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May 5, 2025
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A didactic framework
This guideline for the ROBOdidactics model was developed during a didactic workshop (2021) by teachers, lecturers, and educational coordinators from various secondary education institutions, several lower secondary schools, and a university. A slight update has since then been made in connection with the development of the ROBOdidactics mobile app.
The guiding questions below should not be regarded as comprehensive or mandatory but can be taken as inspiration for further reflection.
Principle “Pick & play”: Select the elements that are most relevant to the given teaching course, typically 6-8 elements in total. It is NOT intended that all 21 elements of the model be thoroughly worked through for each course.
Order: Teaching modules can be initiated differently and therefore in the 4 different quadrants of the model. For example, impulses may come from outside when a company offers collaboration on a technological case (environment), or there may be a need to promote students’ critical reflections on a new technology (digital literacy). A new technology may have entered the market that needs to be tested (digital production), or new curricula may suggest the use of new technologies (teaching design).
Teacher Janne presents the model (in Danish):
Guiding questions
The following guiding questions refer to ROBOdidactics 2.0 (2021).
Sustainability was added as a new and important dimension in the upgraded model DigiDidactics, which originated from ‘ROBOdidactics’ after a thorough cross-national process (Sept-Oct 2024) involving Danish and German teachers, managers, and researchers.
The guiding questions will be updated according to DigiDidactics during 2025.
Learning objectives
Concerns the competencies (knowledge, skills, attitudes) that students are expected to achieve during the module: technically or related to other subjects, socially, and personally. Also, refer to the regulations for the subjects.
- What objectives and core content should be addressed (knowledge, skills, attitudes)?
- Which subjects should be included?
- How does the module make sense for a given target group?
- How can existing modules be adapted to the objectives and target group?
The students´ coinfluence
Students can advantageously be involved in the planning of the module and during the process. For example, by choosing a theme, case, location, target group, role, etc.
- How can students actively participate in the planning of the teaching? Can they be involved in structuring the lessons, such as mini-breaks or the sequence of working with the content?
- Can students contribute issues they want to investigate? Can they, for example, choose themes for project work? How to incorporate students’ interests and daily lives?
- Do students have suggestions to work with certain technologies?
- Can students incorporate aspects from other subjects they have in their education?
- Should students be involved in forming groups – or not?
Content, Activities, and Framework
Concerns the module’s subjects and content, with activities such as presentations, investigations, independent studies, competitions, etc. Frameworks such as location, physical set-up, and equipment.
- What presentations, assignments, and activities can introduce the module? How do you guide students’ thoughts to focus on what they will work on now? Can external inspiration be drawn, for example, an expert demonstrating or explaining a technological solution?
- Does the school have suitable physical settings to carry out the project? Or does the project, for example, require the use of a workshop or laboratory, virtual aids, or special computers/3D printers, etc.?
- What do the framework conditions allow, and what technologies are available relative to the number of students?
- Can you complete your teaching within the given time and budget, or do you need to ask for additional resources?
Students´ Learning Products
Concerns students’ submissions, possibly with requirements and specifications. For example, codes, prototypes, given solutions, presentations, posters, flowcharts, etc.
- What are the students asked to produce: e.g., a programmed game, a poster, a video tutorial for other students, a video demonstrating what a robot prototype can do and how it works, a process report, a presentation?
- What specifications should students potentially receive? For example, scope, technical quality, comprehensibility, valid references, etc.
Pedagogical Methods, Playground Methods
Concerns promoting students´ motivation, reflection, creativity, team building, etc. Targeted use of group work, individual performance, peer learning, etc.
- What pedagogical approach do you have toward your students?
- How do you work with differentiated teaching, including gender, learning preferences, educational levels?
- In what way should students collaborate? How does group formation take place (e.g., group roles, gender distribution, academic levels)?
- Do you use play and games for team building and/or to illustrate the content of the subjects?
Evaluations
Who evaluates what and how: Students’ learning processes and products, the module as a whole, target group satisfaction, etc.
- How do you conduct assessments of students’ learning results?
- How do you evaluate students’ learning processes? How do you give students feedback on their work?
- How do you organize and support students’ self-evaluations and peer evaluations?
- How do teachers evaluate each other?
- Do you evaluate at parent meetings?
- Summarize: What went well, what can be improved?
Career Learning
Career learning is an approach and method to promote the development of students’ competencies to choose their pesonal pathway. Tools can include activities such as transition courses, company visits, peer-to-peer teaching, information searches, etc. The activities are prepared by and with the students, while there may be assignments, and they are summarized afterward with a view to possible career choices (“before-during-after”).
- What methods do you use to promote students’ career learning? Do you structure career learning activities, for example, with “before-during-after”?
- How do you prepare your students to acquire study competencies?
- Do you involve companies or other organizations in career learning processes?
- Can/should parents be involved or others from students’ networks and environments?
Target Groups and Co-Creation
Concerns students’ and teachers’ work with stakeholders outside the school. Involvement of stakeholders in, for example, cases, studies, or events.
- Which external organizations could you advantageously collaborate with?
- How do real-life cases add extra value? How does the collaboration make sense for everyone? How do you ensure that the partners have influence on and benefit from the joint project?
- Do companies have smaller projects/tasks/cases for co-designing a teaching module?
- How and through which channels should contact with companies take place? Does the school already have contacts or a network that can be used?
Digitalization in Society
Concerns digital production in relation to societal development: Digitalization of trades, daily life, global trends, UN’s Sustainable Development Goals, etc.
- Are there current issues, trends, or problems in society that your project relates to? For example, digital inclusion/exclusion, democratic issues, self-driving cars, surveillance, citizen services, strategies, etc.?
- Are there international aspects that are obvious to address?
- Is there a connection to (some of) the UN’s Sustainable Development Goals?
- Can you incorporate data and facts from the current societal debate or from research that can support the project?
Learning in the Education Chain
Concerns creating coherent teaching modules across educational institutions and levels. Teacher-teacher collaboration, student-student tutoring, and support from management.
- Which educational institutions and companies could you work with concerning your subject?
- Are there parts of the module where it makes sense to relate to other educational institutions or levels?
- Can the module advantageously be included in transitional collaborations?
- How do you ensure the coherence of learning objectives in the education chain?
- How do you communicate, develop, collaborate, and evaluate together with the other teachers in the education chain?
Business and Value Creation
Concerns collaboration with the business sector on content in teaching modules and career learning for students. Technologies in use and commercial aspects.
- Which networks can you draw on to find partners from the business sector? How can you further develop your existing collaboration with companies?
- Who has which contacts?
- Do you use role models? For example, an engineer (possibly a former student) who gives a presentation, a female programmer, career role models from vocational education, etc.
