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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Cino, Davide; Brandsen, Silke; Bressa, Nathalie Alexandra; Mascheroni, Giovanna; +2 Authors

    This report is based on findings from a cross-national qualitative study investigating young people’s digital skills practices in non-formal learning contexts in Belgium, Denmark, and Italy.The goal of this study was to gain better knowledge about how to foster digital skills acquisition and practices in non-formal learning contexts.This study combined 16 observations of digital skills workshops (i.c. programming and robotics workshops), 11 interviews with organisers and moderators of such activities, and 4 subsequent co-design activities with the collaboration of children, organisers, moderators, and researchers.The research activities took place in non-formal learning contexts, such as public libraries, youth clubs, and school spaces used for extra-curricular activities (i.e., outside the formal curriculum). Due to different COVID-19 restrictions across Belgium, Denmark and Italy, flexibility with the research protocol was needed.The main aim of the observations and interviews was to first map existing situated experiences of digital skills workshops across countries, investigate their structure and teaching philosophies, and inform co-design activities. Then, with the co-design activities, we aimed to gain knowledge about potential future trajectories, drawing insights from best practices and formulating recommendations, with Italy focusing on teaching style, Denmark on technology and tools, and Belgium on policy.Our work allowed us to address several research questions, investigating three main areas to be understood as broader thematic units.As a first thematic unit concerned with teaching, we questioned how the philosophies that drive the digital skills workshops ran by moderators and organisers have an impact on the workshop organisation in terms of their formality, activities chosen, teaching styles, imaginaries and values. Indeed, we argue that these matters should not go unnoticed, as part of a hidden curriculum (Gordon, 1982), as these are likely to impact children’s and young people's digital skills acquisition and practices.Secondly, as for the theme of learning, we investigated whether and how the formality and structure of the non-formal digital skills workshops may have influenced children’s digital skills practices and learning, what types of learning strategies were promoted by moderators, and what practices were enacted by the children themselves.As a third theme sensitive to including, we aimed to understand who participates in digital skills workshops and who is excluded, and why, questioning for instance potential sociocultural or material barriers (or absence thereof) shaping the democratisation and distribution of the learning opportunities.Key takeaways Digital skills workshops in non-formal learning context are designed and run with the mission of promoting children’s collaboration and active participation, moving beyond the normative and asymmetrical logic typical of formal education. In this context, across countries, moderators emphasised that they are not to be seen as teachers, but rather as facilitators, framing participants as the main actors of their educational experiences, echoing previous research studying digital skills practices in non-formal learning contexts (Livingstone & Blum-Ross, 2020).6 Although collaboration and active participation are key words in moderators’ and organisers’ imaginaries, most of the times the structure of the learning activities, the affordances of the digital learning environment, and the choices of the children themselves, promoted individualistic practices, where each child worked on their own to achieve their own personal goals. We hereby acknowledge that any educational activity is characterised by, at least partially, asymmetrical relationships, where adults are the ones who are likely to make choices for children. In this sense, the choice of activities, software and, generally, the organisation of the workshop itself, comes down to adults. To counteract this tendency, in implementing teaching strategies, social goals and learning goals should be put forward during the non-formal learning activity. The spatial organisation of the workshops including the features of the technologies and tools can both hinder or facilitate collaboration and learning practices. It is important to align these to the intention and orchestration of moderators so that the room, the physical materials, and the technologies contribute to the overall goals. Also, to design situationally appropriate learning technologies and activities that integrate with current practices, it is important to understand the implicit and explicit social and material structures that constitute the activities and interactions with technologies. Our study further challenges the myth of the digital native, showing that children need appropriate and meaningful external support, individual effort, and motivation to become digitally skilled. Even if informed by a narrow understanding of programming skills as an individual achievement, digital skills workshops are promising for children to train digital practices and acquire new digital skills. A “free” and “open door” approach to the organisation of digital skills workshops does not necessarily mean that it is inclusive, not even when all materials are provided for free by the organisation. Apart from initiatives specifically tailored for usually under-represented groups (including girls, children from lower socio-economic status (SES) households, ethnic minorities), digital skills workshops are mainly attended by upper- or middle-class boys, showing how organisers and moderators struggle in attracting a diverse range of participants. The degree to which parents value programming as beneficial for their children’s future achievements turns out to be one of the main incentives to participate in digital skills workshops, together with the child’s genuine interest in the topic. To foster inclusivity, our findings suggest that workshops should allow a certain degree of open-endedness and freedom, so that children can adjust and embed the projects into their own lived experiences and future-oriented imaginaries. This also means adapting the educational proposals to suit the interests, needs and competences of a wide variety of children with different backgrounds and aspirations. This way the activities can be meaningful for participants to be able to express themselves using technology, while taking into consideration external factors such as the influence of parents and schools which contribute to the opportunities and attendance by participants. Finally, the organisation of digital skills workshops and initiatives should become embedded in the social fabric of the city and/or youth work, conceiving of them as a communitarian effort. This means that an active dialogue between policymakers, organisers and moderators, researchers, parents, and, of course, children themselves from different backgrounds is needed. Participatory co-design among these actors can be a key strategy to promote child-centred approaches that move beyond individualistic accounts of learning, towards the creation of more collaborative, and more inclusive digital skill activities through a systemic and holistic approach.