• COVID-19
• Publicationsclose
• Research dataclose
• Other research productsclose
• 2022-2022close
• Open Access close
• Book close
• Danish close
• COVID-19 close

I dette notat fokuserer vi på tre centrale samfundsinstitutioners læring fra Corona:daginstitutioner, skoler og plejecentre. Fokus er på, hvad de lærte, som de ønsker at tage med videre, og hvorvidt dette er muligt indenfor deres eksisterende (fysiske) rammer. Denne læring kan relatere sig til både praksis indenfor de fysiske rammer, brugen af de fysiske rammer, indretningen af de fysiske rammer og endelig selve de overordnede fysiske rammer dvs. bygninger og udemiljø. Vi vil således fokusere både på praksis i institutionerne, deres brug af det eksisterende fysiske miljø, deres ønsker til anderledes indretning og endelig deres ønsker til andre fysiske strukturer, til et anderledes bygget miljø.

Den aktuelle COVID-19 situation har understreget vigtigheden af en hurtig omstilling til brug af digitale platforme til læring og social kontakt. Digitalisering er ikke alene en praktisk omstilling i nordiske borgeres hverdagsliv, det giver også i stigende grad adgang til demokratisk deltagelse i samfundet, idet adgang til information og deltagelse i aktuelle debatter kan foregå digitalt. Det kræver imidlertid, at kompetencerne og mulighederne for at opnå disse er til stede for alle. Med denne rapport bidrager vi med anbefalinger og et designet toolkit, der skal øge sandsynligheden for et udbytte af digitale lærings-initiativer, der både gavner den enkelte borger i Norden (mikroniveau) og det nordiske samarbejde og de nordiske lande ved at bidrage direkte til policy design og policy implementering (makroniveau). Målet er at understøtte Nordens styrkeposition inden for digitaliseringsområdet og danne basis for nye udviklingsprojekter

Corona-pandemien har medført store og uforudsete forandringer i arbejdslivet og den mentale sundhed. I denne rapport gøres der status over, hvordan corona-pandemien i perioden 2020-2021 forandrede arbejdslivet for forskellige faggrupper på det danske arbejdsmarked. Rapporten sammenfatter resultaterne af et forskningsprojekt blandt faggrupper som enten var udearbejdende (sygeplejersker og dagligvareansatte), hjemmearbejdende (skolelærere og udøvere af liberale erhverv) eller hjemsendte (hotel- og resturationsansatte) under corona-pandemien. Undersøgelsen er et forløbsstudie, hvor de samme cirka 100 personer er blevet interviewet fire gange undervejs i corona-pandemien. Vi følger interviewpersonerne igennem den første nedlukning, den første genåbning, den anden nedlukning og den anden genåbning og beskriver hvordan arbejdsorganiseringen, de sociale relationer og trivslen blev påvirket og forandret. Undersøgelsen viser at der ikke er én sandhed, men mange forskellige sandheder og erfaringer under corona-pandemien. Corona-pandemien har ikke medført en revolution af arbejdslivet, som nogle har hævdet, men forstærket eksisterende tendenser og mikroforandringer i arbejdslivet. Det er vigtigt, at vi tager ved lære af disse erfaringer, så vi er bedre forberedt næste gang der kommer en pandemi og bruger erfaringerne til at forbedre arbejdslivet.

Denne bog handler om oplevelseserhvervene – og især museer og kulturinstitutioner – under corona-pandemien, samt om hvordan institutionerne har mødt og håndteret corona-krisen på forskellige innovative måder. Efter et kort anekdotisk anslag i form af tre uventede konsekvenser af corona-pandemien og et ligeledes kort state-of-the-art afsnit om den foreliggende faglige littaretur om museer, corona og innovation ses der indledningsvist på, hvordan corona-nedlukningen generelt har påvirket oplevelseserhvervene og særligt museer og kulturarvsinstitutioner. Dernæst præsenteres firetre teoretiske frame works. Først præsenteres en række undersøgelser af oplevelseserhvervenes og museernes situation under corona-pandemien. For det andet gennemgås en række strukturelle træk ved oplevelseserhvervene, som har betydning for, hvordan corona-krisen specielt har påvirket disse erhverv. For det tredjeandet introduceresgennemgås 4 typologier for innovation, der inddeler innovationer i forhold til: 1) hvad det er, der innoveres; 2) hvad graden af innovationen er; 3) hvorfra innovationen trækker sin viden og sine ressourcer og drivkræfter; samt 4) i relation til hvilken kontekst, noget kan betragtes som innovativt. For det fjerdetredje præsenteres foreliggende såvel videnskabelige som mere faglige-formidlingsmæssige bidrag til behandlingen og forståelsen af komplekset mellem oplevelseserhvervene, corona-pandemien og innovation. Endelig gennemføres 5 case-studier blandt museer og kulturinstitutioner, der illustrerer og eksemplificerer de forskellige innovative tiltag, som institutionerne har mødt krisen med, belyst og analyseret gennem de tre præsenterede teoretiske frame works. Bogen afsluttes med en konklusion og en perspektivering

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.