- Do you conduct user surveys?
- How does the collaboration create value for you and the company? How do you determine value creation?
- How can you put the technologies in a commercial context? How can you relate ideas to market needs, examine potential sales value, identify target groups, etc.?
The new guiding questions for sustainability (Oct. 24) in the context of teaching with digital production, are inspired by the aims of balancing the needs of the economy, environment, and social well-being (Brundtland report, 1987, and SDG goals, UN 2015).
Choice of Technologies
Concerns the choice of equipment and software for the main digital production, development environments, and user apps. Possibly also supporting technologies, such as video, image edition, etc.
- What technologies will you work with? For example, various language models for generative artificial intelligence, software for the production of virtual or augmented reality, graphic production, etc.
- Should students learn to program physical devices (robots, etc.)? For example, Lego Mindstorm, Arduino, mBots, microbits, etc.
- Should students learn basic programming? For example, Scratch or AppLab.
- Will videos or recorded presentations be made? For example, Screen-O-Matic, OBS, PowerPoint, Prezi, etc.
- Should students be able to provide feedback? For example, Kahoot, Quizlet, Socratic, Google Forms, Microsoft Forms, Peergrade.io, etc.
- Should students collect and store digital products? For example, Google Drive, OneDrive (in Microsoft Teams), Dropbox, etc. Check permissions.
- Can all students run/have access to the programs/technologies you want to use? Can/will you use online tools (via IOS, Windows)?
Methods
The choice of methods depends on the duration of the module, educational level, types of students, and learning objectives. The methods do not necessarily exclude each other but can complement each other.
- Which methods do you choose and why?
- Do the methods fit the length and possibly the interdisciplinary character of the teaching module?
- At what grade level is the module taking place? What structuring does it require? Is there a need for special scaffolding?
Iterative Design Processes
Concerns more open processes in longer-lasting modules, with step-by-step improvements. From freer to more structured modules with frameworks, constraints, predefined milestones, and team roles. Iterative development involves several successive rounds in the design circle (design, test, evaluation, and adjustments).
- How can the module be divided into smaller parts that students can work on iteratively? How many iterations are there in the project?
- What themes do the individual iterations have? Are there phase descriptions visible to the students?
- What prototypes should be delivered along the way (analog or digital prototypes)?
- What deadlines do the individual iterations have?
- How do you review progress at the deadlines?
- How do you scaffold the students at different times/phases?
Worked Examples, Pair Programming
Worked examples are digital resources/simple programs for further processing in student productions.
- To what extent should detailed examples be provided for the production method that students are to learn to use?
- How can “constraints” be incorporated so that the products experience different expressions and characteristics?
- For shorter exercises and assignments: Have you completed the task yourself? Have you prepared an example that students can build on? What is essential to show the students so that they can continue working independently?
- How and with what requirements are the worked examples expanded so that students do not simply copy?
Pair programming is done in pairs, and students develop each other’s products further. It supports collaboration and discussions. For example, every 10 minutes, they switch places in front of the computer.
- Consider students’ educational levels when pairing them or other considerations to their mutual cooperation.
Play, Experiments, and Innovation
Concerns experimental approaches to technologies with minimal instruction. Possibly the use of playground methods, aimed at relationship building, idea generation, daring to fail, etc.
- How do you adapt the problem to the students’ educational levels and their learning preferences?
- What methods for idea generation and concept development can you use?
- How can play be included in idea generation? What techniques and exercises can be used, for example, to open a process, to listen to each other’s suggestions, to select ideas, to close a process?
- How can iterative design processes be included in innovation modules?
Retrospective Reflections
After completion, students describe their work process and technological products using the correct terms and in relation to the underlying theories. This concerns what students have learned about technology and design processes.
- How should students present their digital products and the chosen technical solutions?
- What perspectives does the product have, for example, in a societal context? What other problems can the product solve?
- What could the students have done differently in the design process with their current knowledge?
- What types of feedback could be valuable to the students? For example, summative feedback (assessment of an existing product), formative evaluation (guidance concerning future products), portfolio (ongoing products and reflections).
Digital Empowerment
Involves a critical, reflective, and constructive approach to digital technologies and automation, including gaining an understanding of security, ethics, and consequences.
Ethics and Society
Concerns ethical issues and dilemmas in the use and development of technology, for example, to support climate, economy, security, combat crime, etc.
- Who benefits from the technologies, and what needs are we fulfilling?
- What are the connections between analog and digital solutions?
- What are the advantages and disadvantages of the chosen technologies?
- What role does the given technology play in society?
- Why should we work with technology in this teaching module?
Individual Relevance
Involves relating technologies to their significance for individual students, for example, in their leisure time and daily life, their future aspirations, their learning preferences, etc.
- What personal experiences do students already have with using the technologies?
- What relevance does the given technology have for society and for the students themselves?
- How does the students’ perspective influence their choice of design cases? For example, an interest in gaming might lead to the design of a shooting game, while an interest in climate might lead to the design of a game that addresses pollution.
Critical Thinking
Involves reflecting on the advantages, disadvantages, and consequences of technologies and their use, including cybersecurity, personal data protection, source criticism, etc.
- How do you choose credible sources?
- What are the written and unwritten rules on social media?
- How do you promote the formation of attitudes and opinions among students and encourage them to take a critical stance?
Technological Actionability
Involves the ability to express oneself and master tools to articulate computational thinking in a digital artifact, selecting and developing digital resources.
Communities of Practice
The digital competence and skill in applying it in social professional contexts, even when the practice occurs in actions that are not expressed in words.
- How should students collaborate on digital literacy?
- How are students dependent on each other in their collaboration?
- How does collaboration take place in teams/for the individual/with a manager or coordinator?
- Are role models, senior students, and business involved as relevant stakeholders?
Computational Thinking
Involves promoting students’ abilities to apply knowledge about networks, algorithms, programming, logical thinking, abstraction, and pattern recognition. Data modeling, testing, and trialing.
- How to work on debugging codes or a system? How can you introduce an error (for which you have the solution)?
- How do you enhance students’ understanding of how the code was executed in sequence?
- How do students work with coding and programming: for example, loops, conditions, variables, and other programming concepts?
- How do students master programs for digital production, such as of videos, wireframes, digital prototypes of apps?
In general
- Do you apply and create relevant teaching materials about sustainability and ethics that include economic, environmental, and social aspects, so students understand what sustainability is and why it is important?
- How can you make students become aware of sustainability in the development process and the digital product?
Environment and ´digitainability´
- (How) can the digital product benefit the environment? Such as offer energy-saving alternatives to ordinary solutions, make energy consumption transparent, nudge energy-saving behavior, or others.
