal concept that can be used to discuss the multi-dimensional translation of this concept in these Nordic countries. The paper ends with a discussion of the potential to view digital competence as a unifying boundary object that, with its plasticity, temporality and n-dimensionality, can show signs of common Nordic efforts in the K-12 school policy.

This paper presents empirical findings from a qualitative study on Minecraft as a mathematical tool and learning environment. Even though Minecraft has been used for several years in classrooms around the world, there is a lack of detailed empirical studies of how students learn subject-related content by working with the game. This study is based on a design experiment with an inquiry-based teaching unit for fifth graders, which focused on using the coordinate system embedded in Minecraft, as a means to navigate and explore the game in order to solve mathematical problems. Based on student interviews, we explore how the students experienced and switched to new perspectives on mathematical knowledge through their participation in the teaching unit. Using thematic analysis, we explore data from six group interviews. The theoretical framework is based on domain theory, dialogical theory and notions of students' mathematical agency. The key analytical findings regard the students' experience of the coordinate system as part of both the academic domain of mathematics and their everyday domain of playing Minecraft, how they actively use the coordinate system to improve play in Minecraft and how they experience new ways of participating in mathematics. The article concludes by offering design principles for the future use of computer games in mathematics education.

With schools and universities closing across Europe, the COVID-19 lockdown left actors in the field of education battling with the unprecedented challenge of finding a meaningful way to keep the wheels of education turning online. The sudden need for digital solutions across the field of education resulted in the emergence of a variety of digital networks and collaborative online platforms. In this joint article from scholars around Europe, we explore the COVID-19 lockdowns of physical education across the European region, and the different processes of emergency digitalization that followed in their wake. Spanning perspectives from Italy, Germany, Belgium, and the Nordic countries, the article's five cases provide a glimpse of how these processes have at the same time accelerated and consolidated the involvement of various commercial and non-commercial actors in public education infrastructures. By gathering documentation, registering dynamics, and making intimations of the crisis as it unfolded, the aim of the joint paper is to provide an opportunity for considering the implications of these accelerations and consolidations for the heterogeneous futures of European education.

Today's digitalization allows users to interact, collaborate, communicate and create user-generated content. The technology is intuitive and easy to use even for young children, and new learning opportunities emerge. Particularly, students' production as a learning form benefits from digitalization as the new opportunities enable young students to integrate their playing competencies and skills into the formal school learning. This paper presents and discusses a theory regarding students' digital production from a learning and design-for-learning perspective, which is generated based on the project Netbook 1:1 (2009-2012), where information and communication technology (ICT) was readily accessible for each child at school and at home in grades 1-3 at two Danish public schools. The paper presents a Four Levels Design for Learning Model, which can be used for both design for learning and analyses of learning processes. The discussion is supported by empirical examples from the project, which explored emerging relations amongst ICT, production and subject matter-specific practice (Danish, mathematics and interdisciplinary activities). We understand design for learning as related to both process and agency, and in the study, we have examined and found that students are capable of operating as learning designers.

This article presents the theoretical considerations leading to the design and development of a digital experience for teaching linear equations using a modified balance model for equation solving. We modified the balance to alter physics behaviour in a virtual reality (VR) experience, to strengthen students' schemes for solving linear equations and help students to adapt their schemes to situations where negative numbers and mathematical negativity make equations abstract. We used the VR application in a small teaching experience with ten students and their mathematics teacher from a Danish grade 7 class (13-14 years of age). The exploratory study aimed to analyse and evaluate the effect of teaching with the modified balance in the VR application via a novel teaching experience. We report findings that show positive prospects for the use of VR in teaching linear equation solving including a new equation solving strategy enabled by the virtual environment. A majority of students gave a positive affective response to the experience, referred to, and were able to apply ideas from the VR experience to linear equation solving exercises on post-experience pen-and-paper exercises. Moreover, we report findings from a particular student case who showed interesting behaviour and reasoning, from which we provide in-depth analysis to understand future possibilities of teaching equation solving with VR.

