Rikke Toft Nørgård
Biographic Data
| ID | 77505 |
|---|---|
| NAME | Rikke Toft Nørgård |
| GIVEN NAMES | Rikke Toft |
| FAMILY NAME | Nørgård |
| SIGNATURE | NØRGÅRD R T |
| AFFILIATIONS | Aarhus University |
| ORCID | 0000-0003-0481-6683 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Game‐Making for Cultural Change and Empowered Youth Participation
Understanding Hopepunk Games
This paper introduces a theoretical framework for understanding “hopepunk games” by combining hauntological attitudes and utopian approaches, offering a grounded conceptualization of its core traits. By drawing together theories from hauntology and utopia as method, the framework synthesizes them into core concepts that engage and mirror each other. This produces prompts for analyzing hopepunk games both conceptually and practically. The approach…
Utopia, hope and desire in education futures
This paper explores the intersection of utopian imagination with higher education, addressing the opportunities and tensions between pragmatic, holistic and transversal utopias and their place within education theory and practice. In response to contemporary crises in higher education, we argue that we must reimagine educational futures by broadening the frameworks through which utopian educational institutions, systems and practices can be imagi…
Exploring Cultural Game-Making With Youth
Video games are part of youth culture and game-making by youth has been studied in relation to knowledge acquisition but to a lesser extent as youth engagement into cultural participation. A Systematic Literature Review (SLR) was conducted to answer the following research questions: (a) Does there exist, in sources, a conceptualisation of cultural game jams? (b) Who are the main stakeholders and participants? (c) What are the outcomes of cultural…
Meeting in the middle
This paper explores quadruple helix ecosystems, cultural hubs, and living labs as models for transformative partnerships for higher education institutions (HEIs) as they move towards more open, co-operative, and co-creative research and innovation formats for public good. The transition of HEIs from mode 2 to mode 3 institutions prompts a cultural shift in HEIs that involves ongoing reimagination and reconfiguration. Here, the paper introduces an…
Playful Pedagogy in Higher Education
Scope of the SeriesEven though knowledge is the main content of teaching and universities are key knowledge producers, scholars have only recently begun to actively explore research on knowledge studies in higher education.As this field of study has grown, it has increasingly overlapped with the research focus of other fields, namely research and science policy, and information studies.However, these three fields have developed independently with…
Theorising hybrid lifelong learning
In the pre‐pandemic world learning was most often onsite, in‐person and co‐located. This was turned upside down during the pandemic where online suddenly became the ‘new normal’. To continue learning in a pandemic world, learning providers and institutions were required to rethink and reconfigure learning to more online and ‘pandemic‐friendly’ formats. In the aftermath of emergency teaching and learning, providers, developers and teachers are now…
Hybrid learning spaces––Design, data, didactics
The University of We
In this article, the authors propose the ethical university may be manifested as the University of We: a university of character and care. We define the ethical university as a “value-sensitive design” that encapsulates and promotes certain virtues, values, habits of mind and practices while prohibiting and suppressing others. By combining value-sensitive design, with Aristotelian phronēsis, care ethics and the ethical demand of K.E. Løgstrup, we…
Playful learning in higher education
Increased focus on quantifiable performance and assessment in higher education is creating a learning culture characterized by fear of failing, avoidance of risk, and extrinsic goal-oriented behaviours. In this article, we explore possibilities of a more playful approach to teaching and learning in higher education through the metaphor of the ‘magic circle’. This approach stimulates intrinsic motivation and educational drive, creates safe spaces …
Playful learning in higher education
Increased focus on quantifiable performance and assessment in higher education is creating a learning culture characterized by fear of failing, avoidance of risk, and extrinsic goal-oriented behaviours. In this article, we explore possibilities of a more playful approach to teaching and learning in higher education through the metaphor of the ‘magic circle’. This approach stimulates intrinsic motivation and educational drive, creates safe spaces …
Meeting in the middle
This paper explores quadruple helix ecosystems, cultural hubs, and living labs as models for transformative partnerships for higher education institutions (HEIs) as they move towards more open, co-operative, and co-creative research and innovation formats for public good. The transition of HEIs from mode 2 to mode 3 institutions prompts a cultural shift in HEIs that involves ongoing reimagination and reconfiguration. Here, the paper introduces an…
Playful learning in higher education
Increased focus on quantifiable performance and assessment in higher education is creating a learning culture characterized by fear of failing, avoidance of risk, and extrinsic goal-oriented behaviours. In this article, we explore possibilities of a more playful approach to teaching and learning in higher education through the metaphor of the ‘magic circle’. This approach stimulates intrinsic motivation and educational drive, creates safe spaces …
Hybrid learning spaces––Design, data, didactics
The University of We
In this article, the authors propose the ethical university may be manifested as the University of We: a university of character and care. We define the ethical university as a “value-sensitive design” that encapsulates and promotes certain virtues, values, habits of mind and practices while prohibiting and suppressing others. By combining value-sensitive design, with Aristotelian phronēsis, care ethics and the ethical demand of K.E. Løgstrup, we…
Theorising hybrid lifelong learning
In the pre‐pandemic world learning was most often onsite, in‐person and co‐located. This was turned upside down during the pandemic where online suddenly became the ‘new normal’. To continue learning in a pandemic world, learning providers and institutions were required to rethink and reconfigure learning to more online and ‘pandemic‐friendly’ formats. In the aftermath of emergency teaching and learning, providers, developers and teachers are now…
Playful Pedagogy in Higher Education
Scope of the SeriesEven though knowledge is the main content of teaching and universities are key knowledge producers, scholars have only recently begun to actively explore research on knowledge studies in higher education.As this field of study has grown, it has increasingly overlapped with the research focus of other fields, namely research and science policy, and information studies.However, these three fields have developed independently with…
Exploring Cultural Game-Making With Youth
Video games are part of youth culture and game-making by youth has been studied in relation to knowledge acquisition but to a lesser extent as youth engagement into cultural participation. A Systematic Literature Review (SLR) was conducted to answer the following research questions: (a) Does there exist, in sources, a conceptualisation of cultural game jams? (b) Who are the main stakeholders and participants? (c) What are the outcomes of cultural…
Meeting in the middle
This paper explores quadruple helix ecosystems, cultural hubs, and living labs as models for transformative partnerships for higher education institutions (HEIs) as they move towards more open, co-operative, and co-creative research and innovation formats for public good. The transition of HEIs from mode 2 to mode 3 institutions prompts a cultural shift in HEIs that involves ongoing reimagination and reconfiguration. Here, the paper introduces an…
Game‐Making for Cultural Change and Empowered Youth Participation
Understanding Hopepunk Games
This paper introduces a theoretical framework for understanding “hopepunk games” by combining hauntological attitudes and utopian approaches, offering a grounded conceptualization of its core traits. By drawing together theories from hauntology and utopia as method, the framework synthesizes them into core concepts that engage and mirror each other. This produces prompts for analyzing hopepunk games both conceptually and practically. The approach…
Utopia, hope and desire in education futures
This paper explores the intersection of utopian imagination with higher education, addressing the opportunities and tensions between pragmatic, holistic and transversal utopias and their place within education theory and practice. In response to contemporary crises in higher education, we argue that we must reimagine educational futures by broadening the frameworks through which utopian educational institutions, systems and practices can be imagi…
Pedagogy (4 works) · Sociology (4 works) · Computer Science (3 works) · Educational Games and Gamification (3 works) · Higher education (3 works) · Mathematics education (3 works) · Psychology (3 works) · Educational Leadership and Innovation (2 works) · Engineering (2 works) · Engineering ethics (2 works)