Læring i det postdigitale spændingsfelt
Underviseres refleksion, eksperimentering og fællesskab gennem selvevaluering og terningekast
Abstract
In a postdigital educational context, where technology, pedagogy and organisational conditions are inseparably entangled, traditional understandings of professional development as linear upskilling are increasingly challenged. Drawing on Fawns’ (2022) concept of ´entangled pedagogy´, this study examines how a professional development concept can support educators’ collaborative reflection and experimentation with didactic choices in a complex postdigital field of tensions.
The study is based on a qualitative design-based research approach involving successive redesigns of the concept “Learning in motion - an experiment in pedagogical courage” (LIB) with 57 educators from three Danish institutions. The analysis is theoretically grounded in situated learning and communities of practice, digital learning spaces, and collaborative knowledge building.
The findings show that the structured use of randomness, time pressure, and collegial dialogue can function as productive disruptions that make postdigital tensions in teaching practice visible. The analysis further identifies design principles for professional development in which reflection, experimentation and collegial meaning-making contribute to the development of professional pedagogical judgement through the interplay between individual and collective learning processes.
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Copyright (c) 2026 Pernille Dyhrberg, Trine Graungaard Hjerrild Thomsen, Maria Gravgaard Sørensen
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