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Theses@asb; PURE Aar...arrow_drop_down
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Theses@asb; PURE Aar...arrow_drop_down
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Gissel, Stig Toke; Gynther, Karsten; Hansen, Thomas Illum; Højgaard, Tomas; +3 Authors

    Denne rapport præsenterer resultaterne af et følgeforskningsprojekt som Læremiddel.dk i samarbejde med Tomas Højgaard (Aarhus Universitet) har gennemført i forbindelse med et projekt, hvor Københavns Kommune afprøvede det adaptive Læremiddel, Rhapsode, i matematikundervisningen i 4. og 9. klasse. Adaptive teknologier forsøger at skabe og optimere et skræddersyet læringsforløb ved hjælp af dynamiske ændringer i systemets respons baseret på brugerens interaktioner (Liu et al, 2017). Forskningsindsatsen i projektet var todelt: Dels gennemførtes et interventionsprojekt som i dialog mellem lærere og forskere/læringskonsulenter, iterativt har forsøgt at nå frem til nye didaktiske designs med inddragelse af Rhapsode. Dels gennemførtes et følgeforskningsprojekt, som havde til formål at undersøge Rhapsodes potentiale som læremiddel i sig selv, lærere og elevers brug af læremidlet samt at kortlægge elevers faglige udbytte, forståelse for egen læring og læreproces samt self-efficacy før og efter indsatserne. En kombineret læremiddelanalyse af forholdet mellem mål, udtryk, aktiviteter og indhold i Rhapsode bidrager med en dybere indsigt i læremidlets adaptive interaktionsdesign. Formålet med Rhapsode er at fremme matematikfaglig læring med vægt på struktureret videnstilegnelse. Til grund for dette formål ligger et syn på menneskers læring og hukommelse, der kan beskrives som en ”læringsbrøk”. Læremidlets kvalitet er defineret ved forholdet mellem læringsudbytte (tæller) og undervisningstid (nævner). Læremidlets udtryk repræsenterer dets indhold, og dets aktiviteter rammesætter elevernes arbejde med og fortolkning af indholdet. Derfor er der en nær sammenhæng mellem udtryk, aktiviteter og indhold. Således repræsenterer Rhapsodes minimalistiske design ud fra cognitive load theory (CLT)-principper et højstruktureret indhold, mens de prioriterede aktiviteter fastlægger, hvad der er kerne og periferi.Dette faglige formål med læremidlet prioriterer de højstrukturerede dele af faget, der gør det muligt at gennemføre en undervisning, som er lettere at kontrollere, effektivisere og dokumentere. Det hænger sammen med et dannelsessyn, hvor den kognitive træning og udvidelse af hukommelsen prioriteres, fordi den eksplicitte og deklarative viden, man kan sætte ord på og anvende ved prøver og eksaminer, tilskrives en central værdi. Det forholdsvist snævre formål og prioriteringen af kognitiv træning skal vurderes i lyset af, at Rhapsode er designet som et bidrag til en bredere tilrettelagt matematikundervisning.Rhapsodes udtryk er kendetegnet ved et stramt, minimalistisk design. Det er designet ud fra Richard E. Mayers principper for multimodal repræsentation, der har til hensigt at maksimere tilgængelighed og minimere distraktion (Mayer, 2001 & 2003; Moreno & Mayer 2007). Resultatet er udtryk med korte analytiske sætninger, konsekvent brug af konvergerende modaliteter (typisk verbalsprog, billede, diagram, symbolsprog og signalfarver), at udtrykket ikke indeholder overflødige tegn (ord, lyde eller billeder), valgbar oplæsningsfunktion, nærhed mellem ord og billede (spatial kontiguitet), simultan brug af ord og billeder (temporal kontiguitet) samt grafisk styring af brugerens opmærksomhed.Brugen af Area9’s algoritme i Rhapsode er i skrivende stund i en pilotfase i folkeskoleregi. Derfor er det endnu et åbent spørgsmål, om data om elevernes adfærds- og forståelsesmønstre over tid bliver retningsgivende for målstyring i Rhapsode, der afspejler den overordnede ambition om effektiv videnstilegnelse. Algoritmens funktioner understøtter bestemte adfærdsmønstre, og derfor vil der ikke blive formuleret åbne og undersøgelsesorienterede indgangsmål med mindre man vælger at supplere læremidlet med andre formål og designstrategier, der prioriterer en mere eksplorativ tilgang til anvendt matematik i relation til komplekse fænomener og problemstillinger i fagets omverden.Gennem data fra Rhapsode og skærmoptagelser af 4. klasse elevers interaktion med læremidlet blev det undersøgt dels, hvordan læremidlet håndterer elever med forskellige forudsætninger (med forskellige kombinationer af høj/lav matematisk kompetence, self-efficacy og høj/lav motivation for matematikfaget) og dels, hvordan eleverne håndterer læremidlets måde at præsentere indhold og opgaver. Det viser sig, at specielt self-efficacy synes at være en vigtig faktor for elevernes udbytte af at arbejde med Rhapsode. Når eleverne arbejder individuelt med det adaptive læremiddel lægges der pres på elevens vedholdenhed, tro på egne evner og motivation, da læremidlet bliver ved med at presse eleverne til sværere områder og mange gentagelser af de ting, eleverne ikke mestrer. Desuden skal eleverne selv trække hjælp fra læremidlets ressourcer, når de får problemer, og det forsømmer eleverne i 4. klasse typisk.Med udgangspunkt i test- og spørgeskemabesvarelser undersøges om brug af Rhapsode hænger sammen med ændringer i elevernes matematiske kundskaber, egenopfattede kompetence og faglig motivation. Eleverne på 9. klassetrin viser en statistisk signifikant fremgang i forsøgsperioden. Godt 50% af eleverne viser fremgang, og få oplever tilbagegang. Vi kan dog ikke skelne hvor meget af fremgangen, der skyldes naturlig progression (dvs. hvordan eleverne havde udviklet sig uden indsatsen) og hvor meget, der skyldes