Announcements

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Issues in progress:

LOM#33: Dialogue, Learning, and Materiality
Editors: Thorkild Hanghøj, Tina Høegh, Jens Jørgen Hansen
LOM#32: Technology at Work – Profession-Oriented Use of Technology
Editors: Lillian Buus and Andreas Lindenskov Tamborg

Planned issues:

LOM#34: Postdigital Perspectives on Education, Learning, and Technology
Editors: Inger-Marie Falgren Christensen and Christian Dalsgaard
LOM#35: Critical Perspectives on Research Methods in Studies of Technology and Learning
Editors: Roland Hachmann and Maria Hvid Stenalt

Previous issues:

LOM#29 (Call – April 2023 / Published Winter/Jan 2024): Motivation, Agency, and Technology
Editors: Roland Hachmann
Guest Editor: Maria Hvid Stenalt
LOM#30 (Call – October 2023 / Published Summer 2024): Hybrid Learning Spaces
Editors: Christian Dalsgaard, Jens Jørgen Hansen, and Jacob Davidsen
Guest Editor: Thomas Kjærgaard (UCN)
LOM#31 (Call – April 2024 / Published Winter/Jan 2025): Generative AI in Nordic Higher Education: Cases and Pedagogical Implications
Editors: Inger-Marie Falgren Christensen, Marianne Georgsen, and Mikkel Godsk

Find contact information for the LOM editors

  • LOM#34: Postdigital perspectives on education, learning, and technology

    2025-10-28

    Editor: Inger-Marie Falgren Christensen (imc@sdu.dk) 
    Editor: Christian Dalsgaard (cdalsgaard@edu.au.dk)
    Editor: Andreas Lindenskov Tamborg (andreas_tamborg@ind.ku.dk) 

    The postdigital direction within education seeks to remove the “digital prefix” from our thinking about teaching and learning, and to move beyond oppositions and dichotomies such as “the digital vs. the analogue.” Today, we speak of digital pedagogy and digital literacy, we contrast the analogue with the digital, and we distinguish between teaching with and without screens. The postdigital perspective takes as its point of departure that such oppositions make little sense in educational practice. Likewise, the postdigital expresses a rejection of mantras such as “technology drives pedagogy” and “pedagogy before technology.” 

    From a postdigital perspective, there are transformative potentials in abandoning the traditional distinction between analogue and digital, and instead developing education and teaching based on the entanglements of people, places, spaces, objects, technologies, activities, and so on. It is precisely such entanglements that we wish to make the subject of inquiry in this special issue—both to illuminate how postdigital perspectives can contribute to creating new pathways in educational and teaching development, and to provide insights into the barriers and challenges associated with such a shift in perspective. 

    The postdigital perspective is both technology-critical and pedagogy-critical, seeking to challenge ‘humanistic determinism’ as well as ‘technological determinism.’ In doing so, it also enables a sharper focus on how pedagogy and technology are intertwined with, for example, agency, (in)equality, and power. 

    Read more about LOM#34: Postdigital perspectives on education, learning, and technology

  • LOM#33: Dialogue, learning and materiality

    2025-04-11

    Editor: Thorkild Hanghøj, thorkild@ikp.aau.dk, Aalborg University
    Editor: Tina Høegh, thoegh@sdu.dk, University of Southern Denmark
    Editor: Jens Jørgen Hansen, jjh@sdu.dk, University of Southern Denmark

    In this thematic issue of LOM, we focus on links between learning and materiality from a dialogical perspective. Recent research – including previous LOM issues – shows that it is important to shed light on links between learning and materiality, here understood as people's perception of and use of digital and analog tools. Neither the pedagogical nor the material should take precedence, as both aspects are central.

    At the same time, with this theme issue we will highlight the importance of dialogic aspects in relation to learning and technology. In everyday speech, dialogue means conversation or communication. Much of the research into dialogic teaching draws on Bakhtin's dialogic philosophy, which has been interpreted and applied in an educational context. For Bakhtin, dialogue can be understood as an ontological basic condition, as mutual relations between people and as communication. Similarly, Wegerif argues that the dialogic has both epistemological and ontological meanings in an educational context. That is, it deals with both knowledge construction and participation possibilities.

