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Protected: Webinar DigiDidaktik, 5. dec. 2025

Regina

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    Events | Veranstaltungen in MYREcross

    Events i MYREcross omfatter en række fælles arrangementer på tværs af landegrænsen:

    Netværksmøder er åbne for alle projektets deltagere, først og fremmest undervisere, ledere og relevante interessenter. Formålet med netværksmøderne er at fremme udvekslingen mellem deltagerne og dermed at berige lokal udvikling såvel som at understøtte fremdriften i produktionen.

    Projektets praksisorienterede workshops er valgfrie for projektmedlemmerne og bliver tilrettelagt ud fra deres behov og interesser. Formålet er at bidrage med teknologisk og didaktisk inspiration. De gennemføres som korte webinarer, i hybride formater eller som fysiske arrangementer.

    Interim eventet og den afsluttende konference er åbne for offentligheden og især for projektets netværkspartnere og andre eksterne interessenter. Resultater og metoder skal præsenteres, og det samlede formål er at udbrede implementering. 

    Styregruppemøder med deltagelse af de lokale projektkoordinatorer udgør et beslutningsforum med henblik på at sikre kvalitet og øge projektets merværdi.

    Events im Rahmen von MYREcross umfassen eine Reihe gemeinsamer grenzüberschreitender Veranstaltungen:

    Netzwerk Meetings sind offen für alle Projektteilnehmenden, insbesondere die Lehrkräfte, Leitende und relevante Stakeholders. Ziel der Netzwerk Meetings ist es, den Austausch unter den Teilnehmenden zu fördern und dadurch die lokale Entwicklung zu bereichern sowie den Fortschritt in der Produktion zu unterstützen.

    Die praxisorientierten Workshops des Projekts sind freiwillig für die Projektmitglieder und werden gemäß deren Bedürfnissen und Interessen geplant. Ziel ist es, technologische und didaktische Impulse zu geben. Sie werden als kurze Webinare, in hybriden Formaten oder als Präsenzveranstaltungen durchgeführt.

    Die Zwischenveranstaltung und die Abschlusskonferenz sind öffentlich zugänglich, vor allem für die Netzwerkpartner des Projekts sowie andere externe Interessierte. Ergebnisse und Methoden sollen präsentiert werden, und das übergeordnete Ziel ist die Verbreitung und Implementierung.

    Steuergruppensitzungen mit Teilnahme der lokalen Projektkoordinator*innen bilden ein Entscheidungsgremium, mit dem Ziel, Qualität zu sichern und den Mehrwert des Projekts zu erhöhen.

    Kick-off, 12.-13. Nov. 25, Svendborg

    Regina

    • Auf deutsch, siehe hier Das Kick-off von MYREcross ist das erste von insgesamt 7 Netzwerk Meetings für alle Projektbeteiligten und

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    Fremtidsteknologier for fremmedsprog i EUD

    MYRE midt har til formål at fremme motivation for at lære og anvende fremmedsprog hos elever i erhvervsuddannelser (EUD).
    Til dette formål udforsker undervisere og it-pædagogiske koordinatorer fra 3 erhvervsskoler de nye muligheder, som fremtidsteknologier kan byde på. 

    De 3 projektskoler undersøger og understøtter sammenlagt deres elevers tilgange til fremmedsprog , bl.a. 
     – i præsentationer for udenlandske arbejdsgivere
     – i elevernes samarbejde med uddannelser og elever på tværs af landegrænser
     – i elevernes dialoger med udenlandske fagfolk i danske virksomheder
     – i dansk som andetsprog 
     – i kunstige fagsprog som botanik og programmeringssprog
     – som en ny sproglighed med chat-robotter

    Eksperter fra Det Nationale Center for Fremmedsprog har bidraget med inspiration i sprogworkshops og med kvalificering af erkendelser undervejs. 

    Flersprogsvejledere fra SOSU STV  har udvidet det sproglige fokus med teori og metoder for arbejdet med ´dansk som andetsprog´. 

    Forskere og assistenter fra Syddansk Universitet har bidraget med ekspertise i tech workshops og berammer arbejdet med den teknologi-didaktiske model ROBOdidaktik. 

    Undervisningsforløb

    Undervisningsforløb i MYRE midt

    Projektpartnerne undersøger bl.a. kunstig intelligens (AI), herunder avatarer og talegenkendelse, sproganvendelse ved brug af Virtual Reality og sprogets betydning ved maskinlæring og med chatbots.