brug af læremidlet med det anvendte design. På 4. klassetrin er der tendenser til en fremgang ud over den udvikling man ville forvente på 4. klassetrin, men fremgangen er samlet set ikke statistisk sikker. Det insignifikante resultat kan dog skyldes, at der er lav statistisk power (pga. det lave deltagerantal) til at påvise en lille positiv udvikling. Hverken elevernes egenopfattede kompetence eller motivation viser ændringer relateret til brug af Rhapsode. Disse resultater skal læses i lyset af det begrænsede omfang, eleverne har benyttet Rhapsode – en forsøgsperiode på et skoleår og en skolegang påvirket af Covid-19.I den resterende kvalitative del af rapporten analyseres, hvordan et didaktisk design af matematikundervisning udfoldes og forstås, når et adaptivt læremiddel, Rhapsode, inddrages. Analyserne er struktureret i et almen didaktisk perspektiv med fokus på lærerroller, aktiviteter, organisering mv. og en fagdidaktiske del med fokus på matematikfaglige mål og specifikke fagdidaktiske metoder.Projektet viser, at lærernes didaktiske design i matematikundervisningen ændres, når Rhapsode anvendes i timerne. Dette skyldes læremidlets udgangspunkt i, at det er designet til at varetage flere lærerfunktioner ved både at forklare nyt stof, stille spørgsmål i relation hertil samt bidrage til en tidslig progression gennem - eller snarere rundt i - stoffet. Læremidlet fungerer derfor ikke optimalt, hvis det alene anvendes som erstatning for et traditionelt træningselement i undervisningen. Imidlertid ser flere lærere en stor fordel i alligevel at assimilere Rhapsode i den vanlige undervisning ved at lade læremidlet erstatte gruppe-, par- eller indviduelt arbejde med øvelser i det af læreren introducerede indholdsområde for dagen. Dette frigør efter mange læreres mening tid til at hjælpe elever med særlige vanskeligheder eller til at arbejde med udvalgte grupper af elever i timerne.Et andet meget tydeligt fremtrædende tema ses i forståelserne af adaptation og differentiering. Både lærere og elever synes nemlig at forvente, at Rhapsodes adaption består i differentiering af opgaver, aktiviteter og forklaringer i forhold til enkeltelevens faglige niveau. En sådan forventning må nødvendigvis skuffes, idet læremidlet ikke adapterer ved at stille lettere eller vanskeligere opgaver til eleverne eller ved at forklare stoffet på forskellig vis eller gennem forskellige modaliteter fx. Derimod består adaptionen alene i at stille eleven spørgsmål i de områder af stoffet, som eleven viser vanskeligheder ved og derfor svarer forkert på. Fagligt stærke elever vil derfor hurtig kunne afslutte arbejdet i Rhapsode, mens de fagligt mere udfordrede vil opleve, at Rhapsode “aldrig slutter”. Forskellige grupper af elever på tværs af klasser vurderer derfor læremidlet ganske forskelligt. Der synes dog at kunne anes en forskel mellem de to klassetrin, hvor de yngste elever forholder sig mere skeptiske til læremidlet end de ældste.I den fagdidaktiske del af undersøgelsen analyseres Rhapsodes potentialer i forhold til a) færdighedsorienteret matematikundervisning, b) forståelsesorienteret matematikundervisning og c) kompetenceorienteret matematikundervisning. Analyserne viser, at Rhapsode har et potentiale i forhold til at flytte undervisningens fokus fra færdighedsorienteret til forståelsesorienteret undervisning. Dette kræver at Rhapsode anvendes i begyndelsen af en lektion og ikke blot til afsluttende færdighedstræning i den sidste del af lektionen, hvilket var den mest udbredte brug i projektperioden. Analyserne viser samtidig, at ingen af lærerne i projektet har forsøgt at benytte Rhapsode til at varetage den matematikfaglige kompetenceudvikling, som alle udviklingsforløb i projektet var født med som læringsmæssigt omdrejningspunkt, og som de blev undervist i inden hvert forløb. Det betyder selvfølgelig ikke, at det ikke kan lade sig gøre, men efter at have arbejdet med Rhapsodes fagdidaktiske rationale og virkemåde samt diskuteret dens didaktiske muligheder og begrænsninger med projektets lærergruppe er det usikkert om Rhapsode - eller et hvilket som helst andet læremiddel med samme adaptive rationale – kan anvendes som grundstamme i en kompetenceorienteret matematikundervisning.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Theses@asb; PURE Aar...arrow_drop_down
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Theses@asb; PURE Aar...arrow_drop_down
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    Authors: Wunderlich, Marie Freia; Møller, Ann-Kristina Løkke;
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Theses@asb; PURE Aar...arrow_drop_down
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    Authors: Olsen, Astrid; Reimer, David; Sortkær, Bent; Thomsen, Rie;

    Når et ungt menneske vælger videregående uddannelse efter at have gennemført en ungdomsuddannelse, har det betydning for resten af livet. Valget er med til at åbne en række døre på klem for mulige fremtidige jobs og karriereveje. Men det er også med til at lukke andre døre helt eller delvist. Samtidig har en række undersøgelser vist en tydelig sammenhæng mellemen persons uddannelsesbaggrund og for eksempel personens livsindkomst og generelle sundhed. Valget af videregående uddannelse kan således beskrives som et af de mest betydningsfulde valg der gøres i livet. På denne baggrund er rapports formål, at undersøge hvilke tanker om uddannelsesvalg unge mennesker gør sig i deres sidste halve år på ungdomsuddannelserne. Vælger de at starte på en videregående uddannelse umiddelbart efter, at de har gennemført deres ungdomsuddannelse, eller vælger de i stedet at holde et sabbatår? Og hvilke typer af uddannelse vælger de? Foråret 2020 er på mange måder anderledes end alle tidligere forår vi har haft i Danmark idet COVID-19 ramte landet. Dette har haft stor betydning for rigtig mange mennesker, herunder også landets gymnasieelever. Det betød helt konkret at skolerne overgik til onlineun-dervisning i stor udstrækning, og at eksamenerne ikke forløb som planlagt. Derudover må det også formodes at have fået en betydning for de kommende studenters tanker og overve-jelser vedrørende videregående uddannelse –både for de der havde planlagt at søge ind på en uddannelse umiddelbart i forlængelse af deres ungdomsuddannelse, og for de som havde planlagt at holde et sabbatår. I rapporten undersøger vi derfor ligeledes hvad COVID-19 har betydet for 3.g’ernes planer for valg af uddannelse og/eller sabbatår. Rapporten viser en høj grad af ukuelighed blandt de unge, som på trods af COVID-19 krisen i høj grad