    Research into dialogic teaching is important because it can shed light on pedagogical relationships and communication patterns, as well as how to redesign them. Several reviews of research into dialogic teaching have shown how teaching often follows the traditional IRE (Initiation, Response, Evaluation) structure, where the teacher's thinking and direction are the only control of activities. Digital technologies do not necessarily change this distribution of power. In fact, digital technologies can often cement the distribution of power in practice, for example through teachers' step-by-step use of digital learning platforms that control the processes by which learners must participate in teaching. Conversely, digital technologies, such as tools for creative writing processes, can open up many new ways of participating and thinking. In teaching practice, it is rarely either-or, but often combinations of different technologies and learning spaces.

    At the same time, design-oriented dialogic research shows how to strengthen participation opportunities and learning outcomes through experiments. It is about, for example, the teacher's dialogic approach to inviting participants into exploratory conversations, and how digital technologies can play a crucial role in this. Another focus could be to (re-)design certain technologies or learning spaces so that they qualify the participants' learning processes.

    Read more about LOM#33: Dialogue, learning and materiality

  • LOM#32: Technology at Work – Profession-Oriented Use of Technology in Educational Contexts

    2024-10-02

    Editor: Lillian Buus, libu@via.dk, VIA University College
    Editor: Andreas L. Tamborg, andreas_tamborg@ind.ku.dk, Copenhagen University

    Technology plays a significant role in society and modern working life, and it is also crucial in many of the professions for which we educate in Denmark. For instance, the report on Denmark's digital growth[1] from the Danish Ministry of Industry, Business and Financial Affairs mentions artificial intelligence, robots, the Internet of Things, and big data as some of the most important advanced technologies making their way into working life these years. The spread of technologies has notably changed working life in a wide range of areas in the public sector, including healthcare, education, and administration. These developments place new demands on how (profession-oriented) education educates and reskills future graduates and the existing workforce to engage with and contribute to this reality. In the use of artificial intelligence, big data, as well as robots, Denmark is around or above the median in the EU, making it relevant to examine how profession-oriented study programs work to meet this new reality. What role should the use of technology play in profession-oriented teaching, competence development, and learning processes? How can technologies be didactically designed to reflect a profession-oriented reality? Are technologies used to support learning, i.e. something to learn with, or are they learning objects and rather the subject of learning, or perhaps both?

    In this special issue of the Journal of Learning and Media, we wish to focus on how the diversity of professions works with different forms and perceptions of technology, and how we frame the work with technology in profession-oriented educational contexts. The special issue is concerned with how various educational contexts focus on supporting graduates to be prepared for the technology they will encounter in working life and the profession they are educated for. Thus, the special issue invites authors to contribute articles that address the profession-oriented use of technology from an educational, learning, and/or competence development perspective.

    Read more about LOM#32: Technology at Work – Profession-Oriented Use of Technology in Educational Contexts

  • LOM#31: Generative AI in Nordic higher education: cases and pedagogical implications

    2024-04-12

    Editor: Inger-Marie Falgren Christensen, imc@sdu.dk, University of Southern Denmark
    Editor:     Marianne Georgsen, mage@via.dk, VIA University College
    Editor: Mikkel Godsk, godsk@au.dk, Aarhus University

    Since the launch of ChatGPT3 on November 30, 2022, the use of generative artificial intelligence (GenAI) in the form of large language models (LLMs) such as ChatGPT, Copilot, and Gemini has grown significantly. Teachers, supervisors, and students can now get help in producing not just text, images, and video, but also analyses, syntheses, summaries, calculations, etc. GenAI also appears in roles such as sparring partner, feedback provider, and teaching assistant.