    Eleverne afprøver sig selv og med hinanden på deres hold samt på tværs af landegrænser.

    April 2025: Nedenstående gengiver en kort opsummering af væsentlige pointer og krydsreferencer mellem projektets modeller og tilgange. Nye erkendelser og dermed ændringer kan endnu forekomme.   

    Motivation

    Skolerne i projektet evaluerer løbende deres undervisningsforløb på deres effekt på eleverne. Herved relaterer underviserne til forskellige motivationsmodeller. 

    Succesoplevelser

    Det kan være udfordrende eller måske ligefrem grænseoverskridende for elever at tale på et fremmedsprog. Succesoplevelser er centrale for elevernes sproglæring og for deres motivation til at lære sproget. Det indebærer elevernes mod til at kaste sig ud i at bruge fremmedsprog.

    Underviserne kan understøtte denne proces ved at vække elevernes sproglige opmærksomhed. Eleverne kan gøres opmærksomme på de færdigheder og den viden, de allerede har. Det kan være med til at udvikle elevernes kommunikative kompetence på andre sprog.

    Væsentlige spørgsmål kan herved være: 

     – Hvilken rolle spiller flersprogethed for eleverne?
     – Hvilke sproglige ressourcer har eleverne at trække på?
     – Hvordan kan elevernes egne sproglige ressourcer bidrage til deres tilegnelse af det nye fremmedsprog?

    Sammenlagt kan dette ressourcefokus medvirke til at eleverne oplever mestring og får succesoplevelser.

    At afkode fremmedsprog

    At trække på egne sprogressourcer kan hjælpe eleverne med at afkode fremmedsprog. Sammenligning af sprog foregår på flere niveauer.

    Det lingvistiske niveau: fx genkendelige / transparente ord eller strukturer, talemåder, m.m.
    Det tekstuelle niveau: fx tekstopbygning og kontekst, kendetegn for genrer, m.m.
    Det sociopragmatiske niveau: fx formaliteter, høflighed, ironi / humor, m.m.

    Spiralformet progression

    Sprialmodel: P. Daryai-Hansen (2025)

    Underviserne kan rammesætte sproglæring i forskellige faser af et læringsforløb:

    1) FØR: Elevernes sproglige og kommunikative ressourcer (re)aktiveres.
    2) UNDER: Eleverne gennemfører forløbet, hvor de trækker på og anvender de sproglige ressourcer, de allerede har.
    3) EFTER: Eleverne reflekterer over deres læring. Mestrede de det kommunikative formål? Oplevede de sproglige eller vidensmæssige mangler?
    4) GENTAGELSE i en varieret form.

    Genveje og omveje til succesoplevelser

    Elever kan have forskellige behov, når de skal i gang med at lære sprog og overkomme barrierer. Underviserne kan støtte eleverne ved at skabe et miljø eller en faglig eller digital omvej eller genvej som bro til at opnå succesoplevelser. 

    For nogle elever eller elevtyper er gode relationer og tryghed i en gruppe det centrale, når de skal begive sig ud på ukendt sprogligt terræn. Det bliver fx afgørende, når eleverne kommunikerer på et fremmedsprog deres refleksioner over faglige cases, som de har oplevet individuelt og intensivt i ´virtual reality´.  

    Altimens har den individuelle relevans stor betydning for elevers motivation for at tale fremmedsprog. Denne relevans kan opnås med flere, ofte simple AI-værktøjer. Her får eleverne mulighed for at træne netop de ord, som de har svært ved. Eller de kan kommunikere med en chatbot til selv at komme frem til de faglige løsninger, som er vigtige for dem.  

    Andre elever kan få et gennembrud ved at mestre en digital proces, der kan fungere som en omvej til en positiv sproglig oplevelse. Det undersøges således hvordan elever oplever, at de kan få deres “alter ego” (en avatar) til at tale netop det sprog, som de selv (endnu) har svært ved. 

    Typisk for erhvervsuddannelser er deres praksisrelevans. Eleverne motiveres fx af at tale fremmedsprog med elever i udlandet eller nødvendigheden ved at udarbejde faglige løsninger for internationale virksomheder. 