- How do you ensure that the technology you use in teaching does not contribute to e-waste? What are your strategies for responsible disposal?
- Do your students practice troubleshooting and repairing technologies instead of throwing them away when they don’t work?
Economy and ressources
- Can you reuse others’ teaching design and materials?
- Can you reuse already available technology in the teaching process? How can you and your students reuse technology, both hardware and software, so resources are not wasted?
- Can you adapt, improve, or be inspired by others’ materials to fit your students?
- Do you and your students program software that works across different operating systems to ensure broad accessibility?
- Do you get your students to reflect on the fact that the use of digital technology is resource-intensive?
- How do your students document their digital productions so others can reuse them? Examples: Explicit notes between code lines, role of files, general information about the digital product. Videos can be used for this purpose, too. Consider private or public sharing.
- How do you strengthen interdisciplinary collaboration to create sustainable solutions?
- How can you and your students learn from others’ experiences regarding the choice of technology and digital productions?
Psycho-social well-being
- How can your students provide constructive feedback, collaborate, and share ideas with each others to strengthen social interaction and promote psycho-social well-being?
- Are you and your students aware of accessability to the digital product for target groups with special needs?
Minute videos: examples from teachers´ practice (in Danish)
The videos below refer to ROBOdidactics vs. 2.0 (2021) and are in Danish.
TEACHING DESIGN
DIGITAL PRODUCTION
DIGITAL LITERACY
ENVIRONMENT
Ressources
(Under revidering. Publiceres i løbet af efterår 2024.)
Undervisningsforløb i MYRE Midtjylland
Undervisningsforløbene i MYRE midt gennemføres i projektperioden 2024-2026 og publiceres i takt med, at de bliver implementeret på følgende uddannelsesinstitutioner:
– Jordbrugets UddannelsesCenter Aarhus (JU) involverer anlægsgartneruddannelsen i Beder
– SOSU Skive Thisted Viborg (SOSU STV) bidrager med SOSU-uddannelserne i Skive
– Mercantec står som leadpartner og indgår derudover i den faglige udvikling med datateknikeruddannelsen
– Syddansk Universitet inddrager uddannelsen ´Game Development and Learning Technologies´
Forløbene i MYRE midt er hovedsageligt koncentreret omkring de involverede erhvervsuddannelser. Dog ønskes samtidig at styrke samarbejdsfladen i uddannelseskæden mellem akademiske og erhvervsrettede uddannelser. Således bidrager lektorer og studerende fra uddannelsen inden for Learning Technologies på Syddansk Universitet (SDU) som ressourcer for EUD-undervisere i udviklingen af deres lokale undervisningsforløb.
I undervisningen på erhvervsskolerne - oversigt
Uddannelserne til anlægsgartner hhv. skovtekniker
– Eksperimenter, efterår 2024
– ”Elev-avatarer til læreplads i udlandet”, marts-april 2025, samt efterår 2025 og forår 2026
– ”At tale gartnerlatin med AR-plantetool”, okt. 2025 og forår 2026, på grundforløb 2 og 4x hovedforløb
– ”Droneinspektion af store træer”, forår 2026, med forberedelse i 2025
– ”En ny grundbog til gartneruddannelsen”, undersøgelser i forår 2025
Assistance fra SDU
IT-koordinatoren på JU Beder er selv en avanceret IT-ekspert, dog ikke specialiseret inden for programmering af de nye teknologier. SDU har inddraget en videnskabelig assistent til at støtte IT-koordinatoren i valg og tilpasning af velegnede teknologiske løsninger.
SOSU uddannelser
– Eksperimenter, efterår 2024
– ”VR-didaktik for elevgrupper med dansk som fremmedsprog”, forår og efterår 2025, samt forår 2026
– ”International læringscafé med AI-tools”, forår og efterår 2025, samt forår 2026
– ”Fagord og fagsprog med H5P”, forår og efterår 2025, samt forår 2026
– “Samtale med en AI-borger” SDU kandidatstuderende & SOSU undervisere, forår 2025
Assistance fra SDU
SDU indgår i SOSU-skolens arbejde med teknologisk ekspertise. To specialestuderende undersøger, om og hvordan en specialdesignet borger-avatar kan bidrage til sprogtræning på SOSU STV.
Datatekniker uddannelsen
– Eksperimenter, efterår 2024
– “Machine learning med Python”, februar 2025
– ”Co-creation på tværs af landegrænser”, dec. 2025 – feb. 2026
– ”Elevernes individuelle faglige guide – Gummi And”, november 2025
Assistance fra SDU
SDU indgår med faglig interaktion mellem SDU-studerende og datateknikerelever. Desuden bidrager SDU med ekspertise til anvendelse i datateknikeruddannelsen.
Software ingeniør uddannelsen, SDU
– Eksperiment “Studerende analyserer sprog-app”, nov. 2024
– “Avatarer med personligheder”, april 2025
– “Samtale med en AI-borger” SDU kandidatstuderende & SOSU undervisere, forår 2025
– “Semesterprojekter med SOSU udsyn”, forår 2025, 3 hold bachelorstuderende
Hvad er et undervisningsforløb?
• Hvert undervisningsforløb indeholder en eller flere nye teknologier.
• Alle forløb er didaktisk i samklang med hinanden, men varierer i omfang, brug af teknologier, niveau og indhold.
• Forløbene opstår af lokale impulser og videreudvikles gennem gensidig inspiration og evalueringer på tværs af uddannelsesinstitutioner. Alle undervisningsforløb er i overensstemmelse med bekendtgørelserne for deres respektive uddannelser og fag.
• En elevcentreret og praksisbaseret pædagogik gør det muligt for eleverne at arbejde selv med teknologierne så meget som muligt.
• i MYRE midt har hvert forløb fokus på teknologiernes anvendelse til fremme af elevernes motivation for at lære og anvende fremmedsprog. Læs mere om didaktikken for flersprogethed i MYRE midt.
• I MYRE sigtes generelt mod at udvikle forløb, der kan genanvendes eller tilpasses i de lokale “uddannelseskæder”, i samarbejde mellem uddannelsesinstitutioner på tværs af niveauer. Derfor designes forløbene til at være skalerbare og at kunne tilpasses forskellige bekendtgørelser, fag og niveauer. I MYRE praktiseres dette fokus i snitfladen til en akademisk ingeniøruddannelse.
• Effekten på elever og undervisere evalueres, baseret på et kvalitetskoncept.
