The PhD project studies learning across contexts at a cultural history museum. Drawing on theories from socio-cultural, media and museum studies, and a mixed method approach the project aims to investigate and understand, how different media solutions within the museum space online as well as offline influences young people's museum and learning experience.
The project investigates how Danish secondary school students (15-19 years old) and their teachers perceive and use digital museum learning resources. With a point of departure in cultural historical activity theory and Pierre Bourdieu's theory on field and habitus, the project explores the challenges and tensions surrounding the use of digital museum education materials in the classroom when the museum is not physically present.
The project deals with how mobile media can be used to scaffold young peoples’ creative science learning in a semi-formal learning context. The project positions itself between the research fields of semi-formal learning, digital literacy and museology, and qualitative studies are conducted in the science center Experimentarium’s semi-formal learning environment consisting of a school workshop "Energy agent for a day" and the associated exhibition.
This project focuses on the development of the Media mixer, an exhibition room at the Media museum where young user can produce, share and exhibit content. Through a combination of qualitative and quantitative methods the project shows how young people produce, share and appropriate content on a social platform which is best described as a hybrid economy of meaning.
The aim of the PhD project is to advance a granular understanding of media literacy by analysing relations between media production and consumption. I co-designed an online learning resource, "The animation island" (AnimationsØen), for the production of multimodal, animated film and studied Danish upper-secondary school students’ appropriation of the resources...
The PhD project is a study of the educational potential of debate games in upper-secondary education. A debate game is defined by a staged conflict in a classroom setting with specific rules, roles, and relevant forms of evaluation. Based on the assumption that debate games enable students’ learning processes by...
The PhD project studies learning potentials and practices resulting from an integration of media, literary and prose texts in mothertongue teaching (Danish) in upper-secondary education. In theoretical terms, the project surveyed Scandinavian research on learning resources and adopted a sociocultural approach to learning and a multimodal approach to textual competence...
The project focuses on upper-secondary students’ interest in physics, and more specifically whether it is possible to transform a short-term, situational interest in physics into a longer-term sustained interest. The study is based on the assumption that sustained interest is advanced by a conceptual learning approach focusing on everyday ideas...