fastholder deres planer for uddannelse og sabbatår fra før nedlukningen til under nedlukningen. Der ses kun en meget lille stigning på 2 procentpoint i forhold til at ville tage en uddannelse lige efter gymnasiet, mens forventningen til længden af sabbatperioden er stort set uændret. Populariteten for sundhedsfaglige uddannelser heller ikke ud til at ikke ud til at have steget, selvom man kunne have forestillet sig, at COVID-19 havde medvirket til at øge interessen for disse fag. Meget tyder på, at eleverne vil forsøge at gennemføre deres planer om hhv. at holde sabbatår eller starte på en uddannelse inden for de rammer som krisen giver –også selvom rapporten viser, at de er usikre på deres muligheder for rejse, tage et højskoleophold eller få et job samt deres chancer for at komme ind på den uddannelse som de ønsker. Eleverne er derimod blevet lidt mere sikre på, hvilken uddannelse de vil vælge. Rapporten viser også, at COVID-19 ikke har fået eleverne til i særlig grad at opsøge de muligheder de har for at få vejledning om uddannelse og sabatår, hverken på skolen eller hos Studievalg.De overvejelser og spekulationer som COVID-19 har bragt med sig, har dog betydet, at mange elever har brugt deres netværk mere end hvad de ellers ville have gjort til at tale om planerne efter gymnasiet. Det gør sig dog mest gældende for elever, som har højtuddannede forældre. Fra politisk side prioriteres det, at holde uddannelsessystemet gratis og åbent for alle. Det betyder, at hvis man blot har et tilstrækkeligt højt karaktergennemsnit, så er alle veje åbne. Undersøgelser har dog vist, at eksempelvis elevernes socioøkonomiske baggrund har betyd-ning for elevernes uddannelsesvalg. En betydning som ikke blot kan forklares ud fra ele-vernes faglige formåen. I rapporten undersøger vi om 3.g’ernes uddannelsesbaggrund har en særskilt betydning for, om de vælger at læse videre umiddelbart efter, at de har gennem-ført deres ungdomsuddannelse, eller om de vælger sabbatår. Derudover undersøges det om uddannelsesbaggrund har betydning for elevernes valg af uddannelsesniveau. Og endelig om deres uddannelsesbaggrund har betydning for, hvor sikre de er i deres valg, og om valget har ændret sig i det halve år op mod afslutningen på gymnasiet. Rapporten viser, at elevernes forældrebaggrund har forholdsvis stor betydning for deres uddannelsesplaner. De elever som gerne vil starte direkte på en uddannelse efter gymnasiet, har i højere grad lavtuddannede forældre. Det er også i høj grad de elever med høje karakterer og elever fra HTX som vælger at starte direkte efter endt ungdomsuddannelse. Analyserne viser desuden, at de elever som er mest usikre på deres valg af uddannelse, har større sandsynlighed for at skifte mellem uddannelsesniveauer og fagområder i deres uddannelsesovervejelser, hvis deres forældre er lavtuddannede. Vi kan ikke fastslå, om det er COVID-19 eller tiden,der har betydning for de mønstre, og det er desuden vigtigt at pointere, at rapporten kun er et udtryk for et øjebliksbillede, samtat COVID-19-krisen og dens konsekvenser hele tiden ændrer sig.

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    Authors: Larsen, Tina Langholm; Mauritsen, Anne Lundahl; Sothilingam, Simone Agner; Kühle, Lene; +2 Authors
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    Theses@asb
    Book . 2020
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      Theses@asb
      Book . 2020
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    Authors: Jensby, Anne; Mogensen, Oliver Bendix Gammeljord; Svejvig, Per;

    The purpose of this report is to outline the evaluation and comparison approach and the knowledge obtained through a detailed data collection process, in order to examine the implementation and application of the Half Double Methodology (HDM) at Forsvarsministeriets Material- og Indkøbsstyrelse (FMI), as well as compare and contrast pilot and reference projects. State-owned FMI is the Danish Ministry of Defence Acquisition and Logistics Organization (English abbreviation: DALO), and thus a unit under the Ministry of Defence and the Danish public sector. It is likely that the Half Double Methodology has had a positive impact on FMI and their team collaboration. The procurement process is faster, which especially is evident in pilot case 3, but also the initial versions of pilot case 1 and 2. However, here, the cases were subject to external conditions which increased the duration. FMI experiences satisfaction from stakeholders involved in the procurement. This satisfaction is also present in most of the team members engaging with the methodology. Hence overall, integrating the Half Double Methodology in FMI’s team collaboration is perceived as a success in FMI and continues to be applied. However, there is still room for improvements in the procurement process and team configuration. This relates to the application of HDM, but also other constraints in FMI, which is related to a lack of resources to develop interdisciplinary teams, as well as challenges from covid-19 restrictions. The purpose of this report is to outline the evaluation and comparison approach and the knowledge obtained through a detailed data collection process, in order to examine the implementation and application of the Half Double Methodology (HDM) at Forsvarsministeriets Material- og Indkøbsstyrelse (FMI), as well as compare and contrast pilot and reference projects. State-owned FMI is the Danish Ministry of Defence Acquisition and Logistics Organization (English abbreviation: DALO), and thus a unit under the Ministry of Defence and the Danish public sector. It is likely that the Half Double Methodology has had a positive impact on FMI and their team collaboration. The procurement process is faster, which especially is evident in pilot case 3, but also the initial versions of pilot case 1 and 2. However, here, the cases were subject to external conditions which increased the duration. FMI experiences satisfaction from stakeholders involved in the procurement. This satisfaction is also present in most of the team members engaging with the methodology. Hence overall, integrating the Half Double Methodology in FMI’s team collaboration is perceived as a success in FMI and continues to be applied. However, there is still room for improvements in the procurement process and team configuration. This relates to the application of HDM, but also other constraints in FMI, which is related to a lack of resources to develop interdisciplinary teams, as well as challenges from covid-19 restrictions.