Undervisningsforløb i MYRE midt
Protected: Mercantec: “Co-creation på tværs af landegrænser”, dec. 2025
April 24, 2025
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Mercantec: “Machine Learning med Python”, feb. 2025
April 19, 2025
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Forløbet omhandlede maskinlæring og blev gennemført som et 10-dages valgfag i uge 8-9 2025. Forløbet blev til i et samarbejde
Protected: SOSU STV: “Fagord og fagsprog med H5P”, forår 2025
February 18, 2025
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There is no excerpt because this is a protected post.
SOSU STV: “International læringscafé med AI-tools”, forår 2025
February 17, 2025
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Forløbet er gennemført i forår 2025 i rammerne af skolens ´Internationale Læringscafé´ hver tirsdag eftermiddag. Nedenstående erfaringer stammer fra et
SOSU STV: “VR-didaktik for elevgrupper med dansk som fremmedsprog”, forår 25
February 14, 2025
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Forløbet blev gennemført i perioden marts-april 2025 med elever på deres grundforløb 2 (GF2). Forløbet retter sig først og fremmest
JU: “Elev-avatarer til lærepladser i udlandet”, forår 2025
January 14, 2025
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Forløbet er blevet gennemført som en første iteration i perioden marts-april 2025. Tre elever (18-29 år) fra hovedforløb #1 i
SDU: “Studerende analyserer sprog-app”, nov. 2024
January 14, 2025
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Det korte forløb blev gennemført d. 21. nov. 2024, i rammerne af en lektion i faget Læringsteknologi I på uddannelsen
Arrangementerne i MYRE midt omfatter følgende (efterår 2024 – forår 2026):
- Fælles seminarer for alle projektdeltagere, særligt undervisere og eksterne samarbejdspartnere: Formålet med seminarerne er at beramme udveksling mellem deltagerne, inspirere til den faglige udvikling og bidrage til fremdriften i de lokale aktiviteter.
- Tech-workshops for de projektdeltagere der har interesse og behov: Formålet er at bidrage målrettet med teknologisk inspiration. Gennemføres som korterevarende webinarer eller med fysisk tilstedeværelse eller som hybrid.
- Styregruppemøder med deltagelse af de lokale projektledere: Et beslutningstagende forum til sikring af projekternes kvalitet og værdiskabelse.
- Følgegruppemøder berammer et kvalificerende forum og består af specialister fra vidensinstitutioner, virksomheder samt repræsentanter fra parallelt igangværende projekter med tematisk relation.
- Sluteventet er åbent for offentligheden og særligt projekternes interessenter. Her formidles bl.a. resultater og metoder.
Arrangementerne med offentlig interesse publiceres løbende her. Distribution af materialer fra arrangementerne foregår via TEAMS.
Sprog og tech workshop, 11. april 25
March 20, 2025
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Denne todelte workshop gennemføres med personlig deltagelse. Første del omhandler fortsat undervisernes arbejde med EUD-elevers fremmedsprog. I anden del vil
MYRE midt, seminar #2, 5. feb. 25
December 13, 2024
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Seminar #2 er det andet af 4 fælles seminarer for alle projektdeltagere og særligt inviterede interessenter. Formålet med seminar #2
Tech workshop, 20. nov. 24: “AI til sprogtræning”
October 7, 2024
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Denne tech workshop gennemføres som webinar. Webinaret byder på erfaringer med forskellige AI-værktøjer til fremme af danske HHX-elevers tyskkompetencer, hhv.
Tech workshop, 29. okt. 24: “Motivationsmodeller”
October 7, 2024
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Denne workshop gennemføres som webinar. Formålet med webinaret er at introducere til de motivationsmodeller, som refereres til i MYRE midt
MYRE midt kick-off, 30. sept. 24
August 12, 2024
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MYRE midt kick-off er det første af 4 fælles seminarer for alle projektdeltagere og særligt inviterede interessenter. Formålet med kick-off
MYRE midt følgegruppemøde #1, 21. aug. 24
August 12, 2024
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Om følgegruppen Formålet med følgegruppen er at inspirere og kvalificere projektets faglige processer. Følgegruppen til MYRE midt består af –
MOOCs - hvad og hvorfor
MOOC står for Massive Open Online Course.
(Forklaring, historie, udbredelse og i DK, teknologi)
MOOCs i MYRE
I MYRE arbejder undervisere sammen på tværs i uddannelseskæden og dermed på tværs af deres pædagogiske og didaktiske grundfagligheder. Når underviserne lærer og udvikler med hinanden, er der dels brug for en fælles didaktisk forståelsesramme. Denne ramme har vi kunnet udvikle i et større praksisfællesskab som den efterhånden velafprøvede og veletablerede model ROBOdidaktik. Men derudover er der brug for en fælles platform til (fortsat) kompetenceudvikling, uafhængig af enkelte projekter og frit tilgængelig for alle.
Til dette formål blev det nærliggende at tænke på MOOCs om didaktiksering af fremtidsteknologier. Syddansk Universitet er én af hovedkræfterne bag MYRE indsatsen og de forudgående projekter. SDU forestod også den action research, som resulterede i ROBOdidaktik modellen. Da SDU åbnede sin egen MOOC-læringsplatform OpenEdX i 2023, fik MYRE stillet faciliteten til rådighed.
Dermed kunne visionen om MOOCs, der henvender sig tværinstitutionelt til undervisere, afprøves med en prototype. MYRE Syddanmark blev ramme om udviklingen af ´Kunstig intelligens (AI) som læringspartner´ (2023/2024).
´AI som læringspartner´
(Om MOOC´ens udviklingsproces, koncept og indhold)
Download analyserapport, SDU (jan. 2024)
I ´AI som læringspartner´ indgår en række videoforklaringer af generativ kunstig intelligens, anvendelse af AI i undervisningen og etiske overvejelser.
Denne video med lektor Gunver Majgaard, SDU (2024), samler nogle af hovedpointerne.
A technology-didactic model
The intensive digitalization over relatively few years has led to a focus on teaching with new technologies and technological production. At the same time, a need has arisen to achieve greater mutual understanding and coherence across educational levels – in the “education chain”. Schools have also opened up or are asked to open up to their environment, including businesses, other public sector organizations, and civil society.
In this context, the ROBOdidactics model has been developed and refined during a Southern Danish project series. The model is practice-based and qualified in an action research process.
About
The technology-didactic model supports the planning, evaluation, and communication of teaching with digital production. The model covers 4 dimensions:
TEACHING DESIGN with learning objectives, pedagogical methods, student co-determination, evaluations, etc.
DIGITAL PRODUCTION about the technological part of the learning processes, with various methodological approaches to iterative development and innovation processes.
DIGITAL LITERACY, which includes the technological empowerment of students, their critical thinking, and ethical considerations.
ENVIRONMENT / THE EXTERNAL WORLD as a perspective by collaborating with companies, other educational institutions, etc., with career learning as one of the important methods.