    A plethora of webinars, conferences, and courses on GenAI are being held, and many texts (articles, books, reviews, reports, blog posts, etc.) have already been published discussing the potentials, limitations, and challenges associated with the use of GenAI in higher education contexts. The use of GenAI in pedagogical practice in higher education is as a research field not yet consolidated. The current research points in different directions and presents different conceptualisations. For example, empirical research on the significance of GenAI technologies for higher education is severely limited and focuses primarily on attitudes towards the technology or measurement of the quality of its answers.

    In this issue of LOM, we therefore wish to present empirical studies that illuminate the influence of GenAI technology on teaching and the pedagogical and learning-related implications of GenAI in higher education. The purpose of this issue is to gather knowledge and experiences with GenAI across higher education in the Nordic countries, and on that basis also discuss pedagogical and learning-related implications for teachers, students, and educational developers. This issue is therefore limited to qualitative and/or quantitative empirical studies based on concrete applications of GenAI in teaching in higher education. Other types of articles about GenAI (full manuscripts) can be submitted outside the theme at https://tidsskrift.dk/lom/index.

    We are thus calling for contributions that illuminate how GenAI is used in connection with concrete teaching, supervision, learning, and assessment activities. Examples could be how GenAI is used for planning teaching, including the production of materials and learning activities; how students use GenAI for solving assignments and for project work; or how GenAI is used as an idea generator, sparring partner, feedback provider, teaching assistant or tutor; as well as the technology’s significance for and concrete effect on student learning.

    Authors must agree to contribute peer review of other contributions submitted for this issue.

    Read more about LOM#31: Generative AI in Nordic higher education: cases and pedagogical implications

  • LOM#30: Integrated Learning Spaces

    2023-10-03

    Editor: Christian Dalsgaard, cdalsgaard@edu.au.dk
    Editor: Jens Jørgen Hansen, jjh@sdu.dk
    Editor: Jacob Davidsen, jdavidsen@ikp.aau.dk
    Guest editor: Thomas Kjærgaard, TMK@ucn.dk

    New forms of integrated learning spaces and teaching methods are beginning to become a reality at many educational institutions. In recent years, the post-digital perspective has gained ground in the field of using digital technologies in education. The post-digital perspective does not separate the digital as something distinct but rather considers it as part of the infrastructure of education. At the same time, the post-digital perspective challenges the mantra of "pedagogy first," as it does not prioritize either the digital or pedagogy. Instead, it views pedagogy and technology as interwoven, and this interweaving can contribute to the creation of entirely new educational formats, teaching methods, and study practices.

    In this special issue of the Learning and Media Journal, we aim to focus on how new forms of learning spaces transform (and have transformed) teaching practices and students' practices through the composition and integration of various technologies and spaces. This special issue is concerned with integrated educational formats, teaching methods, and students' integrated study practices, inviting articles on education, teaching, and learning.

    This special issue asks whether the post-digital perspective is correct. Can we avoid doing the pedagogically same and instead move pedagogy to new places through the integration of digital technologies into new formats? And how?

    In this context, the special issue is particularly interested in studies of examples of pedagogical innovation in practice. What are the educational potentials in new integrated formats, study practices, and forms of collaboration? Can we finally move beyond whether something is "digital" or not and start focusing on how to develop new forms of education that enhance student learning, address new target groups, etc.? Such considerations also entail rethinking what learning spaces are and beginning to develop new understandings of learning spaces.

    The special issue subscribes to a broad understanding of integrated learning spaces, which can include synchronous hybrid classroom teaching, blended courses, students' working and collaboration methods, and more.