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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Cino, Davide; Brandsen, Silke; Bressa, Nathalie Alexandra; Mascheroni, Giovanna; +2 Authors

    This report is based on findings from a cross-national qualitative study investigating young people’s digital skills practices in non-formal learning contexts in Belgium, Denmark, and Italy.The goal of this study was to gain better knowledge about how to foster digital skills acquisition and practices in non-formal learning contexts.This study combined 16 observations of digital skills workshops (i.c. programming and robotics workshops), 11 interviews with organisers and moderators of such activities, and 4 subsequent co-design activities with the collaboration of children, organisers, moderators, and researchers.The research activities took place in non-formal learning contexts, such as public libraries, youth clubs, and school spaces used for extra-curricular activities (i.e., outside the formal curriculum). Due to different COVID-19 restrictions across Belgium, Denmark and Italy, flexibility with the research protocol was needed.The main aim of the observations and interviews was to first map existing situated experiences of digital skills workshops across countries, investigate their structure and teaching philosophies, and inform co-design activities. Then, with the co-design activities, we aimed to gain knowledge about potential future trajectories, drawing insights from best practices and formulating recommendations, with Italy focusing on teaching style, Denmark on technology and tools, and Belgium on policy.Our work allowed us to address several research questions, investigating three main areas to be understood as broader thematic units.As a first thematic unit concerned with teaching, we questioned how the philosophies that drive the digital skills workshops ran by moderators and organisers have an impact on the workshop organisation in terms of their formality, activities chosen, teaching styles, imaginaries and values. Indeed, we argue that these matters should not go unnoticed, as part of a hidden curriculum (Gordon, 1982), as these are likely to impact children’s and young people's digital skills acquisition and practices.Secondly, as for the theme of learning, we investigated whether and how the formality and structure of the non-formal digital skills workshops may have influenced children’s digital skills practices and learning, what types of learning strategies were promoted by moderators, and what practices were enacted by the children themselves.As a third theme sensitive to including, we aimed to understand who participates in digital skills workshops and who is excluded, and why, questioning for instance potential sociocultural or material barriers (or absence thereof) shaping the democratisation and distribution of the learning opportunities.Key takeaways Digital skills workshops in non-formal learning context are designed and run with the mission of promoting children’s collaboration and active participation, moving beyond the normative and asymmetrical logic typical of formal education. In this context, across countries, moderators emphasised that they are not to be seen as teachers, but rather as facilitators, framing participants as the main actors of their educational experiences, echoing previous research studying digital skills practices in non-formal learning contexts (Livingstone & Blum-Ross, 2020).6 Although collaboration and active participation are key words in moderators’ and organisers’ imaginaries, most of the times the structure of the learning activities, the affordances of the digital learning environment, and the choices of the children themselves, promoted individualistic practices, where each child worked on their own to achieve their own personal goals. We hereby acknowledge that any educational activity is characterised by, at least partially, asymmetrical relationships, where adults are the ones who are likely to make choices for children. In this sense, the choice of activities, software and, generally, the organisation of the workshop itself, comes down to adults. To counteract this tendency, in implementing teaching strategies, social goals and learning goals should be put forward during the non-formal learning activity. The spatial organisation of the workshops including the features of the technologies and tools can both hinder or facilitate collaboration and learning practices. It is important to align these to the intention and orchestration of moderators so that the room, the physical materials, and the technologies contribute to the overall goals. Also, to design situationally appropriate learning technologies and activities that integrate with current practices, it is important to understand the implicit and explicit social and material structures that constitute the activities and interactions with technologies. Our study further challenges the myth of the digital native, showing that children need appropriate and meaningful external support, individual effort, and motivation to become digitally skilled. Even if informed by a narrow understanding of programming skills as an individual achievement, digital skills workshops are promising for children to train digital practices and acquire new digital skills. A “free” and “open door” approach to the organisation of digital skills workshops does not necessarily mean that it is inclusive, not even when all materials are provided for free by the organisation. Apart from initiatives specifically tailored for usually under-represented groups (including girls, children from lower socio-economic status (SES) households, ethnic minorities), digital skills workshops are mainly attended by upper- or middle-class boys, showing how organisers and moderators struggle in attracting a diverse range of participants. The degree to which parents value programming as beneficial for their children’s future achievements turns out to be one of the main incentives to participate in digital skills workshops, together with the child’s genuine interest in the topic. To foster inclusivity, our findings suggest that workshops should allow a certain degree of open-endedness and freedom, so that children can adjust and embed the projects into their own lived experiences and future-oriented imaginaries. This also means adapting the educational proposals to suit the interests, needs and competences of a wide variety of children with different backgrounds and aspirations. This way the activities can be meaningful for participants to be able to express themselves using technology, while taking into consideration external factors such as the influence of parents and schools which contribute to the opportunities and attendance by participants. Finally, the organisation of digital skills workshops and initiatives should become embedded in the social fabric of the city and/or youth work, conceiving of them as a communitarian effort. This means that an active dialogue between policymakers, organisers and moderators, researchers, parents, and, of course, children themselves from different backgrounds is needed. Participatory co-design among these actors can be a key strategy to promote child-centred approaches that move beyond individualistic accounts of learning, towards the creation of more collaborative, and more inclusive digital skill activities through a systemic and holistic approach.