Users can access ROBOdidactics “anywhere they want” and choose “whatever they want” as the appropriate elements for the given individual teaching modules.
ROBOdidactics vs. 2.0
Didactic framework with guideline
In a series of didactic workshops across the education chain, numerous teachers and the schools’ pedagogical coordinators have contributed to the iterative development of ROBOdidactics.
Moreover, version 2.0 of the model has been supplemented with guiding reflection questions that can support the understanding of the model.
ROBOdidactics has been developed, tested, and reviewed across educational organizations and levels during a Southern Danish project series (2018-2022).
In MYRE (2023 and beyond), the model is used as a common framework to communicate, evaluate, and further develop educational programs with emerging technologies.
MYRE teaching modules
MYRE DK-DE resulted in 13 teaching modules, conducted at Regionales Berufsbildungszentrum Kiel, Svendborg Vocational Highschools (SESG), The University of Southern Denmark (SDU), and level-crossing with other educational institutions in the local “education chains”.
Some crucial principles were applied to the teaching modules.
Each teaching module included one or more emerging technologies. The project had specifically focus on The Metaverse with Augmented and Virtual Reality (AR, VR, XR), generative Artificial Intelligence (GenAI), and robotics.
All modules aligned with the ROBOdidactics framework but varied in duration, technologies, levels, and content.
A minimum of 400 students at different levels participated. Impacts on students and teachers were evaluated based on a quality assurance concept. The students provided feedback on their new technological insights and competencies, their ability for relating the technologies to sustainability, and their career learning of educational pathways and job profiles with emerging technologies.
• The modules originated from local impulses, refined through mutual inspiration and reviews across the border. All teaching modules complied with the respective local frameworks.
• A student-centered and practice-based pedagogy enabled the students to work with the technologies themselves as much as possible.
• Most modules aligned with at least one UN sustainability goal.
• The partners adapted variations of their teaching modules in each their local “education chain”, collaborating with institutions across educational levels. Thus, the teaching modules were designed to be scalable and adaptable to different regulations, subjects, and levels.
The Danish and German partners collaborated on this work during the entire process, and local network partners were involved.
The tech-didactic model ROBOdidactics served as a border-crossing and level-crossing framework for communicating, evaluating, and re-designing local teaching modules.
Teaching modules 2024
13 teaching modules have been developed and exchanged on among the partners, and 12 of them have been implemented.
In the educational programs
– DE gym ”With robotics on mission to Mars” & learning videos – Jan. 2024
– DK HHX Svendborg “AI-supported tools for marketing” – Feb.-March 2024
– DK SDU “Semester projects with XR” – Feb. – June 2024
– DK HHX “Personal AI-trainer for speaking German”, Oct. 2024
– DK HTX Svendborg “VR glasses in biology lessons” – March-April 2024
– DK HHX Svendborg ”ChatGPT in the subject German language“ – March 2024
Border-crossing
– DK HHX Svendborg/DE RBZ Kiel ”Across borders: digital learning”, Infostand Berlin stand – April 2024
Level-crossing in the local ´education chains´
– DK HHX Svendborg & Haarhs “AI supported tools for business development” – Oct.-Nov. 2024
– DK SDU & UCL “XR in health education” – Feb. 2024
– DK HTX Svendborg & Haahrs “Electric gokarts and Kinematics” – May 2024
– DE RBZ Kiel & Gemeinschaftsschule ”Girls´ Day with Robotics” – Jan. 2024
– DE RBZ Kiel & Fachhochschule Kiel “AR-illustrated posters: renewable energies” – Feb./March 2024
– DK HHX Svendborg & SDU “Enjoy your exam!” VR & 360 degree cam – not realized
DK HHX Svendborg & Haahrs: “AI-support of business development”
December 4, 2024
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The teaching module was conducted over 3 weeks (October–November 2024) in collaboration with Haahrs Lower Secondary School and Svendborg Business
DK HHX “Personal AI-trainer for speaking German”
October 1, 2024
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The module was conducted 4th Oct. 2024 at Business Highschool Svendborg (Svendborg Erhvervsgymnasier, HHX) with 24 students from grade 11
SDU “Students´ semester projects with XR”
July 29, 2024
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The teaching module was conducted over 20 weeks (Feb. to June 2024) as part of the semester projects for engineering
RBZ Kiel & Gemeinschaftsschulen “Girls´ day with robotics”
July 22, 2024
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The module was conducted 5th Feb. 2024, as a specific event in the framework of an “open house” activity at
RBZ Kiel “AR-illustrated posters: Renewable energies”
July 5, 2024
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The teaching module was conducted at business highschool RBZ Wirtschaft Kiel, with students from the study line ´business informatics´, grade
RBZ Kiel “With Robotics on mission to Mars”
July 1, 2024
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The teaching module was conducted in the framework of a project week at business highschool RBZ Wirtschaft Kiel, with students
DK SDU & UCL “XR in Health Education”
June 15, 2024
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The teaching module took place in February 2024 at the University of Southern Denmark (SDU) as a collaboration between SDU
DK HTX Svendborg & Haahrs “Electric Go-Karts and Kinematics”
June 15, 2024
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The teaching module was conducted with electric Go-Karts at Technical Highschool Svendborg (HTX), 3rd May and 13th May 2024. 4
DK HHX “ChatGPT in the subject German language”
June 15, 2024
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The teaching module was conducted in March 2024 at Business Highschool Svendborg (Svendborg Erhvervsgymnasier, HHX). 26 students (17 males, 9
DK HTX: “VR glasses in biology lessons”
May 28, 2024
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The teaching module was conducted at Technical High School Svendborg (HTX) in March 2024 with 28 students in 11th grade
DK HHX Svendborg: “AI-supported tools in marketing”
May 9, 2024
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The teaching module has been conducted between 1st March – 20th April 2024 at business highschool Svendborg (HHX). 31 students
DK-DE: “Across borders: digital learning”, Infostand Berlin
May 6, 2024
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The module emerged from initial cross-national dialogues between Danish and German MYRE teachers, as a joint initiative including 2 Danish
HHX Svendborg & SDU “Enjoy your exam!” – VR & 360 degrees cam
April 25, 2024
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The following outlines a preliminary analysis and the initial tentative designs for a case titled “Enjoy Your Exam!” This intended
Didaktisk ramme
Vejledningen til modellen ROBOdidaktik er udarbejdet i løbet af didaktiske workshops (2021) af undervisere og pædagogiske koordinatorer fra en række ungdomsuddannelser (EUD, HHX, HTX, STX), flere grundskoler og et universitet. Der er sidenhen foretaget en let opdatering i anledning af mobil app´en ROBOdidaktik.