This paper presents data from two international projects focused on the interaction between changemaking and digital making in university students. The data is drawn from the contributions of 63 university students located in the United States, Romania, Spain, Belgium, Norway, Denmark and England. Using a design thinking methodology and a thematic analysis of student responses, the aim was to understand how the creative use of immersive technologies, such as augmented and virtual reality, might create an environment for changemaking practices in an international context. Findings suggest that students demonstrated not only enhanced digital skills and student engagement but increased cultural competence and global mindfulness. International digital collaboration can create conditions for students to develop changemaker attributes and identify as changemakers within the spheres of entrepreneurship and education, preparing them to be a force for change in the world.

Since the consent to the Salamanca Statement on special needs education from 1994, e-learning developers have focused on tools aimed to support dyslexic learners. The importance of these efforts is on display every year in the Special Aids exhibition area at the BETT-event in London. ICT and e-learning is now widely used in the special needs education for dyslexics. However, the Salamanca Statement also inspired the vision of "The Spacious School" and the idea that children with learning disabilities should be transferred from special classes and included in the ordinary classes in primary schools. In the beginning of this process, the children with special needs were present in the classroom with their compensational aid, e.g. e-learning, ICT and special teacher support, and they were rarely included in the socially organised learning activities. Consequently, class teachers and subject teachers were not aware of the existence and potentials of the special compensational e-learning and ICT tools. In recent years in Denmark, ICT has changed from being present in schools to becoming an available, everyday resource. That is, ICT and computers move out of the computer rooms and into every school room. I.e. most pupils use ICT, e-learning and computers in various contexts whenever it seems convenient. The increasing use of ICT in schools has paved the way for new ways of including the children with special educational needs and while knowledge of dyslexic compensational e-learning and ICT tools was earlier restricted to the special teachers, teachers in general have now become aware of the existence of these tools. Within the frame of a large scale research project in primary schools in Denmark (Project IT and Learning--PIL), this change of awareness led to teacher-initiated experiments with the Danish e-learning special needs-software "CD Ord" in first and second grades. The teachers wanted to see whether these tools could inspire normal children as well as children with special educational needs to start writing their own stories. The paper presents the research findings from the empirical studies of experiments in Second grade. The paper concludes that most children in the experiments wrote longer and more complex stories than normally expected from this age-group. The children with a visual learning style in particular demonstrated a significant progress.

This paper, the first of a two-part article, addresses ways that project-based learning is being used in countries around the world. It introduces Microsoft's worldwide K-12 education initiative, Partners in Learning, and provides some background as to why Microsoft is interested in developing project-based learning curricula for teachers to help them better integrate technology into learning and teaching. Through Partners in Learning (http://www.microsoft.com/partnersinlearning), Microsoft has joined with the International Society for Technology in Education (ISTE) to deliver an interdisciplinary project-based learning course and accompanying teacher training. This paper discusses the partnership with ISTE in creating project-based learning curriculum as part of Partners in Learning and explores the use of the curriculum in Denmark, a country that has a long history of integrating technology into education and is a longtime supporter of project-based learning.

In this theoretical paper, we argue that Tech enthusiasts and skeptics are animated by the same sociotechnical personalization imaginary to improve education and teaching through personalization, but see very different paths to this goal. Tech boosters point to well-known problems of the existing education system -- and rhetorically ask: 'why shouldn't we solve these problems with technology?' Doomsters claim that only humans can do this and ask 'why should we relinquish power to machines?' We believe that the full implications of incorporating adaptive technologies in schools have neither been considered, fully revealed, or adequately prepared for by either side. But we are not interested in evaluating either the claims of techboosters or doomsters. Through an analysis through the lens of imaginaries, we reveal the false dichotomy of for or against technology, which obfuscates the fundamental question of whether the social technology we have put in place to educate ourselves solves the right problem and solves the problem well? We conclude with a brief discussion on the value of the personalization imaginary. We argue that the question is not whether platforms enable or disable teacher agency per se, but rather why should we hold up personalization as an ideal for education?

Designing teaching in an era of educational technology calls for new models for designing learning opportunities. The 7Cs framework developed by Professor Gráinne Conole and her colleagues provides a tool for discussing learning designs for online learning environments. In this paper, we introduce the 7Cs framework put forward by Conole and colleagues and discuss it in relation to the concept of personalized learning paths and 'schooling' as a discourse. The article is mainly theoretical, but as empirical support for our theoretical arguments, we discuss examples from a MOOC developed for the teacher education program at University College Absalon, Denmark. On this background, we propose a number of revisions for the 7Cs framework in order to adapt it for designing MOOCs that are used in blended contexts.