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    Authors: Gissel, Stig Toke; Gynther, Karsten; Hansen, Thomas Illum; Højgaard, Tomas; +3 Authors

    Denne rapport præsenterer resultaterne af et følgeforskningsprojekt som Læremiddel.dk i samarbejde med Tomas Højgaard (Aarhus Universitet) har gennemført i forbindelse med et projekt, hvor Københavns Kommune afprøvede det adaptive Læremiddel, Rhapsode, i matematikundervisningen i 4. og 9. klasse. Adaptive teknologier forsøger at skabe og optimere et skræddersyet læringsforløb ved hjælp af dynamiske ændringer i systemets respons baseret på brugerens interaktioner (Liu et al, 2017). Forskningsindsatsen i projektet var todelt: Dels gennemførtes et interventionsprojekt som i dialog mellem lærere og forskere/læringskonsulenter, iterativt har forsøgt at nå frem til nye didaktiske designs med inddragelse af Rhapsode. Dels gennemførtes et følgeforskningsprojekt, som havde til formål at undersøge Rhapsodes potentiale som læremiddel i sig selv, lærere og elevers brug af læremidlet samt at kortlægge elevers faglige udbytte, forståelse for egen læring og læreproces samt self-efficacy før og efter indsatserne. En kombineret læremiddelanalyse af forholdet mellem mål, udtryk, aktiviteter og indhold i Rhapsode bidrager med en dybere indsigt i læremidlets adaptive interaktionsdesign. Formålet med Rhapsode er at fremme matematikfaglig læring med vægt på struktureret videnstilegnelse. Til grund for dette formål ligger et syn på menneskers læring og hukommelse, der kan beskrives som en ”læringsbrøk”. Læremidlets kvalitet er defineret ved forholdet mellem læringsudbytte (tæller) og undervisningstid (nævner). Læremidlets udtryk repræsenterer dets indhold, og dets aktiviteter rammesætter elevernes arbejde med og fortolkning af indholdet. Derfor er der en nær sammenhæng mellem udtryk, aktiviteter og indhold. Således repræsenterer Rhapsodes minimalistiske design ud fra cognitive load theory (CLT)-principper et højstruktureret indhold, mens de prioriterede aktiviteter fastlægger, hvad der er kerne og periferi.Dette faglige formål med læremidlet prioriterer de højstrukturerede dele af faget, der gør det muligt at gennemføre en undervisning, som er lettere at kontrollere, effektivisere og dokumentere. Det hænger sammen med et dannelsessyn, hvor den kognitive træning og udvidelse af hukommelsen prioriteres, fordi den eksplicitte og deklarative viden, man kan sætte ord på og anvende ved prøver og eksaminer, tilskrives en central værdi. Det forholdsvist snævre formål og prioriteringen af kognitiv træning skal vurderes i lyset af, at Rhapsode er designet som et bidrag til en bredere tilrettelagt matematikundervisning.Rhapsodes udtryk er kendetegnet ved et stramt, minimalistisk design. Det er designet ud fra Richard E. Mayers principper for multimodal repræsentation, der har til hensigt at maksimere tilgængelighed og minimere distraktion (Mayer, 2001 & 2003; Moreno & Mayer 2007). Resultatet er udtryk med korte analytiske sætninger, konsekvent brug af konvergerende modaliteter (typisk verbalsprog, billede, diagram, symbolsprog og signalfarver), at udtrykket ikke indeholder overflødige tegn (ord, lyde eller billeder), valgbar oplæsningsfunktion, nærhed mellem ord og billede (spatial kontiguitet), simultan brug af ord og billeder (temporal kontiguitet) samt grafisk styring af brugerens opmærksomhed.Brugen af Area9’s algoritme i Rhapsode er i skrivende stund i en pilotfase i folkeskoleregi. Derfor er det endnu et åbent spørgsmål, om data om elevernes adfærds- og forståelsesmønstre over tid bliver retningsgivende for målstyring i Rhapsode, der afspejler den overordnede ambition om effektiv videnstilegnelse. Algoritmens funktioner understøtter bestemte adfærdsmønstre, og derfor vil der ikke blive formuleret åbne og undersøgelsesorienterede indgangsmål med mindre man vælger at supplere læremidlet med andre formål og designstrategier, der prioriterer en mere eksplorativ tilgang til anvendt matematik i relation til komplekse fænomener og problemstillinger i fagets omverden.Gennem data fra Rhapsode og skærmoptagelser af 4. klasse elevers interaktion med læremidlet blev det undersøgt dels, hvordan læremidlet håndterer elever med forskellige forudsætninger (med forskellige kombinationer af høj/lav matematisk kompetence, self-efficacy og høj/lav motivation for matematikfaget) og dels, hvordan eleverne håndterer læremidlets måde at præsentere indhold og opgaver. Det viser sig, at specielt self-efficacy synes at være en vigtig faktor for elevernes udbytte af at arbejde med Rhapsode. Når eleverne arbejder individuelt med det adaptive læremiddel lægges der pres på elevens vedholdenhed, tro på egne evner og motivation, da læremidlet bliver ved med at presse eleverne til sværere områder og mange gentagelser af de ting, eleverne ikke mestrer. Desuden skal eleverne selv trække hjælp fra læremidlets ressourcer, når de får problemer, og det forsømmer eleverne i 4. klasse typisk.Med udgangspunkt i test- og spørgeskemabesvarelser undersøges om brug af Rhapsode hænger sammen med ændringer i elevernes matematiske kundskaber, egenopfattede kompetence og faglig motivation. Eleverne på 9. klassetrin viser en statistisk signifikant fremgang i forsøgsperioden. Godt 50% af eleverne viser fremgang, og få oplever tilbagegang. Vi kan dog ikke skelne hvor meget af fremgangen, der skyldes naturlig progression (dvs. hvordan eleverne havde udviklet sig uden indsatsen) og hvor meget, der skyldes brug af læremidlet med det anvendte design. På 4. klassetrin er der tendenser til en fremgang ud over den udvikling man ville forvente på 4. klassetrin, men fremgangen er samlet set ikke statistisk sikker. Det insignifikante resultat kan dog skyldes, at der er lav statistisk power (pga. det lave deltagerantal) til at påvise en lille positiv udvikling. Hverken elevernes egenopfattede kompetence eller motivation viser ændringer relateret til brug af Rhapsode. Disse resultater skal læses i lyset af det begrænsede omfang, eleverne har benyttet Rhapsode – en forsøgsperiode på et skoleår og en skolegang påvirket af Covid-19.I den resterende kvalitative