    Read more about LOM#30: Integrated Learning Spaces

  • LOM #27: Developing teachers’ digital competences

    2022-04-07

    Editor: Inger-Marie F. Christensen, imc@sdu.dk, University of Southern Denmark
    Editor: Mikkel Godsk, godsk@au.dk Aarhus University
    Editor: Jens Jørgen Hansen, jjh@sdu.dk, University of Southern Denmark
    Editor: Søren Larsen, slars@ruc.dk, Roskilde University

    Having focused on the procurement and implementation of learning technologies and platforms for several years, higher education (HE) institutions are now concentrating their attention on the optimal deployment of these technologies. In this connection, the development of HE teachers’ digital competences, including the ability to utilise digital (learning) technologies in teaching and to develop and carry out technology-enhanced teaching, is a top priority on both HE institutions’ as well as political agendas. This is illustrated in for example the ministerial Call for Action: Technological upgrade of higher education (2018), the subsequent national action plan Digital competences and  digital learning (2019) on the development of teaching and teachers’ competences, institutional strategies, local action plans and efforts to promote professional technologies in subjects. Furthermore, there is an added focus on the quality assurance of teachers’ pedagogical competences in HE (at the universities this is illustrated by the Danish framework for advancing university pedagogy, 2021). HE institutions are thus busily engaged collecting knowledge on, creating, assuring the quality of and evaluating initiatives as well as developing methods that support teachers’ professional development in relation to digital competences.

    With LOM #27, we wish to focus on these efforts by inviting articles that elucidate, exemplify, analyse and synthesise current initiatives and methods in relation to the development of teachers’ digital competences. This could be empirical studies based on the projects that were financed and launched as a result of the ministerial call for action, theoretical contributions, analyses, specific cases etc. that elucidate the professional development of teachers’ knowledge, skills and competences relating to the use of digital learning technologies and technology-enhanced teaching in HE. Likewise, we are interested in contributions on teachers’ professional (subject matter) digital competences.

    Read more about LOM #27: Developing teachers’ digital competences

  • LOM#25: Dilemmas of digitasation

    2021-03-11

    Editor: Jens Jørgen Hansen, jjh@sdu.dk, University of Southern Denmark
    Editor: Lillian Buus, libu@via.dk, VIA University College
    Guest editor: Stig Børsen Hansen, stbh@sdu.dk, University of Southern Denmark

    In this issue of LOM, we focus on the dilemmas, barriers and paradoxes that unfold when, to a still greater extent, teaching is digitised. Examples of dilemmas are when educational institutions select digital platforms which, in themselves, contain pedagogical possibilities and limitations. Or when educators develop teaching materials and encounter copyright challenges. When an educator team has developed a course and poses the question: who owns this material? When students in an assignment conduct interviews and questionnaire surveys and are faces with challenges in relation to GDPR issues such as consent, data storage and data processing or in other words, when the digital resource dictates the educational design.

    The dilemmas of digitisation thus contain a broad spectrum of ethical and legal challenges as well as pedagogical, strategic and quality assurance dilemmas that are found at the institutional level as well as at the levels of teaching and learning.

    This issue calls for case studies that investigate and elaborate on one or more dilemmas, barriers or paradoxes. Contributions should consider and discuss possible solutions to the dilemmas identified.

    Read more about LOM#25: Dilemmas of digitasation

  • LOM#23: Design and digital fabrication in education

    2019-10-01

    In this issue of LOM, we focus on the concepts of design and digital fabrication in education. We call for research papers that address these concepts on all educational levels.

    In the recent decade, there has been an increasing focus on both the demand for creative and innovative skills in relation to the use of digital technologies. Further there has been a focus on the potential of such approaches regarding the concept of bildung within educational settings. Working with design and digital fabrication can be seen as ways of developing students’ creative and innovative skills and they have, in various ways, been the focal points within the educational landscape. Schools and other educational institutions have invested heavily in establishing MakerSpaces, FabLabs and HackerSpaces, to promote students' ability to problem-solve through design processes and fabrication both physically and digitally. Similarly, digital design and design processes have become a focus area within various educational disciplines, proving to be both beneficial and challenging.

    In this issue, LOM we focus on theoretical and empirical research that explores design and digital fabrication. Contributions can be based on existing research and cases, reviews of other research contributions and books on the concepts, evaluations of effects and quality in relation to educational challenges or pedagogical innovations and experiments using aspects of the concepts.