De vejledende spørgsmål skal ikke betragtes som fyldestgørende, men må gerne tages som inspiration til videre refleksion.
Princip “Pick & play”: Vælg de elementer, der er mest relevante for det givne undervisningsforløb, i alt typisk 6-8 elementer. Det er IKKE meningen, at alle modellens 21 elementer skal gennemarbejdes for hvert forløb.
Rækkefølge: Forløb kan blive initieret forskelligt og dermed i de forskellige kvadranter i modellen. Der kan fx komme impulser udefra, når en virksomhed tilbyder samarbejde om en teknologisk case (omverden), eller der kan være et behov for at fremme elevernes kritiske overvejelser om en ny teknologi (digital dannelse). Der kan være kommet en ny teknologi på markedet, som skal afprøves (digital produktion), eller nye læreplaner lægger op til brug af nye teknologier (undervisningsdesign).
Underviser Janne præsenterer modellen:
Vejledende spørgsmål
Læringsmål
Omhandler viden, færdigheder hhv. kompetencer, som eleverne skal opnå i forløbet: fagligt, socialt og/eller personligt. Se også vejledningerne til fagene.
- Hvilke faglige mål og hvilket kernestof skal der arbejdes med (viden, færdigheder, kompetencer)?
- Hvilke fag skal indgå?
- Hvordan giver forløbet mening for en given målgruppe?
- Hvordan kan man tilpasse eksisterende forløb til mål og målgruppe?
Elevernes medindflydelse
Eleverne inddrages med fordel i planlægning af forløbet og undervejs. Ved fx at vælge tema, case, sted, målgruppe, rolle el.lign.
- På hvilken måde kan eleverne inddrages aktivt i planlægningen af undervisningen? Kan eleverne inddrages i timernes struktur, fx minipauser eller rækkefølge af fagligt indhold?
- Kan eleverne byde ind med problemstillinger, de gerne vil undersøge? Kan eleverne fx vælge temaer ved projektarbejde? Hvordan inddrager man elevernes interesser og hverdagsliv?
- Har eleverne ønsker til at arbejde med konkrete teknologier?
- Kan eleverne inddrage aspekter fra andre fag, de har på deres uddannelse?
- Skal eleverne inddrages i dannelse af grupper – eller netop ikke?
Indhold, aktiviteter og rammer
Omhandler det faglige stof og materialer fra forløbets fag. Aktiviteter som oplæg, undersøgelse, konkurrence m.m. Rammer med sted, indretning og udstyr m.m.
- Hvilke oplæg, opgaver og aktiviteter kan introducere til forløbet? Hvordan får du sporet elevernes tanker ind på det, I skal arbejde med nu? Kan der hentes inspiration udefra, fx en ekspert som viser eller fortæller om en teknologisk løsning?
- Har skolen velegnede fysiske rammer til at gennemføre projektet? Eller kræver projektet fx brug af værksted eller laboratorium, virtuelle hjælpemidler eller særlige computere/3D-printere etc.?
- Hvad tillader rammerne og antal teknologier i forhold til antal elever?
- Har du mulighed at gennemføre din undervisning inden for den givne tid og økonomi, eller er der behov for, at du søger om ekstra ressourcer?
Elevernes læringsprodukter
Omhandler elevernes afleveringer, evt. med kravspecifikationer. Fx koder, prototype, givne opgaveløsninger, præsentation, flowchart, m.m.
- Hvad skal eleverne producere: Fx et programmeret spil, en poster, en videotutorial til andre elever, en video til demonstration af hvad en robot-prototype kan og hvordan den virker, en procesrapport, en præsentation?
- Hvilke kravspecifikationer skal eleverne evt. få? Fx omfang, teknisk kvalitet, forståelighed, valide kildehenvisninger etc.
Pædagogiske metoder, legemetoder
Omhandler fremme af motivation, refleksion, kreativitet, teambuilding m.m. Målrettet brug af gruppearbejde, individuel præstation, peer-learning etc.
- Hvilken pædagogisk tilgang har I til jeres elever?
- Hvordan arbejder du med undervisningsdifferentiering, herunder køn, præferencer, faglige niveauer?
- På hvilken måde skal eleverne samarbejde? Hvordan foregår gruppedannelse (fx grupperoller, kønsfordeling, faglige niveauer)?
- Anvender I leg og spil til teambuilding og/eller til illustration af det faglige indhold?
Evalueringer
Hvem evaluerer hvad og hvordan: Elevernes læringsproces og -produkter, forløbet som helhed, målgruppens tilfredshed, m.m.
- Hvordan foretager du faglige bedømmelser af elevernes læring?
- Hvordan vurderer du elevernes læreprocesser? Hvordan giver du eleverne feedback på forløbet?
- Hvordan organiserer og understøtter I elevernes selvevalueringer og peer-evalueringer?
- Hvordan evaluerer underviserne med hinanden?
- Evaluerer I på forældremøder?
- Sammenfat: Hvad gik godt, hvad kan I gøre bedre?
Omverden
Karrierelæring
Karrierelæring er en tilgang og metode til at fremme udvikling af elevernes kompetencer til at vælge vej. Midler kan være aktiviteter som brobygning, virksomhedsbesøg, ung-til-ung undervisning, informationssøgning m.m. Aktiviteterne forberedes af og med eleverne, imens kan der være opgaver og der samles op efterfølgende mhp. mulige karrierevalg (= ”før – under – efter”).
- Hvilke metoder bruger du for at fremme elevernes karrierelæring? Strukturerer du karrierelæringsaktiviteter fx med ”før-under-efter”?
- Hvordan forbereder du dine elever på at få studiekompetencer?
- Inddrager I virksomheder eller andre organisationer i karrierelæringsprocesser?
- Kan/bør forældre inddrages eller andre fra elevernes netværk og miljøer?
Målgrupper og samskabelse
Omhandler elevernes og undervisernes arbejde med interessenter uden for skolen. Inddragelse af interessenter i fx cases, undersøgelser eller arrangementer.
- Hvilke eksterne organisationer kan I med fordel indgå et samarbejde med?
- Hvordan tilfører cases fra virkeligheden ekstra værdi? Hvordan giver samarbejdet mening for alle? Hvordan får samarbejdspartnerne indflydelse på og gavn af det fælles projekt?
- Ligger virksomheder inde med mindre projekter/opgaver/cases til co-design af et undervisningsforløb?
- På hvilken måde og ad hvilke kanaler skal kontakten til virksomhederne foregå? Har skolen allerede kontakter eller et netværk, der kan bruges?
Digitalisering i samfundet
Omhandler digital produktion i forhold til samfundsudviklingen: Digitalisering af brancherne, af hverdagslivet, globale tendenser, FNs Verdensmål, m.m.
