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The purpose of this article is to address the educational aspect of pondering in terms of the reflection and reconsideration that the arts and humanities are both known and renowned for. While arts and humanities have, for many years, been under political pressure to adopt the more solution-oriented attitude of hard science, our students were quick to adopt this trend, too, and they are request-ing classes and tools for quick-fixing, rather than activities that fa-cilitate deep learning. Instead we argue for a two-sided approach, where critical reflection through pondering is in dialogue with and mutually supportive to problem-orientation. We discuss some per-spectives and possibilities of learning that can enhance the reflec-tive dimension of academic practice among students and report on an experiment that employs learning portfolios as a student-driven tool for facilitating the reflective pondering necessary for develop-ing a professional identity that is focussed not only on solutions and presentations, but also on a deeper understanding of issues.

I denne leder takker redaktionen af og efter en skitsering af tidsskriftets historie, overdrages stafetten til den nye redaktion.

This chapter describes the design of a game-based learning process for developing communication in public organisations. The game-design presented here emphasises those parts of public organisations that tend to employ multidisciplinary teams for solving wicked problems. As such teams employ members from different, professional backgrounds, the game Public Professional sought to develop new understandings among team members and across professions. The purpose of this game was to facilitate an understanding among team members and across professions, a game-based learning process named Public Professional was designed. Its purpose was to a) provide team members with a shared language for discussing work related problems in regard to communication. To facilitate an understanding on the collaboration across professions, and to provide a space for dialogue about professional cooperation, Public Professional with an emphasis on providing an opportunity for discussing the different professional accounts each profession had for using its particular approaches. On basis of the development of Public Professional, this chapter discusses two layers of learning processes as learning opportunities derived from the game’s core mechanics.

This chapter describes the design of a game-based learning process for developing communication in public organisations. The game-design presented here emphasises those parts of public organisations that tend to employ multidisciplinary teams for solving wicked problems. As such teams employ members from different, professional backgrounds, the game Public Professional sought to develop new understandings among team members and across professions. The purpose of this game was to facilitate an understanding among team members and across professions, a game-based learning process named Public Professional was designed. Its purpose was to a) provide team members with a shared language for discussing work related problems in regard to communication. To facilitate an understanding on the collaboration across professions, and to provide a space for dialogue about professional cooperation, Public Professional with an emphasis on providing an opportunity for discussing the different professional accounts each profession had for using its particular approaches. On basis of the development of Public Professional, this chapter discusses two layers of learning processes as learning opportunities derived from the game’s core mechanics.

The four categories labelled game-design, didactic design, organisationaldesign and business design each constitute a set of challenges, each requiringa particular set of competencies. The key conclusion of the paper is thateven though the learning game design constitutes the core of establishing gamebased business (GBB), the subsequent stages of development call for otherkinds of competencies in order to become a viable GBB.

Have you ever been sitting in a game-design workshop trying to make a game work when suddenly someone suggested incorporating elements like drawing a card or rolling a die as a contribution to creating a functional design? How did that make you feel? Yes, so did I, but please read a bit further – there might be a solution for that. This paper proposes a model for using your customer's key competencies, not to design the game, but to qualify the processes of establishing and meeting learning criteria.

This paper illustrates two models for using learning games to teach across disciplines and classes. Two different learning games are used for bringing together students from different courses to facilitate cross-disciplinary classes on management and organisational learning.

This paper discusses the application possibilities of business simulation games in teaching. By application possibilities we mean the different ways of arranging the learning sessions using the one and same simulation game. Thus, we are not discussing what kind of games should be built for certain educational purposes, or how a game should be built to facilitate certain kind of learning experiences. Our assumption is that a certain game can be applied in different manners to produce very different kinds of learning experiences, serving very diverse learning goals. We are interested in how the learning potential of existing games can be expanded without making any changes in the actual game algorithms, but by rethinking the activities around the game. In this paper we discuss the shift from intra-team learning to inter-team learning, and especially further to learning which is based on dispersed inter-team collaboration in a virtual environment. We will illustrate our message with a specific, existing business simulation game.

Artiklen tager fat i spørgsmålet om hvorvidt læringsspil skal tænkes som realistiske, indholdsrige og sjove, set i forhold til hvilke ulemper hver af disse opfattelser medfører, samt hvilke muligheder som ligger i deres alternativer. Udfra et diskursanalytisk perspektiv peges der på mulighederne for at få et andet perspektiv på hhv. deltagelsesincitamenter, læringsprocess of endeligt deltagerens forståelse for den erfaring eller oplevelse, som deltagelsen i et spilbaseret læringsarrangement tilbyder. The article addresses the question on whether learning games should be thought as realistic, content-rich and fun, based on the disadvantages that these follows these understandings, as well as addressing the advantages of their alternatives. From a discourse analytical perspective, the opportunities held by other appraoches to 'participatory incentives, understanding of the learning process, and finally the quality of the experience offered by the game-based learning setting.

I artiklen undersøges forholdet mellem positioneringsteori og rolleteori, anvendt som analytiske perspektiver på gruppeprocessen i et læringsspil.

Learning games are facing a new challenge if it is to meet the educational demand for creativity training. In the article, it is argued that reflection is the key to teach creativity, and that we have to reconsider our current approach to creating educational role-playing games in order to meet this demand. The article presents a number of challenges to accomplishing this, as well as a number of tools for designing and using creativity facilitating games.

Artiklen tager fat på nogle af de muligheder og problemstillinger som ligger i at skabe læringsprocesser udfra levende rollespil. I artiklen præsenteres 3 modeller for læringsspil; forskydningsmodellen, fortolkningsmodellen og cirkelmodellen, hvorfra der diskuteres muligheder, udfordringer, validitet og reliabilitet af spilbaserede læringsarrangementer.