Michael Buhl
Biographic Data
| ID | 316535 |
|---|---|
| NAME | Michael Buhl |
| GIVEN NAMES | Michael |
| FAMILY NAME | Buhl |
| SIGNATURE | BUHL M |
| AFFILIATIONS | Aalborg University |
| ORCID | 0000-0002-2120-4446 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Dare to Draw in Academia
Challenging the ‘wall of text’ in academia, we explore how drawing as a practice for knowledge creation can lead to new academic insights. The empirical data is based on our own drawing practices in research within higher education and organizational studies. Using drawing as an ethnographic approach, graphic facilitation, and care aesthetics, we invite scholars and practitioners alike to explore how drawing can enrich academic inquiry processes …
Digital marginalisation
This article discusses the digital divide from the perspective of lifelong learning. Building on extant empirical findings related to digital transformation in the Nordic region, the authors develop a relational approach to explore the ways in which digitalisation has become meaningful and influential in everyday life, producing moments of marginalisation that concern us all. The authors argue that marginalisation can be viewed as a performative …
Upscaling the number of learners, fragmenting the role of teachers
Learning potentials and educational challenges of massive open online courses (Moocs) in lifelong learning
The MOOC phenomenon contains the potential to draw a large and diverse audience with varying demands of learning possibilities. The characteristics of MOOCs are of interest from a lifelong learning perspective because they offer a possible solution to a rapid and increasing need for education worldwide. The very first MOOCs were not originally referred to as such; they were only labelled ‘‘massive open online courses’’ (MOOCs) in retrospect, in a…
No prominent works on this page.
Upscaling the number of learners, fragmenting the role of teachers
Learning potentials and educational challenges of massive open online courses (Moocs) in lifelong learning
The MOOC phenomenon contains the potential to draw a large and diverse audience with varying demands of learning possibilities. The characteristics of MOOCs are of interest from a lifelong learning perspective because they offer a possible solution to a rapid and increasing need for education worldwide. The very first MOOCs were not originally referred to as such; they were only labelled ‘‘massive open online courses’’ (MOOCs) in retrospect, in a…
Digital marginalisation
This article discusses the digital divide from the perspective of lifelong learning. Building on extant empirical findings related to digital transformation in the Nordic region, the authors develop a relational approach to explore the ways in which digitalisation has become meaningful and influential in everyday life, producing moments of marginalisation that concern us all. The authors argue that marginalisation can be viewed as a performative …
Dare to Draw in Academia
Challenging the ‘wall of text’ in academia, we explore how drawing as a practice for knowledge creation can lead to new academic insights. The empirical data is based on our own drawing practices in research within higher education and organizational studies. Using drawing as an ethnographic approach, graphic facilitation, and care aesthetics, we invite scholars and practitioners alike to explore how drawing can enrich academic inquiry processes …
Computer Science (3 works) · Pedagogy (3 works) · Lifelong learning (2 works) · Mathematics education (2 works) · Multimedia (2 works) · Online learning (2 works) · Online Learning and Analytics (2 works) · Psychology (2 works) · Sociology (2 works) · Agency (philosophy (1 work)