Education: The Day after Tomorrow

This research network aims to design, develop and promote innovative theories, methods and practices in 21st century education.

Project description

Education has always been about the future. It has always been transgressive, in one way or another. In this series of projects, Aarhus University scholars are building bridges between computer science, user experience ethnography, digital design, and pedagogy to explore new models for fostering students’ technological imagination, innovation, and agency in 21st century educational contexts. Using action research, design experiments, grounded theory methods and ethnography, we explore and experiment with various theoretical and applied models for transforming teaching and learning practices.

One of our main projects is a longitudinal study of how Blackboard Learning Management System has been implemented and integrated into the educational culture at Aarhus. This is led by Annette Markham and includes a team of student researchers from the MA programme in Digital Living. Learn more here:

Another set of projects combine playful practice, co-co-creation, and critical pedagogy. Most of our current projects are aimed at youth learning, affiliated with CounterPlay Aarhus, Coding Pirates AU, PlayTechSpace, House of Game // Play, and the Master’s degree programme in ICT-based educational design.

Primary researchers

Annette Markham

Professor MSO, Information Studies & Digital Design, Aarhus University

Rikke Toft Nørgård

Associate Professor, Centre for Teaching Development and Digital Media, Aarhus University

Recent Posts

Critical Pedagogy as tool for data literacy

Here, I suggest that we (anti-big-data-scholars) should stop simply rejecting the concept of data. Instead, we should use our long training in pedagogy and teaching and our knowledge of interpretive and inductive/emergent methods of analysis to create better literacies about what data can mean.

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“Clip, Move, Adjust”: Video Editing as Reflexive Rhythmanalysis in Networked Publics

This blogpost focuses on the methodological challenges of studying the dynamics of technologically and computationally mediated publics, especially regarding young people’s experiences. The method we discuss in here is part of a larger set of qualitative methodologies developed by the authors as part of a six-year (and ongoing) study of how youth experience social media (authors). In this larger study, youth produced, among other things, videologs of their experiences, after being trained in auto-elicitation and ethnographic methods (authors). As a further step in reflexive auto-ethnographic analysis, the method we outline consists of asking participants to engage in a phenomenologically grounded analytical editing process of these videologs.

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Open-ended education

Open-ended education for 21st century learning is the coming together of open-ended technology, open-ended projects, and open-ended institutions in ways that foster and promote future education for citizenship in society.

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Educational Design Thinking

How might we create third spaces as a pedagogy in higher education? In this strand of our research, we think about how we can build new participatory models whereby co-learners become playful designers of their own ‘education in the making.’ In this talk at Oxford...

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Want to get involved?

If you are interested in joining this project, send us an inquiry and we will get back to you as soon as possible!