- Findes der aktuelle spørgsmål, tendenser eller problemstillinger i samfundet, som dit projekt relaterer til? Fx digital inklusion/eksklusion, demokratiske problemstillinger, selvkørende biler, overvågning, borgerservice, strategier, etc.?
- Er der internationale aspekter, som er oplagte at forholde sig til?
- Er der en sammenhæng til (nogle af) FNs verdensmål?
- Kan I inddrage data og fakta fra den aktuelle samfundsdebat eller fra forskning, som kan understøtte projektet?
Læring i uddannelseskæden
Omhandler at skabe sammenhængende forløb på tværs af uddannelsesinstitutioner og -niveauer. Lærer-lærer samarbejde, elev-elev tutoring og opbakning fra ledelsen.
- Hvilke uddannelsesinstitutioner og virksomheder kunne du passende arbejde sammen med ift. dit fag?
- Findes der dele af forløbet, hvor det kan give mening at perspektivere til andre uddannelsesinstitutioner eller niveauer?
- Kan forløbet med fordel inddrages i brobygningssamarbejde?
- Hvordan sikrer I sammenhæng af læringsmål i uddannelseskæden?
- Hvordan kommunikerer, udvikler, samarbejder og evaluerer du sammen med de andre undervisere i uddannelseskæden?
Erhvervsliv og værdiskabelse
Omhandler samarbejde med erhvervslivet om indhold i undervisningsforløb og karrierelæring for eleverne. Teknologierne i brug og kommercielle aspekter.
- Hvilke netværk kan I trække på mhp. nye samarbejdspartnere fra erhvervslivet? Hvordan kan I videreudvikle jeres eksisterende samarbejde med (praktik-)virksomheder?
- Hvem har hvilke kontakter?
- Bruger I rollemodeller? Fx en ingeniør (evt. en tidligere studerende), der holder oplæg, en kvindelig programmør, karriereforbilleder fra EUD, etc.
- Foretager I brugerundersøgelser?
- På hvilken måde giver samarbejdet værdi for jer og for virksomheden? Hvordan afgør I værdiskabelsen?
- Hvordan kan I sætte teknologierne i en kommerciel sammenhæng? Hvordan kan I arbejde med at omsætte idéer til markedsbehov, undersøge mulig salgsværdi, identificere målgrupper, etc.?
Valg af teknologier
Omhandler valg af udstyret og software til den primære (digitale) produktion, udviklingsmiljøer hhv. brugerapps. Evt. understøttende teknologier, fx video, billeder m.m.
- Hvilke teknologier vil I arbejde med? Fx diverse sprogmodeller for generativ kunstig intelligens, software til produktion af virtual eller augmented reality, grafisk produktion m.fl. Skal eleverne lære at programmere fysiske devices (robotter o.lign.)? Fx Lego-mindstorm, Arduino, mBots, micro:bits m.fl.
- Skal eleverne lære grundlæggende programmering? Fx Scratch eller i AppLab.
- Skal eleverne lære at programmere til VR eller AR? Fx CoSpaces m.fl.
- Skal der laves videoer eller indtalte præsentationer? Fx Screen-O-Matic, OBS, PowerPoint, Prezi m.fl.
- Skal eleverne kunne give fagligt feedback? Fx Kahoot, Quizlet, Socratic, Google Forms, Microsoft Forms, Peergrade.io m.fl.
- Skal eleverne samle og opbevare digitale produkter? Fx Google-Drev, OneDrive (deling i Microsoft Teams), Dropbox m.fl.
- Kan alle elever køre/har adgang til de programmer/teknologier du vil anvende? Kan/vil I benytte online-redskaber (via IOS, Windows)?
Metoder
Metodevalg er afhængigt af bl.a. forløbets varighed, faglige niveau, elevtyper og læringsmål. Metoderne betinger ikke hinanden, men kan supplere hinanden.
- Hvilke metoder vælger du og hvorfor?
- Passer metoderne til længden og evt. tværfagligheden i undervisningsforløbet?
- På hvilke(t) klassetrin foregår forløbet? Hvilken strukturering kræver det? Er der brug for en særlig stilladsering?
Iterative designprocesser
Omhandler mere åbne processer i længerevarende forløb, med trinvise forbedringer. Fra friere til mere styrede forløb med rammer, benspænd, prædefinerede milepæle og teamroller. Iterativ udvikling er flere på hinanden følgende omgange i designcirklen (design, test, evaluering og justeringer), som egner sig godt for længerevarende forløb.
- Hvordan kan forløbet deles op i mindre dele, som eleverne kan arbejde med iterativt? Hvor mange iterationer er der i projektet?
- Hvilke temaer har de enkelte iterationer? Har du lavet en fasebeskrivelse, som er synlig for eleverne?
- Hvilke prototyper skal der leveres undervejs (analoge eller digitale prototyper)?
- Hvilke deadlines har de enkelte iterationer?
- Hvordan gør I status ved deadlines?
- Hvordan stilladserer du eleverne på forskellige tidspunkter/faser?
Worked examples, parprogrammering
Worked examples er de digitale ressourcer/simple programmer til videreforarbejdning i/af elevproduktioner.
- I hvor høj grad skal der gives detaljerede eksempler på de produktionsmetoder som eleverne skal lære at anvende?
- Hvordan kan der tænkes (gruppevise) “bespænd” ind, så produkterne får forskellige udtryk og egenskaber?
- Til lidt kortere øvelser og opgaver: Har du selv gennemført opgaven? Har du udarbejdet et eksempel, som elever kan arbejde videre på? Hvad er væsentligt at vise eleverne for at de kan arbejde selvstændigt videre? Hvordan og med hvilke krav udvides eksemplerne, så eleverne ikke blot kopierer?
Parprogrammering foregår parvis, og eleverne videreudvikler på hinandens produkter. Det understøtter samarbejdet og de faglige samtaler. Fx hvert 10. minut skiftes plads foran computeren.
- Overvej elevernes faglige niveau ved pardannelsen eller andre hensyn mhp. deres indbyrdes samarbejde.
Leg, eksperimenter og innovation
Omhandler afprøvende tilgange til teknologier med minimal instruktion. Evt. brug af legemetoder, mhp. relationsdannelse, idégenering, turde at fejle, m.m.
- Hvordan tilpasser du problemstillingen til elevernes faglige ståsted?
- Hvilke metoder til idégenerering og konceptudvikling kan du bruge?
- Hvordan kan leg indgå i idegenerering? Hvilke teknikker og øvelser kan anvendes, fx for at åbne en proces, for at lytte til hinandens forslag, for at vælge idéer ud, for at lukke en proces? Se fx Den kreative platform, Aalborg Universitet.
