Abstract
Denne session tager afsæt i det aktuelle EU Horizon forsknings- og innovationsprojekt ‘Empowered Participation through Ideating Cultural Worlds and Environments’ – EPIC-WE. I projektet mødes videregående uddannelser, kreative industrier og kulturorganisationer på midten og inddrager unge kulturborgere for at udvikle nye formater for samskabelse, deltagelse og innovation. Det er dog ikke uden udfordringer – og det tegner konturer af videregående uddannelser i en brydningstid, der kræver anderledes samarbejdsmodeller i fremtiden. Sessionen tematiserer utopier i pædagogik og uddannelse. Vi står i en krise af mangel på både individuel og social fantasi – en imaginary crisis (fx Mulgan, 2020), der begrænser utopisk tænkning og kollektiv forandring. Gennem spekulative og utopiske metoder (Dunne & Raby, 2014) undersøger deltagerne, hvordan videregående uddannelser ser ud og føles om 20 år, i 2044, for at udforske relevante og meningsfulde handlinger og diskussioner i nutiden. Vi undersøger både det forventede og det ønskede, for hvis vi ikke forholder os kritisk og refleksivt til fremtiden, og hvad og hvordan uddannelse kunne være, får vi mere af det samme (Levitas, 2017; Webb, 2016).
| Original language | Danish |
|---|---|
| Publication date | 23 May 2024 |
| Publication status | Published - 23 May 2024 |
| Event | Universitetet i en brydningstid: Dansk Universitetspædagogisk Netværks Konference 2024 - Vingsted Hotel & Konferencecenter, Vejle, Denmark Duration: 23 May 2024 → 24 May 2024 Conference number: 2024 https://www.tilmeld.dk/dunk2024 |
Conference
| Conference | Universitetet i en brydningstid |
|---|---|
| Number | 2024 |
| Location | Vingsted Hotel & Konferencecenter |
| Country/Territory | Denmark |
| City | Vejle |
| Period | 23/05/24 → 24/05/24 |
| Other | Universities and other higher education institutions are facing major challenges and opportunities in a time when the framework for education is being disrupted and changed. Societal trends, political reforms, digitalization and the introduction of generative artificial intelligence raise questions about what needs to be renewed and what needs to be retained in the pedagogical thinking and toolbox of universities and higher education.<br/><br/>For example, how is artificial intelligence incorporated into teaching, and what can and should it mean for the way we teach? What does the increasing diversity among students mean and what didactic approaches can be used to create inclusion and provide equal opportunities for participation? Which values and which tools will shape and influence the universities of the future, and what can and should we do to analyze, create tools and advise university leaders, teachers, university educators, didactic educators and students so that they are strong in relation to a future we already have a foothold in?<br/><br/>In a time of change that calls for new perspectives or a reinvention of pedagogical approaches, we as researchers, educators and educational developers with an interest in university pedagogy will have the opportunity to share knowledge and experiences on how to develop and meet future needs for innovation in teaching and learning. This year's DUN conference is an opportunity to present the latest research and share best practices on how we together can further develop a pedagogy in universities and higher education that addresses the challenges of tomorrow.<br/><br/>Questions and themes can be, for example:<br/><br/> In what ways are we working with the Danish framework for crediting university pedagogical competencies to strengthen teachers' teaching skills?<br/> What expectations are there for teachers' digital didactic competencies when generative AI changes the premises for learning and exams?<br/> How is diversity experienced in teaching, what inclusion/exclusion mechanisms are at play and how is belonging created? |
| Internet address |
Keywords
- learning, educational science and teaching
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