Præsentation af projektet Børn som digitale verdensborgere.

1. Børn som digitale
verdensborgere
Oplæg for satsningsområdet ’Børn, Medier og
Kultur’ 19. maj 2015
Kjetil Sandvik, lektor, Institut for Medier, Erkendelse og Formidling, KU

2. Projektet
• Forskning i og praksisnær afdækning af
digitale redskabers betydning for børns
udvikling og læring (KL og Ministeriet for Børn,
Ligestilling, Integration og Sociale forhold)
• Delprojekt: Dannelse i en digital og global
verden – digitale redskaber skal understøtte
barnets lærings- og dannelsesproces

3. Deltagere
• Forskerteam (Klaus Thestrup, Carsten Jessen, Kjetil
Sandvik)
• Laboratorium-facilitatorer (pædagoger med stor
erfaring i medieleg, dvs. anvendelse af (digitale) medier
som legeredskaber og pædagogisk værktøj)
• Netværk af kommuner og daginstitutioner
(repræsentanter for eksisterende praksis, deltagere i
udvikling af nye praksisser)
• Formidlings-enhed (Videncenter for Intergration, Vejle)

4. Kortlægning af digitale strategier
for daginstitutions området i
netværkets kommuner
Kortlægning af eksisterende
praksis i netværkets daginsti-
tutioner
Eksperimenterende udvikling af nye
praksisser i samarbejde med børn
og pædagoger fra netværkets
daginstitutioner.
Lab 1: Børn som med-producenter
(udvikling ’i øjenhøjde’ med børnene)
Lab 2: Nye former for kommunikation
Lab 3: Børnehaven midt i verden
Bearbejdning og formidling af
indsamlet data og resultater af
laboratorier internt netværket.
Udarbejdning af slutrapport.

5. Den større ramme: Meaning Across
Media
• Delprojekt: Co-creating smart cities: cross-media communication in
the public sector (bruger-centreret tilgang til anvendelse af digital
teknologi indenfor forskellige områder (bl.a. daginstitutions-
området)
• Towards a concept of ‘smart city at eye level’
• Challenging the technology-centric approach
• Specific cross media approach: humans first combined/augmented
with other types of media.
– Museums: creating participatory and co-creative audience experiences
– Learning: creating post-graduate programs in collaboration with users:
customized, adaptable to work situation
– Play: creating digital media practices with and for children

6. Top-down
Eye level

7. Next Practice Lab: methods
• Action based research:
creating and studying at the
same time in collaboration
pedagogues and children
• User-driven and co-creative
development: creating frames
for the children’s own creative
experiments
• Process-oriented: both
development and use
practices are rooted in play
activities (not in end-results:
something to watch or show)
ForskerenPædagogen
Børnene

8. iPads decides
Pedagogues decides Children decides
Intended use vs creative use
Skepticism vs open-mindedness Habits vs creativity
Appropriating possibilities Challenging possibilities
Eye level
deve-
lopment

9. Appropriating the media technology
• Beyond the analogue-
digital divide:
• the iPad is just another
creative tool (like paper,
colors, clay...), it is just
another tool for play
(like LEGO bricks) and
may be combined with
other 'play technolo-
gies'.

10. Role of the media
• 1st degree media play: media as content,
language, discourse, aesthetic format create
starting point for creating play (not just
reproduction: reshaping, transforming,
combining to be appropriated by play)
• 2nd degree media play: media (media
technology) functioning as basis for play: the
media as toys, as creative objects with specific
affordances to be included in the play activity.
Kjetil Sandvik: 1st and 2nd degree media play:
the role and meaning of media in children's
play, 2009

11. © Klaus Thestrup, Aarhus University

12. Steps in the smart city at eye level
process: creating new practices
• Learning and exploring
(controlled by
pedagogues): to get
acquainted to the iPad, to
see its possibilities etc. It
is important with
planning and well-defined
frames for all to feel
comfortable (both
pedagogues and children)

13. Steps in the smart city at eye level
process: creating new practices
• Setting the iPad free
(controlled by both
pedagogues and
children): to improvise
and use the iPad in
impulsive ways, letting
children teach children,
insisting on process, not
product oriented

14. Steps in the smart city at eye level
process: creating new practices
• iPad fully integrated in
children's play (control-
led by children): iPads are
used for play, iPads are
inspiring play (maybe
even without being
physically present in the
play activity: moving like
in 'reverse camera',
imagining landscapes as if
using 'green screen' etc.)

15. Concluding remarks
• It is not a matter of replacing top-down with bottom-
up
• Eye-level strategies are about finding a common
ground for collaboration between developers, policy
makers (the ones setting the frames, like the
pedagogues in a daycare institution) and citizens co-
creatively creating and engaging in new practices (like
the children in the daycare institution)
• Focuses on the importance of process, of open-
mindedness towards change, and on key operating
modes like participation, collaboration and co-creation