- Hvordan kan iterative designprocesser indgå i innovationsforløb?
Faglig refleksion
Efter afslutningen beskriver eleverne deres arbejdsproces og teknologiske produkter med de korrekte fagudtryk og ift. den bagvedliggende teori. Omhandler, hvad eleverne har lært om teknologi og designprocesser.
- Hvilke faglige begreber er i spil?
- Hvordan skal eleverne præsentere deres digitale produkter og de valgte tekniske løsninger?
- Hvilke perspektiver har produktet fx i en samfundsmæssig sammenhæng? Hvilke andre problemer kan produktet løse?
- Hvad kunne eleverne have gjort anderledes i designforløbet med den nuværende viden?
- Hvilke typer feedback kunne være værdifulde for eleverne? Fx summativ feedback (vurdering af et eksisterende produkt), formativ evaluering (vejledende i forhold til fremtidige produkter), portfolio (løbende produkter og refleksioner).
Digital dannelse
Digital myndiggørelse
Omhandler en kritisk, refleksiv og konstruktiv tilgang til digital teknologi og automatisering. Bl.a. at opnå en forståelse for sikkerhed, etik og konsekvenser.
Etik og samfund
Omhandler etiske problemstillinger og dilemmaer ved anvendelse og udvikling af teknologi til fx at støtte klima, økonomi, sikkerhed, at bekæmpe kriminalitet m.m.
- Hvem drager nytte af teknologierne, og hvilke behov opfylder vi?
- Hvilke sammenhænge er der mellem analoge og digitale løsninger?
- Fordele og ulemper ved de valgte teknologier?
- Hvilken rolle har den givne teknologi i samfundet?
- Hvorfor skal vi arbejde med teknologi i dette forløb?
Individuel relevans
Indebærer at relatere teknologierne til en betydning for de enkelte elever, fx i deres fritid og hverdagsliv, deres fremtidsdrøm, deres læringspræferencer, etc.
- Hvilke personlige erfaringer har eleverne på forhånd med brugen af teknologierne?
- Hvilken relevans har den teknologi, I arbejder med, for samfundet og for eleverne selv?
- Hvordan afspejler elevernes perspektiv deres valg af design cases? Fx kan spilinteresse føre til design af et skydespil, imens klimainteresse kan føre til design af spil som afhjælper forurening.
Kritisk tænkning
Omhandler refleksion med fordele, ulemper og konsekvenser ved teknologier og deres anvendelse, bl.a. cyber- og persondatasikkerhed, kildekritik, m.m.
- Hvordan vælger man troværdige kilder?
- Hvad er de skrevne og de uskrevne regler på de sociale medier?
- Hvordan fremmer du holdningsdannelse hos eleverne og at eleverne tager kritisk stilling?
Teknologisk handleevne
Omhandler evnen til at udtrykke sig og mestre værktøjer i forhold til at kunne udtrykke computational thinking i et digitalt artefakt, udvælge og udvikle digitale kilder.
Praksisfællesskaber
Den digitale kompetence og færdighed i anvendelse i sociale professionskontekster, også når praksis foregår i handlinger som ikke udtrykkes i ord.
- Hvordan skal eleverne samarbejde om (digital) dannelse? Hvordan er eleverne afhængige af hinanden i deres samarbejde?
- Hvordan foregår samarbejde i teams/for den enkelte/med en overordnet?
- Er rollemodeller, ældre elever og erhvervslivet inddraget som faglige interessenter?
Computational Thinking
Omhandler fremme af elevernes evner til at anvende viden om netværk, algoritmer, programmering. Logisk tænkning, abstraktion og mønstergenkendelse. Datamodellering, test og afprøvning.
- Hvordan arbejder man med fejlfinding i koden eller systemet? Hvordan kan du introducere til en fejl (som man selv har løsningen på)?
- Hvordan fremmer du elevernes forståelse af, hvordan koden blev afviklet i sekvens?
- Hvordan arbejder eleverne med kodning og programmering: fx loops, betingelser, variable og andre programmeringsbegreber?
- Hvordan mestrer eleverne programmer til digital produktion af fx videoer, wireframes, digitale prototyper af apps?
Minutvideoer: eksempler fra undervisernes praksis
UNDERVISNINGSDESIGN
DIGITAL PRODUKTION
DIGITAL DANNELSE
OMVERDEN
Ressourcer
(Under revidering. Publiceres i løbet af efterår 2024.)
Publications in MYRE DK-DE
MYRE DK-DE has actively promoted its mission and methods throughout the entire project period. As a result, stakeholders have been extensively engaged, and professionals have been invited to join the MYRE initiative and continue the journey together, also after the end of the project.
A few highlights from the promotional activities can be accessed here.
Events in MYRE DK-DE
Events in MYRE DK-DE have encompassed a range of meetings and seminars:
- Network meetings were open to all project members, first and foremost teachers, managers and involved stakeholders: The purpose of the network meetings was to support exchange among the participants and to promote the progression of the production.
- Workshops were optional for project members according to their needs and interests: The purpose was to contribute with technological inspiration. Conducted as short-lasting webinars, hybrid, or personal meetings.
- Steering group meetings with participation of the local project managers: A decision-making forum to ensure quality and value-addition of the project.
- Events were open for the public and especially stakeholders. Results and methods were presented, and the purpose of the events was broader implementation.
Empowering Minds, Easing Anxiety: bridging Innovation and Exposure Therapy for Social Anxiety Disorders in Denmark
What does sweat, and virtual reality have to do with treating social anxiety? VRaid is an ambitious collaboration between clinical and technical researchers that seek to develop the VR8 solution, an innovative and personalized treatment for social anxiety in adults.
Through VR patients are being exposed to anxiety-inducing scenarios controlled by their therapist, such as public speaking or public transportation. In real-time biometric data, such as heart rate, sweat and respiration levels, informs the VR system that then adapts to the individual needs of the patient.
Through artificial intelligence the biometric data is compiled into an ‘anxiety model’. Over time the system creates an anxiety model for each patient, and this knowledge is used by the therapist to estimate how challenging the anxiety-inducing situation should be. For instance, if simulating public speaking should the audience be more attentive to what the patient is saying, or would it be beneficial for the treatment to introduce an indifferent audience?
The research within this project features exploration of the combination of design methods such as iterative development methods, filmmaking, UX and participatory design used for the design and development of the interactive 360-degree scenarios within the VR8. The project also feature research in AI in anxiety treatment.
Project contact: Gunver Majgaard
Project website: https://vr8.dk/
#VRET #VR #Exposure Therapy #CBT #Social Anxiety Disorder #Design methods “Iterative design
