environment – SDU Metaverse Lab

2025: From ´ROBOdidactics´ to ´DigiDidactics´

The ROBOdidactics model was developed, tested, and reviewed across various educational organizations and levels during a series of projects in Southern Denmark (2018–2022).

In parallel and in the following years, the model was applied to teaching contexts requiring specific tech-didactics, while further research was conducted.

Meanwhile, new themes emerged, making it increasingly urgent to integrate these aspects. First and foremost, the need to think and act sustainably—also in relation to digital technologies—became more pressing. Additionally, globalization and the growing demand for engaging with new technologies in cross-border collaborations gained importance.

Finally, ROBOdidactics required a thorough review from fresh perspectives, as the model was quite complex, with a relatively steep learning curve for newcomers to tech-didactics.

For now, the guideline still refers to ROBOdidactics. A new guideline will be developed at the end of 2025 or the beginning of 2026. However, since the essence of DigiDidactics largely aligns with its predecessor, the topical explanations and guiding questions remain applicable.

DigiDidactics (Nov. 2024)

The DigiDidactics model shares the same mission as the ROBOdidactics model:

– To raise awareness among teachers and managers about the different dimensions of teaching with digital production and to provide inspiration within each of these dimensions.

– To support teachers and managers across subjects, educational levels, sectors, and country borders in communicating about their teaching.

– To facilitate evaluations and peer feedback to identify areas for further development.

Crucial principles

The DigiDidactics model, like its predecessor ROBOdidactics, is designed as a generic framework. It is non-normative and context-independent.

This means that the DigiDidactics model aims to complement local didactic models without overriding or bypassing them.

Finally, DigiDidactics follows a “pick-and-play” approach. Users can start anywhere within the model and select any elements that fit a given teaching module. There are no fixed rules or prescribed sequences to follow.

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.

Tag: environment