Roland HachmannUniversity College South Denmark · Research and Development
Roland Hachmann
Associate professor ICT & Learning
About
14
Publications
596
Reads
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10
Citations
Citations since 2017
Introduction
Currently working on a project entitled: "Designing for Situated Computational Thinking with Computational Things". I am investigating how designs for learning can promote CT when K12-students participate in solving scenario-based puzzle games within a specific subject.
Publications
Publications (14)
Denne konceptuelle artikel indlejrer sig i snitfladen mellem datalogi og didaktik. Artiklen bidrager til det danske forskningsfelt ved at rejse en begyndende diskussion om materialiteters rolle i forhold til det at lære computationel literacy som et delvist grundlag for elevernes teknologiforståelser i skolen. Computationel literacy er i artiklen d...
This article contributes empirically to an ongoing discussion in the cross-section between computer science and the learning
sciences. It takes on the question of how pupils can approach basic concepts of computer science and computational
thinking skills through problem-solving activities in school. By responding to propositions from researchers w...
Based on 110 prototypes from an experiment on developing a new subject: Technology Comprehension in Public School, this article examines the consistency of the subject and identifies continuities and discontinuities between four competence areas in the subject as independent and as integrated into existing school subjects. The study is based on sys...
Teknologiforståelse i folkeskolen har delvist bestået af faglige udvik-leres udarbejdelse af faglige prototyper. Der har i forsøget ikke været undersøgt, hvilke epistemologiske og fagdidaktiske perspektiver disse prototypers forløbsbeskrivelser repræsenterer, hvorfor dette vil være artiklens afsæt. Artiklens undersøgelsesspørgsmål er: Hvilke episte...
Teknologiforståelse i folkeskolen har delvist bestået af faglige udvikleres udarbejdelse af faglige prototyper. Der har i forsøget ikke været undersøgt, hvilke epistemologiske og fagdidaktiske perspektiver disse prototypers forløbsbeskrivelser repræsenterer, hvorfor dette vil være artiklens afsæt. Artiklens undersøgelsesspørgsmål er: Hvilke epistem...
Indledning Præsentation af temanummerets artikler Et blik mod horisonten Hvad blev vi ikke klogere på?
“How can design for learning with technology facilitate knowledge transfer from educational to non-educational contexts?” To answer this question, we start with a review of five theoretical approaches to transfer: behaviorist, cognitive, situated, participationist, and developmental practices approach. We stress that they are not mutually exclusive...
This short paper introduces the concept of Situated Readiness as a set of skills and dispositions required to participate meaningfully across settings and situations, seeing them as networked and intertwined. Following earlier work within the field, networked learning is here understood as learners' connecting of contexts in which they participate,...
The aim of this chapter is to present a framework
for analysing the requirements for participating as learners in a networked
world.
From a situated and sociocultural perspective, we argue that what is
needed for participation as learners in a networked world is a set of socioepistemic
skills and dispositions, a situated readiness , which enables...
Teknologi har for alvor vundet indpas på de videregående uddannelser i Danmark. Som et middel til at systematisere, kvalitetssikre og effektivisere brugen af teknologi i undervisningen og understøtte undervisningsudvikling, vinder “Learning Design” og andre lignende, modelbaserede tilgange i større og større grad frem ved såvel udenlandske som dans...
Projects
Projects (2)
The overall goal is to develop and empirically assess research-grounded, philosophically consistent, operationalizable pedagogical designs for CT which take the situativity of the skills into account.
A. How can the concept of CT be developed theoretically to take situativity into account?
B. How do CT skills concretize for different activities and subjects in preschool and school and for different target groups?
C. How can specific pedagogical designs be developed which facilitate a) learners’ development of situated CT skills and b) their development of knowledge, skills, and competences within other subjects through utilization of CT skills?
D. What are design principles for scaffolding situated CT skills and for supporting learners in transforming these skills across contexts?
This Ph.D. project investigates how students at a Danish Teachers Education Programme transform situated knowledge between a specific course and teaching a 5th-grade class at a public school. The project takes a Design-Based Research approach by developing and testing design principles that support the student opportunities to learn and resituate knowledge. Through video supported observation and interviews with students the project investigates not only if transformations occur, but how the students themselves experience, reflect, articulate and notice how acquired knowledge or experiences are resituated in new contexts.
