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Bodil Hovaldt Bøjer

Bodil Hovaldt Bøjer
The Royal Danish Academy · Institute of Visual Design

PhD in Learning Space Design, Cand. Mag. in Art History and Aesthetics and Culture
Assistant Professor at The Royal Danish Academy, School of Design

About

7
Publications
7,301
Reads
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23
Citations
Citations since 2017
7 Research Items
24 Citations
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Introduction
I work at the Royal Danish Academy, School of Design, where I do research in design and design methods, incl. future scenarios, speculative design, co-design, participatory design processes and learning space design. Furthermore, I coordinate the Academy's Master in Design and teach at both Master in Design and Diploma in Strategic Design and Leadership.

Publications

Publications (7)
Chapter
Full-text available
The chapter discusses how co-design can contribute to interprofessional collaboration between designers, teachers and students in order to support the development and use of hybrid learning spaces in primary education. The creation and use of a hybrid learning space involves the development and entanglement of new pedagogical practices and physical...
Chapter
Full-text available
Based on an empirical case study, this chapter puts forward the thesis that in order for an innovative learning environment (ILE) to work as intended, three things must be aligned: teaching (the teacher), space (the designer) and organisation (the school management). Ideally, when designing new ILEs all three factors are considered in the design pr...
Article
When changing from traditional classrooms to innovative learning environments it is crucial to include the users of the environment in the design process. However, participatory processes might be limited by contrasting expertise, cultures, priorities or project restrictions, which poses a risk to the alignment of spatial design and pedagogical pra...
Thesis
Full-text available
This PhD thesis addresses the challenges of designing new learning spaces where the spatial design and pedagogical practices align. The point of departure for the thesis is the assumption that the relationship between learning space design and pedagogical practice is a constant and dynamic interplay, where each part affects the other. This understa...
Conference Paper
Full-text available
When changing from traditional classrooms to innovative learning environments it is crucial to include the users of the environment in the design process. However, participatory processes might be limited by contrasting expertise, cultures, priorities or project restrictions, which poses a risk to the alignment of spatial design and pedagogical pra...
Conference Paper
Full-text available
Based on an empirical case study, this paper puts forward the thesis that in order for an innovative learning environment to work intendedly, three things must be aligned: creative teaching (the teacher), space (the designer) and organisation (management). Ideally, when designing new ILEs all three parties are engaged in the design process in order...
Poster
Full-text available
The poster presents a case study from my PhD-project where I developed a new ILE at a Danish municipal school in collaboration with the design agency Rune Fjord Studio. A starting point for the project was to examine if and how involving teachers and management in the design process would ensure the common goal: to create the best frame for creativ...

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Projects

Projects (4)
Project
CoReD aims to undertake activities and develop resources that will increase understanding of educational environments. This will benefit education professionals within their own contexts and influence local and national debates and policy.
Project
https://www.springer.com/gp/book/9783030885199
Archived project
The PhD-project addresses the challenges of designing new learning spaces where the spatial design and pedagogical practices align. The project especially focuses on participatory design processes and methods. The research project followed an industrial PhD-program in collaboration with the design company Rune Fjord Studio and the Royal Danish Academy of Fine Arts Schools of Architecture, Design and Conservation and was supported by Innovation Fund Denmark. The dissertation is based on a Research through Design approach that implies research through actual design processes in several cases and experiments.