Christian Dalsgaard
Dados Biográficos
| ID | 4117480 |
|---|---|
| NOME | Christian Dalsgaard |
| PRENOMES | Christian |
| SOBRENOME | Dalsgaard |
| ASSINATURA | DALSGAARD C |
| AFILIAÇÕES | Aarhus University |
| ORCID | 0000-0001-9042-6512 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAÇÕES | 1 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2009 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
AI as a cognitive partner in learning
This article explores emerging epistemic practices when students engage with generative AI tools as cognitive partners. Such partnerships enable students to accomplish tasks they could not complete without technological support and transform how they learn. Drawing on focus group interviews from a one-year action and design-based research project, this qualitative study identifies epistemic practices of reflective thought arising from students’ p…
Bringing digital competence to the disciplines
How can upper secondary teachers accommodate the increasing demand for integrating digital competence in their disciplines? Research on digital competence typically operates independently from specific disciplines and may be difficult to translate into teaching practices. Based on a three-year action research project, the paper presents the results of a study of teacher’s understanding of digital technologies in connection to their disciplines. T…
School teachers in Germany and Denmark
This paper provides insights into the perspectives of school teachers (N = 532) on the subject of Artificial Intelligence (AI) in Germany (n = 256) and Denmark (n = 276), focusing on their perceptions, AI self-efficacy, and distinct teacher profiles. Teachers in Germany recognized the usefulness of AI tools for individualized learning more strongly than teachers in Denmark. Furthermore, teachers in Germany consistently reported higher levels of A…
Digital instinct—A keyword for making sense of students' digital practice and digital literacy
The paper introduces the student‐coined term digital instinct which describes students' disposition to resorting to digital technology for solving problems and doing school assignments. Taking cues from the term digital instinct , the paper describes a student perspective on digital literacy emerging from 100 lived experience descriptions and interviews with 37 Danish upper secondary students. The findings show that students' digital practice is …
Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools
This paper explores policy related to digital competence and the digitalisation of Nordic K-12 schools. Anchored in some key transnational policies on digital competence, it describes some current Nordic movements in the national policies of Denmark, Finland, Norway and Sweden. The concept of boundary objects is used as an analytical lens, for understanding digital competence as a plastic and temporal concept that can be used to discuss the multi…
Theory into practice
The objective of the paper is to explore how theory is integrated into practice in students’ academic work within upper secondary education. In order to study this, the paper develops an analytical framework for situated reflection that conceptualises reflective processes in direct relation to practical activities of students. The framework develops a distinction between empirical and theoretical reflection, which is used as a basis for an empiri…
Mellem det personlige og det faglige - om forskerblogs [Between personal and professional - on research blogs]
Based on an empirical study of 31 Danish research blogs, the article provides an analysis of personal publication on the Web. The blog is conceptualised as a media form characterised by personal publication through dated entries, continuous updates, reverse chronological order and the possibility of subscription. The study shows that Danish research blogs are characterised by serious, professional and personal publications. In particular, entries…
From transmission to dialogue
The purpose of the article is to develop an approach to the use of digital media to support learning. Based on socio-cultural theory, the article develops the concept of knowledge media and argues that personalised and social media can support new ways of learning with media. Personalised and social knowledge media take the individual as the starting point and support the activities of individuals rather than transmitting or broadcasting content.…
Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools
This paper explores policy related to digital competence and the digitalisation of Nordic K-12 schools. Anchored in some key transnational policies on digital competence, it describes some current Nordic movements in the national policies of Denmark, Finland, Norway and Sweden. The concept of boundary objects is used as an analytical lens, for understanding digital competence as a plastic and temporal concept that can be used to discuss the multi…
From transmission to dialogue
The purpose of the article is to develop an approach to the use of digital media to support learning. Based on socio-cultural theory, the article develops the concept of knowledge media and argues that personalised and social media can support new ways of learning with media. Personalised and social knowledge media take the individual as the starting point and support the activities of individuals rather than transmitting or broadcasting content.…
Mellem det personlige og det faglige - om forskerblogs [Between personal and professional - on research blogs]
Based on an empirical study of 31 Danish research blogs, the article provides an analysis of personal publication on the Web. The blog is conceptualised as a media form characterised by personal publication through dated entries, continuous updates, reverse chronological order and the possibility of subscription. The study shows that Danish research blogs are characterised by serious, professional and personal publications. In particular, entries…
Theory into practice
The objective of the paper is to explore how theory is integrated into practice in students’ academic work within upper secondary education. In order to study this, the paper develops an analytical framework for situated reflection that conceptualises reflective processes in direct relation to practical activities of students. The framework develops a distinction between empirical and theoretical reflection, which is used as a basis for an empiri…
Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools
This paper explores policy related to digital competence and the digitalisation of Nordic K-12 schools. Anchored in some key transnational policies on digital competence, it describes some current Nordic movements in the national policies of Denmark, Finland, Norway and Sweden. The concept of boundary objects is used as an analytical lens, for understanding digital competence as a plastic and temporal concept that can be used to discuss the multi…
Digital instinct—A keyword for making sense of students' digital practice and digital literacy
The paper introduces the student‐coined term digital instinct which describes students' disposition to resorting to digital technology for solving problems and doing school assignments. Taking cues from the term digital instinct , the paper describes a student perspective on digital literacy emerging from 100 lived experience descriptions and interviews with 37 Danish upper secondary students. The findings show that students' digital practice is …
School teachers in Germany and Denmark
This paper provides insights into the perspectives of school teachers (N = 532) on the subject of Artificial Intelligence (AI) in Germany (n = 256) and Denmark (n = 276), focusing on their perceptions, AI self-efficacy, and distinct teacher profiles. Teachers in Germany recognized the usefulness of AI tools for individualized learning more strongly than teachers in Denmark. Furthermore, teachers in Germany consistently reported higher levels of A…
AI as a cognitive partner in learning
This article explores emerging epistemic practices when students engage with generative AI tools as cognitive partners. Such partnerships enable students to accomplish tasks they could not complete without technological support and transform how they learn. Drawing on focus group interviews from a one-year action and design-based research project, this qualitative study identifies epistemic practices of reflective thought arising from students’ p…
Bringing digital competence to the disciplines
How can upper secondary teachers accommodate the increasing demand for integrating digital competence in their disciplines? Research on digital competence typically operates independently from specific disciplines and may be difficult to translate into teaching practices. Based on a three-year action research project, the paper presents the results of a study of teacher’s understanding of digital technologies in connection to their disciplines. T…
Psychology (5 obras) · Sociology (5 obras) · Computer Science (4 obras) · Pedagogy (4 obras) · Digital literacy in education (3 obras) · Social Psychology (3 obras) · Competence (human resources (2 obras) · Empirical research (2 obras) · Epistemology (2 obras) · Innovative Education and Learning Practices (2 obras)