    Read more about LOM#23: Design and digital fabrication in education

  • LOM#22: Blended Learning

    2019-03-29

    Editors:

    Ulla Konnerup, assistant professor, Aalborg University, ullak@hum.aau.dk and Christian Dalsgaard, associate professor, Aarhus University, cdalsgaard@tdm.au.dk

    Blended Learning is a multifaceted field with links to concepts such as hybrid learning, flexible learning, multimodal learning and learning ecology. Common to these concepts is that they highlight a complexity within learning environments, where learning and teaching is supported and mediated by different technologies, and where different on/offline formats er thought together in courses. The concept of blended learning is often related to a social constructivist and experience-based learning and to learning in networks and communities. In this call blended learning is considered as a conscious redesign of courses that integrate different on/offline formats in a reflected manner - and not only integration of technologies as a supplement to traditional teaching.

    Within the last 20 years, a variety of blended learning has been a part of the offers of educational institutions. Blended learning is considered as a contributor to educational diversity and as an enabler of access to knowledge and social interaction. Further, blended learning has the potential to offer flexibility and financial efficiency.

    The concept "blended learning" describes a framework of physical and virtual learning environments more than a specific learning approach. However, which learning approaches relate to blended lerning formats?

    Read more about LOM#22: Blended Learning

  • LOM#21 (English): Anniversary issue – 10 years of Learning and Media in Denmark

    2018-11-12

    Editors: Mikkel Godsk, Christian Dalsgaard, Lillian Buus og Inger-Marie F. Christensen

    The journal Learning and Media celebrates its 10th anniversary in 2018 and we take the opportunity to focus on selected themes in the field of technology and media in teaching and learning that have dominated the period and to contribute an updated state-of-the art. LOM (and before that UNEV) has, among other themes, brought into focus e-learning platforms, e-portfolios, feedback, learning design, robots, learning analytics, digital skills training, mobile learning, digital exams, virtual worlds, serious gaming, multimedia in teaching, research communication, policy, learning objects, continued professional education via e-learning, the organisation and management of e-learning and net-based language teaching and collaboration.

    With this anniversary issue, LOM wishes to bring into focus eight selected key themes from the past 10 to 15 years. The anniversary issue will consist of authoritative articles by invited experts within each theme. This anniversary issue is also an open call to anybody who wishes to contribute to the themes listed below.

    The themes selected for the anniversary issue are:

    • E-learning platforms
    • Social media
    • Video in teaching and learning
    • Open education and open resources (OER, MOOC, PLE)
    • The organisation and management of e-learning
    • Games and gamification
    • Learning design
    • Virtual worlds and VR/AR
    Read more about LOM#21 (English): Anniversary issue – 10 years of Learning and Media in Denmark

  • LOM#21 (English): Anniversary issue – 10 years of Learning and Media in Denmark

    2018-11-12

    Editors: Mikkel Godsk, Christian Dalsgaard, Lillian Buus og Inger-Marie F. Christensen

    The journal Learning and Media celebrates its 10th anniversary in 2018 and we take the opportunity to focus on selected themes in the field of technology and media in teaching and learning that have dominated the period and to contribute an updated state-of-the art. LOM (and before that UNEV) has, among other themes, brought into focus e-learning platforms, e-portfolios, feedback, learning design, robots, learning analytics, digital skills training, mobile learning, digital exams, virtual worlds, serious gaming, multimedia in teaching, research communication, policy, learning objects, continued professional education via e-learning, the organisation and management of e-learning and net-based language teaching and collaboration.

    With this anniversary issue, LOM wishes to bring into focus eight selected key themes from the past 10 to 15 years. The anniversary issue will consist of authoritative articles by invited experts within each theme. This anniversary issue is also an open call to anybody who wishes to contribute to the themes listed below.

    The themes selected for the anniversary issue are:

    • E-learning platforms
    • Social media
    • Video in teaching and learning
    • Open education and open resources (OER, MOOC, PLE)
    • The organisation and management of e-learning
    • Games and gamification
    • Learning design
    • Virtual worlds and VR/AR
    Read more about LOM#21 (English): Anniversary issue – 10 years of Learning and Media in Denmark