    At skulle lære et meget specifikt men internationalt anvendt fagsprog, kan opleves kunstigt og særligt vanskeligt. Her kan motivation styrkes ved fx at tilbyde sproglæring for flere forskellige læringsstile, heriblandt at visualisere ord, der kan opleves abstrakte. En anden form for motivation kan benytte sig af det overordnet meningsgivende af kunstsproget og dermed det retningsvisende. Her kan elevernes fx motiveres af at se, hvilke slutprodukter et kunstsprog, som fx programmeringssproget Python, kan føre til.  

    Motivationsmodeller i MYRE midt

    De forskellige undervisningsforløb i MYRE midt evalueres i forhold til elevernes motivation for at tale fremmedsprog. Følgende modeller er fundet særlig relevante til dette formål. 

    De 5 motivationsorienteringer

    “Rethinking motivational challenges amongst young adults on the margin”
    Noemi Katznelson (2016)

    “Flow – The Psychology of Optimal Experience”
    Mihaly Csikszentmihalyi (2008)

    Flersprogethedsdidaktik

    I MYRE midt foregår arbejdet med elevernes fremmedsprog hhv. med dansk som andetsprog, integreret i faglig læring i uddannelserne og dermed i uddannelsernes undervisningsforløb.

    Sproglig læring er således tæt forbundet med gartnerfagets fagord og kommunikationsbehov, med datateknikernes programmeringssprog og dialoger i internationale miljøer, såvel som med SOSU-uddannelsernes komplekse arbejdssituationer sammen med borgere og kolleger. 

    Undervisningsforløb i MYRE midt

    Sproglige niveauer

    Med reference til Daryai-Hansen, P., & Drachmann, N. (2024). Flersprogethedsdidaktik. Akademisk Forlag. 
    Oversigt fra Petra Daryai-Hansens oplæg “Hvordan lærer vi sprog”, Sproglærerforeningens Konference (27. marts 2025).

    Læs mere

    Der kan sættes fokus på sprog på forskellige niveauer – fra samfundets (eller faglige miljøers) brug af sprog til udtale og stavning.

    OBS – en forenkling af nedenstående oversigt (Daryai-Hansen, 2025), inkl. en let tilpasning til brug i erhvervsrettede uddannelser, er under udarbejdelse i MYRE midt.  

    Niveau Spørgsmål Eksempler
    Sprogsociologisk niveau Hvilken rolle har sprog i samfundet? Fx sprogpolitik, sproglige holdninger, sproglige hierarkiseringer
    Sociolingvistisk niveau Hvordan bruges sprog i sociale kontekster? Fx brug af særlige dialekter, sociolekter, regiolekter, multilekter eller kronolekter
    Pragmatisk niveau Hvordan bruges sprog i kommunikative kontekster? Fx høflighed, ironi, formel og uformel sprogbrug, sprogets formål og funktion
    Tekstuelt niveau Hvordan bygges en tekst op? Fx særlige genretræk, sammenhæng i tekstens indhold og sproglige struktur
    Syntaktisk niveau Hvordan bygges sætninger op? Fx rækkefølge på sætningens led, sætningens for- og bagfelt
    Leksikalsk / semantisk niveau Hvad betyder ord? Fx særlige ord eller chunks
    Morfologisk niveau Hvordan bøjes ord? Fx bøjning af udsagnsord efter person, tal og tid eller navneord efter tal og køn
    Ortografisk niveau Hvordan staves ord, og hvordan bruges tegnsætning? Fx forskellige skriftsystemer, bogstaver, skrifttyper, punktum og komma
    Fonologisk niveau Hvordan udtales lyde, ord og sætninger? Fx særlige sproglige lyde eller sprogets melodi

    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):

    Download didactic framework (template, Office 365 Word docx)
    Back to the ROBOdidactics model

    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

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    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 lærepladser i udlandet”, marts-april 2025, pilotforløb
    – “Avatarer i udlands-valgfag” efterår 2025 og forår 2026
    – ”At tale botanisk på virtuel rundtur”, uge 44/2025 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 mundtlig kommunikation i grupper ”, 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

    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. 

    RBZ Kiel & Gemeinschaftsschulen “Girls´ day with robotics”

    Regina

    • The  module was conducted 5th Feb. 2024, as a specific event in the framework of an “open house” activity at […]

    Read More

    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)

    Afprøv ´AI som læringspartner´ (prototype vs. 2.0)

    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.