Spring 2023
Niels Bonderup Dohn
Danish School of Education, Aarhus University, Denmark.
Niels Bonderup Dohn is Associate Professor in science education at the Danish School of Education, Aarhus University, Denmark. He is visiting EDRL with the research project Designing for Situated Computational Thinking with Computational Things, in which he studies student motivation in unplugged Computational Thinking activities in upper secondary science education.
Recent publication:
Dohn, N. B. (2022). A gender perspective on the structure of adolescents’ interest in science. International Journal of Science Education, 44(10), 1565-1582.
Nina Bonderup Dohn
Department of Media, Design, Education and Cognition, University of Southern Denmark.
Nina Bonderup Dohn is Professor of Learning & ICT at the Department of Media, Design, Education and Cognition, Head of Centre for Learning Computational Thinking, and Chair of Danish Institute of Advanced Study, University of Southern Denmark. She holds a PhD in Learning Theory and a Higher Doctorate Degree in Applied Philosophy. She is Editor-in-Chief of Frontline Learning Research, a member of the Steering Committee of the International Networked Learning Conference and Senior Coordinator in EARLI SIG 25 on Educational Theory.
Her main research areas integrate epistemology, learning sciences, web communication, and technology-mediated learning, focusing on the role of tacit knowledge. She currently holds a research grant from Independent Research Fund Denmark for the project Designing for situated computational thinking with computational things. This is the project that has brought her to EDRL as a Visiting Scholar with Professor Dor Abrahamson, as she is exploring the role of embodied cognition for learning situated computational thinking.
Select publications:
Dohn, N. B., Kafai, Y., Mørch, A. & Ragni, M. (2022). Survey: Artificial Intelligence, Computational Thinking and Learning. KI – Künstliche Intelligenz – German Journal of Artificial Intelligence 36(1), 5-16.
Dohn, N. B., Hansen, S. B. & Hansen, J. J. (Eds.) (2020). Designing for situated knowledge transformation. Abingdon: Routledge.
Dohn, N. B. (2016). Explaining the significance of participationist approaches for understanding students’ knowledge acquisition. Educational Psychologist, 51(2), 188-209
Jingjing Ma
Faculty of Artificial Intelligence Education, Central China Normal University, China.
Jingjing Ma is the 3rd-year doctoral student in educational technology. She is visiting EDRL with the research project Designing Embodied and Virtualized Learning Activities for Musical Instrument Learning.
Recent publication:
Liu, Q., Ma, J., Yu, S., Wang, Q., & Xu, S. (2022). Effects of an augmented reality-based chemistry experiential application on student knowledge gains, learning motivation, and technology perception. Journal of Science Education and Technology, 1-15.