Ongoing developments in educational technologies place increasing demands on teachers who have to make decisions on a daily basis concerning how, when, and where to make use of technologies in classrooms. Building on results from the Danish project Technucation, this paper argues that there is a marked need for a teacher-specific version of the technological literacy developed by the International Technology Education Association (ITEA). ITEA defines technological literacy as the ability to "use, manage, assess, and understand technology". The Technucation project found that teachers were not simply in need of knowledge about how to manage technical challenges, they would also benefit from awareness of how new technologies change relations, identities, and complex power structures. The paper explicitly addresses this issue of the new skills and analytic capabilities that teachers need in order to engage effectively with technological development. The type of enhanced technological literacy teachers may benefit from is represented in the paper through its presentation of the TECS-model, developed in the course of the Technucation project: hands-on skills in handling "Technology" ("T"); capability to analyse changes in "Engaged relationships" ("E"); capability to analyse "Complex power-informed pathways" ("C"); and capability to analyse long-term "Shifts in professional identities" ("S"). The paper argues that attention to all of these areas should be included in the education of technological literacy to pre-service teachers.

This manuscript reports on two studies on the implementation of a technology-rich innovation in public schools. This technology-rich innovation was an online quasi-video game environment that used 'through-the-window' virtual reality and a robust back story to situate learning activities in the virtual world for children. The first study examined the reasons why teachers chose to implement the innovation as well as the core challenges and supports necessary for the successful implementation of the innovation. This study used case study methodology and found that the innovation required a great degree of alignment between project goals and existing teacher needs and concerns. The second study re-examined data from the first study to explore how the innovation was actually implemented. The second study employed classic grounded theory methods for analysis and theory building. Nuancing theory emerged as the core category that arose as a result of the inductive grounded theory analysis procedures. This paper elaborates nuancing theory and addresses its possible applications to the problem of designing, developing, and implementing technology-rich innovations for situating learning activity in schools.

This paper presents findings collected from a collaborative implementation project established in Spring 2008 between Aalborg University's IT-department in the Faculty of Social Science (FSS) and the E-Learning Cooperation Unit (ELSA) with the view to implement Moodle in FSS. The purpose of this cooperation was conceived from an organisational desire to establish a virtual learning environment (VLE), where it was possible, to build activities and underpin the pedagogical approach. Another perspective was to further improve the communication between the administration, teachers and students. This paper will highlight the development process and some of the didactic considerations undertaken for the implementation. The evaluations undertaken during the process will also be presented, along with the results collected in the use of Moodle to highlight the educational changes.

In today's classrooms, digital technologies and digital media enable an unlimited number of learning resources. Digital tools are one type of digital technology used in pedagogical settings. By digital tools we mean software that is not produced for educational purposes, but which may be used to support learning. Using theoretical concepts from Basil Bernstein and analytical tools from Critical Discourse Studies, the paper provides an in-depth critical analysis of two digital tools that are free of charge and recommended for teaching Physical Education in upper secondary schools in Denmark. The main intention is to discuss the educational problems related to the use of digital tools as learning resources and especially to challenge the idea that they are "for free".

The present paper is based on two empirical research studies. The "Netbook 1:1" project (2009-2012), funded by the municipality of Gentofte and Microsoft Denmark, is complete, while "Students' digital production and students as learning designers" (2013-2015), funded by the Danish Ministry of Education, is ongoing. Both projects concern primary and lower secondary school and focus on learning design frameworks that involve students' agency and participation regarding digital production in different subjects and cross-disciplinary projects. Within these teacher-designed frameworks, the students perform as learning designers of learning objects aimed at other students. "Netbook 1:1" has shown that digital and multimodal production especially facilitates student-learning processes and qualifies student-learning results when executed within a teacher-designed framework, which provides space for and empowers students' agency as learning designers. Moreover, the positive impact increases when students as learning designers participate in formative evaluation practices. Traditionally, the Danish school has worked hard to teach students to verbalise their own academic competencies. However, as our everyday environment becomes increasingly complex with digital and multimodal technologies, formative evaluation as a learning practice becomes central, requiring the students to develop a digital and multimodal literacy beyond the traditional, language-centred type. In order to clarify these practices, we address the various understandings of evaluation and assessment that may blur our arguments. "Students' digital production and students as learning designers" is a large-scale project that follows up on the findings of "Netbook 1:1." It experiments further with various evaluation practices in a digitalised learning environment that focuses on different phases of the learning processes and includes feed-forward and feedback processes. Evaluation as a learning practice in a digitalised learning context focuses on students as actors, addressing their self-reflections, responses to feedback from peers and feedforward processes, and responses to feedback from teachers and feed-forward processes. We find that apart from teacher initiated and planned evaluations, the teachers find it useful to initiate ad-hoc evaluations in order to grab interesting aspects on the fly. At the same time we see students initiate ad-hoc peer-evaluations and make appointments for swopping their work for peer-evaluation.