del af rapporten analyseres, hvordan et didaktisk design af matematikundervisning udfoldes og forstås, når et adaptivt læremiddel, Rhapsode, inddrages. Analyserne er struktureret i et almen didaktisk perspektiv med fokus på lærerroller, aktiviteter, organisering mv. og en fagdidaktiske del med fokus på matematikfaglige mål og specifikke fagdidaktiske metoder.Projektet viser, at lærernes didaktiske design i matematikundervisningen ændres, når Rhapsode anvendes i timerne. Dette skyldes læremidlets udgangspunkt i, at det er designet til at varetage flere lærerfunktioner ved både at forklare nyt stof, stille spørgsmål i relation hertil samt bidrage til en tidslig progression gennem - eller snarere rundt i - stoffet. Læremidlet fungerer derfor ikke optimalt, hvis det alene anvendes som erstatning for et traditionelt træningselement i undervisningen. Imidlertid ser flere lærere en stor fordel i alligevel at assimilere Rhapsode i den vanlige undervisning ved at lade læremidlet erstatte gruppe-, par- eller indviduelt arbejde med øvelser i det af læreren introducerede indholdsområde for dagen. Dette frigør efter mange læreres mening tid til at hjælpe elever med særlige vanskeligheder eller til at arbejde med udvalgte grupper af elever i timerne.Et andet meget tydeligt fremtrædende tema ses i forståelserne af adaptation og differentiering. Både lærere og elever synes nemlig at forvente, at Rhapsodes adaption består i differentiering af opgaver, aktiviteter og forklaringer i forhold til enkeltelevens faglige niveau. En sådan forventning må nødvendigvis skuffes, idet læremidlet ikke adapterer ved at stille lettere eller vanskeligere opgaver til eleverne eller ved at forklare stoffet på forskellig vis eller gennem forskellige modaliteter fx. Derimod består adaptionen alene i at stille eleven spørgsmål i de områder af stoffet, som eleven viser vanskeligheder ved og derfor svarer forkert på. Fagligt stærke elever vil derfor hurtig kunne afslutte arbejdet i Rhapsode, mens de fagligt mere udfordrede vil opleve, at Rhapsode “aldrig slutter”. Forskellige grupper af elever på tværs af klasser vurderer derfor læremidlet ganske forskelligt. Der synes dog at kunne anes en forskel mellem de to klassetrin, hvor de yngste elever forholder sig mere skeptiske til læremidlet end de ældste.I den fagdidaktiske del af undersøgelsen analyseres Rhapsodes potentialer i forhold til a) færdighedsorienteret matematikundervisning, b) forståelsesorienteret matematikundervisning og c) kompetenceorienteret matematikundervisning. Analyserne viser, at Rhapsode har et potentiale i forhold til at flytte undervisningens fokus fra færdighedsorienteret til forståelsesorienteret undervisning. Dette kræver at Rhapsode anvendes i begyndelsen af en lektion og ikke blot til afsluttende færdighedstræning i den sidste del af lektionen, hvilket var den mest udbredte brug i projektperioden. Analyserne viser samtidig, at ingen af lærerne i projektet har forsøgt at benytte Rhapsode til at varetage den matematikfaglige kompetenceudvikling, som alle udviklingsforløb i projektet var født med som læringsmæssigt omdrejningspunkt, og som de blev undervist i inden hvert forløb. Det betyder selvfølgelig ikke, at det ikke kan lade sig gøre, men efter at have arbejdet med Rhapsodes fagdidaktiske rationale og virkemåde samt diskuteret dens didaktiske muligheder og begrænsninger med projektets lærergruppe er det usikkert om Rhapsode - eller et hvilket som helst andet læremiddel med samme adaptive rationale – kan anvendes som grundstamme i en kompetenceorienteret matematikundervisning.

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    Authors: Wunderlich, Marie Freia; Møller, Ann-Kristina Løkke;
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    Authors: Olsen, Astrid; Reimer, David; Sortkær, Bent; Thomsen, Rie;

    Når et ungt menneske vælger videregående uddannelse efter at have gennemført en ungdomsuddannelse, har det betydning for resten af livet. Valget er med til at åbne en række døre på klem for mulige fremtidige jobs og karriereveje. Men det er også med til at lukke andre døre helt eller delvist. Samtidig har en række undersøgelser vist en tydelig sammenhæng mellemen persons uddannelsesbaggrund og for eksempel personens livsindkomst og generelle sundhed. Valget af videregående uddannelse kan således beskrives som et af de mest betydningsfulde valg der gøres i livet. På denne baggrund er rapports formål, at undersøge hvilke tanker om uddannelsesvalg unge mennesker gør sig i deres sidste halve år på ungdomsuddannelserne. Vælger de at starte på en videregående uddannelse umiddelbart efter, at de har gennemført deres ungdomsuddannelse, eller vælger de i stedet at holde et sabbatår? Og hvilke typer af uddannelse vælger de? Foråret 2020 er på mange måder anderledes end alle tidligere forår vi har haft i Danmark idet COVID-19 ramte landet. Dette har haft stor betydning for rigtig mange mennesker, herunder også landets gymnasieelever. Det betød helt konkret at skolerne overgik til onlineun-dervisning i stor udstrækning, og at eksamenerne ikke forløb som planlagt. Derudover må det også formodes at have fået en betydning for de kommende studenters tanker og overve-jelser vedrørende videregående uddannelse –både for de der havde planlagt at søge ind på en uddannelse umiddelbart i forlængelse af deres ungdomsuddannelse, og for de som havde planlagt at holde et sabbatår. I rapporten undersøger vi derfor ligeledes hvad COVID-19 har betydet for 3.g’ernes planer for valg af uddannelse og/eller sabbatår. Rapporten viser en høj grad af ukuelighed blandt de unge, som på trods af COVID-19 krisen i høj grad fastholder deres planer for uddannelse og sabbatår fra før nedlukningen til under nedlukningen. Der ses kun en meget lille stigning på 2 procentpoint i forhold til at ville tage en uddannelse lige efter gymnasiet, mens forventningen til længden af sabbatperioden er stort set uændret. Populariteten for sundhedsfaglige uddannelser heller ikke ud til at ikke ud til at have steget, selvom man kunne have forestillet sig, at COVID-19 havde medvirket til at øge interessen for disse fag. Meget