This paper examines the methodological challenges and perspectives of designing game-like scenarios for the implementation of innovation processes in school science education. This paper presents a design-based research study of a game-like innovation scenario designed for technology education for Danish public school students aged 13-15. Students play the role of company heads that develop intelligent music technology. This game-like learning environment was designed to develop innovation competencies through the simulation of a practical learning situation. The term "game-like" is used to denote that the scenario should not be considered an educational game, such as the educational computer games used in many schools today. The focus of the design is to include practices and tools from innovative professions and use game principles and elements to create a meaningful frame around the creative and innovative practices.

The paper reports on the introduction of the graphics calculator into three centralised examination systems, which were located in Denmark, Victoria (Australia) and the International Baccalaureate. The introduction of the graphics calculator required those responsible for writing examination questions to consider how to assess mathematical skills within this new environment. This paper illustrates the types of mathematics skills that have been assessed within the graphics-calculator-assumed environment. The analysis of the examination questions indicated that only two out of the six mathematics examinations considered demonstrated any significant change in the types of skills assessed in conjunction with the introduction of the graphics calculator. The results suggest that it is possible to reduce the use of questions assessing routine procedures (mechanical skills) with a graphics calculator, but it is also evident that there have not been major changes in the way that examination questions are written nor the mathematics skills which the questions are intended to assess.

With growing international interest in diversifying sites for pedagogical work within the doctorate, doctoral programmes of different kinds are being developed in different disciplinary, institutional and national settings. However, little is known about how the pedagogical work of these programmes is designed and enacted, and with what effects. In this paper, we present two cases of doctoral pedagogical work being undertaken within different disciplinary and institutional settings to describe how learning opportunities were designed and to theorise what it means to be engaged in doing doctoral pedagogy. Starting from the position that working from a design model supports systematic and rigorous documentation and development of pedagogy, we employ the twin concepts of design and action, drawing broadly on rhetorical and ethnomethodological understandings of pedagogy as social action. Of particular interest within the concept of design itself is the concept of enactment, the translation of designs into the practices of doctoral work. Together, the two cases become a resource for "slowing down" and making visible the practices of doctoral pedagogy that often go unrecognised because they appear so ordinary and everyday. This call for examining close-up existing doctoral education practices and relationships is attending to the "next challenge for doctoral education" (Green, 2009).

This paper addresses the core goals for educators to stimulate participation across diversity (including life trajectories and culture) and motivate learners to engage in negotiation of meaning and knowledge building dialogue in the processes of networked learning. The paper reports on a Danish masters online course on networked learning for educators that attempted to realize these goals. The participating teacher learned important methods, including moderation, through experience, guided by a teacher educator whose instructional design was based on communities of practice for participants with different backgrounds, cultures, age, and prerequisites in a shared learning endeavor on the Web. The experience supports a twofold foundation for instructional design: the learning theoretical concept of Etienne Wenger (1998) and an orientation toward participant cultures in terms of experiences and competencies, in order to facilitate collaborative knowledge building online.

Purpose: This paper reports on the development of a workplace-based e-learning programme for small and medium enterprise (SME) managers in five European countries. The course is designed to address the specific needs of SME managers who, it has been noted, represent a significant proportion of the EU workforce but often experience difficulty in finding time or resources to undertake relevant training. The aim of this paper is to present the design principles developed to underpin the programme. These principles were developed specifically to address the need for greater pedagogic structure in the design of e-learning courses. Design/methodology/approach: The course design was informed by a literature review of e-learning and management learning and by a set of focus groups conducted to identify the specific concerns of SMEs with regard to accelerating their learning in the workplace. The course structure was further refined through trial workshops in all five partner countries. Findings: The paper presents a pedagogic framework and a structured set of design features, both of which were built into the course as a result of the research undertaken. It also provides reflections on the efficacy of the design process that resulted in the formation of the design principles, and also the prospects for e-learning programmes in supporting accelerated learning in the workplace. Practical implications: The design process and reflections may usefully be extracted to inform other cross-national or SME-focused e-learning programmes. Originality/value: The paper draws on theory and research data to demonstrate the importance of thorough research in e-learning course development. (Contains 2 tables and 3 notes.)

The relevance of qualitative research to virtual practices rests on subject knowledge and practical know-how on operations for exchange, growth, learning, and dialogue. Highlighting the discursive perspective, this paper covers theory on emerging didactics for online learning. In doing so, the contents show how computer-mediated learning incorporates a dialogical orientation. There is an empirical account of experiences of applying the theory in a comprehensive Nordic network with an aspect of computer-mediated theory focused on Ba, a construct illustrating how educators and pupils keep their higher mental operations creative in the process of critiquing and applying knowledge in English as a foreign language. The paper explores the social nature of learning, emphasising the dialogical perspective, weaving methodological consistencies, and principles and theoretical positions with recent conceptual elaborations that focus on knowledge creation in emerging realities. Ideas about action learning provide an overview of issues particular to research on virtual discursive interaction. (Contains 1 table and 1 figure.)

This paper reviews two main historical approaches to creativity: the Romanticist approach, based on the culture of the irrational, and the Enlightenment approach, based on the culture of the objective. It defends a paradigm of creativity as a sum of rich semiotic systems that form the basis of distributed knowledge and learning, reviews historical ideas of the university, and identifies two conflicting mainstream models in regards to understanding of the university as a public good: the 'Public' University circa 1960-1980, and the 'post-historical' university. Based on practical experiences, and on previous works by Peters and Jandric, it develops the new model of 'the creative university as digital public university,' and argues that it provides a useful philosophical goal for directing present and future practices of the contemporary university.

In recent educational reforms, policy papers present students' desire and motivation for learning as decisive issues. The documents indicate that motivation has become a crucial issue for governmental intervention and results in a number of motivational technologies. Envy, once perceived as a mortal sin, is shown as integral of the ambiguous affective economy following the wake of the motivational technologies used to translate the Danish school reform of 2014 into everyday class rooms. Grasping and following the invidious complex as performative effects of the intra-action of policy, motivational technologies, and student bodies is a way of researching the implementation of a reform beyond the already designed tales of the reform. The point of formulating envy as an affirmative critique is not to debunk visual devices or motivational technologies. Rather, it is to provide a more complex understanding of, and the possible consequences of, certain ways of reforming learning and motivation, and to show how affects and gut feelings are both a motivating force and a disruptive one, that can generate an immanent and hopeful critique.

A central part of language teachers' work consists in providing written corrective feedback for their students using well-known pen-and-paper practices, and they are often unsure of the return on their investment of time in this task. This article will describe the results of a survey among close to 300 Danish teachers of lower-secondary EFL aimed at uncovering their practices, not least the role of ICT in their work. The results indicate that they use ICT much less in this part of their work than in others, depriving both teachers and students of the benefits that technology can provide. The article also presents and discusses some of the advantages that may result from increasing the adequate uses of ICT in this aspect of (foreign) language teaching.

In Denmark, 1:1 classroom has been implemented in all public schools (grades 1-9). Each student regularly accesses, processes, produces and exchanges written material using a computer (PC, laptop, tablet, etc.). These devices are considered as tools to enhance educational objectives, and in the article I present findings from research about how these devices might be used to enhance the students' acquisition of literacy skills. An internationally comparative analysis by the OECD of the digital skills that students have acquired shows no appreciable improvements in student achievement in reading in the countries that "had invested heavily in educational technology". The Danish cases presented in this paper, however, identify ways of using digital technology in order to improve student digital literacy skills. They provide evidence suggesting a positive influence on student reading, creating and sharing of learning material in 1:1 classrooms. The results gained are considered critical in the sense that they can be generalized with a view to future development of 1:1 educational initiatives.