tyder på, at eleverne vil forsøge at gennemføre deres planer om hhv. at holde sabbatår eller starte på en uddannelse inden for de rammer som krisen giver –også selvom rapporten viser, at de er usikre på deres muligheder for rejse, tage et højskoleophold eller få et job samt deres chancer for at komme ind på den uddannelse som de ønsker. Eleverne er derimod blevet lidt mere sikre på, hvilken uddannelse de vil vælge. Rapporten viser også, at COVID-19 ikke har fået eleverne til i særlig grad at opsøge de muligheder de har for at få vejledning om uddannelse og sabatår, hverken på skolen eller hos Studievalg.De overvejelser og spekulationer som COVID-19 har bragt med sig, har dog betydet, at mange elever har brugt deres netværk mere end hvad de ellers ville have gjort til at tale om planerne efter gymnasiet. Det gør sig dog mest gældende for elever, som har højtuddannede forældre. Fra politisk side prioriteres det, at holde uddannelsessystemet gratis og åbent for alle. Det betyder, at hvis man blot har et tilstrækkeligt højt karaktergennemsnit, så er alle veje åbne. Undersøgelser har dog vist, at eksempelvis elevernes socioøkonomiske baggrund har betyd-ning for elevernes uddannelsesvalg. En betydning som ikke blot kan forklares ud fra ele-vernes faglige formåen. I rapporten undersøger vi om 3.g’ernes uddannelsesbaggrund har en særskilt betydning for, om de vælger at læse videre umiddelbart efter, at de har gennem-ført deres ungdomsuddannelse, eller om de vælger sabbatår. Derudover undersøges det om uddannelsesbaggrund har betydning for elevernes valg af uddannelsesniveau. Og endelig om deres uddannelsesbaggrund har betydning for, hvor sikre de er i deres valg, og om valget har ændret sig i det halve år op mod afslutningen på gymnasiet. Rapporten viser, at elevernes forældrebaggrund har forholdsvis stor betydning for deres uddannelsesplaner. De elever som gerne vil starte direkte på en uddannelse efter gymnasiet, har i højere grad lavtuddannede forældre. Det er også i høj grad de elever med høje karakterer og elever fra HTX som vælger at starte direkte efter endt ungdomsuddannelse. Analyserne viser desuden, at de elever som er mest usikre på deres valg af uddannelse, har større sandsynlighed for at skifte mellem uddannelsesniveauer og fagområder i deres uddannelsesovervejelser, hvis deres forældre er lavtuddannede. Vi kan ikke fastslå, om det er COVID-19 eller tiden,der har betydning for de mønstre, og det er desuden vigtigt at pointere, at rapporten kun er et udtryk for et øjebliksbillede, samtat COVID-19-krisen og dens konsekvenser hele tiden ændrer sig.

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    Authors: Larsen, Tina Langholm; Mauritsen, Anne Lundahl; Sothilingam, Simone Agner; Kühle, Lene; +2 Authors
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    Theses@asb
    Book . 2020
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      Theses@asb
      Book . 2020
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    Authors: Jensby, Anne; Mogensen, Oliver Bendix Gammeljord; Svejvig, Per;

    The purpose of this report is to outline the evaluation and comparison approach and the knowledge obtained through a detailed data collection process, in order to examine the implementation and application of the Half Double Methodology (HDM) at Forsvarsministeriets Material- og Indkøbsstyrelse (FMI), as well as compare and contrast pilot and reference projects. State-owned FMI is the Danish Ministry of Defence Acquisition and Logistics Organization (English abbreviation: DALO), and thus a unit under the Ministry of Defence and the Danish public sector. It is likely that the Half Double Methodology has had a positive impact on FMI and their team collaboration. The procurement process is faster, which especially is evident in pilot case 3, but also the initial versions of pilot case 1 and 2. However, here, the cases were subject to external conditions which increased the duration. FMI experiences satisfaction from stakeholders involved in the procurement. This satisfaction is also present in most of the team members engaging with the methodology. Hence overall, integrating the Half Double Methodology in FMI’s team collaboration is perceived as a success in FMI and continues to be applied. However, there is still room for improvements in the procurement process and team configuration. This relates to the application of HDM, but also other constraints in FMI, which is related to a lack of resources to develop interdisciplinary teams, as well as challenges from covid-19 restrictions. The purpose of this report is to outline the evaluation and comparison approach and the knowledge obtained through a detailed data collection process, in order to examine the implementation and application of the Half Double Methodology (HDM) at Forsvarsministeriets Material- og Indkøbsstyrelse (FMI), as well as compare and contrast pilot and reference projects. State-owned FMI is the Danish Ministry of Defence Acquisition and Logistics Organization (English abbreviation: DALO), and thus a unit under the Ministry of Defence and the Danish public sector. It is likely that the Half Double Methodology has had a positive impact on FMI and their team collaboration. The procurement process is faster, which especially is evident in pilot case 3, but also the initial versions of pilot case 1 and 2. However, here, the cases were subject to external conditions which increased the duration. FMI experiences satisfaction from stakeholders involved in the procurement. This satisfaction is also present in most of the team members engaging with the methodology. Hence overall, integrating the Half Double Methodology in FMI’s team collaboration is perceived as a success in FMI and continues to be applied. However, there is still room for improvements in the procurement process and team configuration. This relates to the application of HDM, but also other constraints in FMI, which is related to a lack of resources to develop interdisciplinary teams, as well as challenges from covid-19 restrictions.

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