Mie Buhl | Aalborg, Denmark (original) (raw)

Books by Mie Buhl

Visual learning is a topic for didactic studies in all levels of education, brought about by an i... more Visual learning is a topic for didactic studies in all levels of education, brought about by an increasing use of digital media. Digital media give rise to discussions of how learning experiences come about from various media resources that generate new teaching situations and new learning situations. New situations call for new tools and new theoretical approaches with which to understand them

How do we learn about the ways and cultures of other countries? The obvious answer would be to co... more How do we learn about the ways and cultures of other countries? The obvious answer would be to collect information when visiting them. Every nation has its ways and every nation has modes of self-presentation. The repertoires used to attract tourists are a huge industry. Tourist sights, souvenirs, museums and galleries are all staged to attract attention. Ironically, this particular industry, which is aiming at presenting a nation’s local characteristics, comes in formats which are global: if you are a competent tourist in one country, you can ‘do every country’ as long as you stick to the conventions of tourism.

Boys who dress like princesses are sissies! And girls who dress like knights are tomboys!

Papers by Mie Buhl

This paper reports on six prototypes developed for integrating digital technology and computation... more This paper reports on six prototypes developed for integrating digital technology and computational thinking into Danish visual arts education. We discuss the learning potential for TechArt integration based on our experiences developing the prototypes. The prototypes came about as a part of the national experimental project Technology Comprehension (2019-2020) in which the implementation of digitalisation from 1st to 9th grade took place partly by constructing a new school subject named technology comprehension and partly by integrating digital technology into selected school subjects (Buhl, 2019). For one of the chosen school subjects, visual arts education, suitable prototypes were developed for teaching 1st to 3rd grade. Digital technology has officially been a part of visual arts as a school subject since 1991 (Danish Ministry of Education, 1991), although experimental environments in Denmark explored technology beforehand (e.g. Skov, 1988). Technology has a dual role: it is a tool for artistic expression (i.e. students experiment with devices and applications) and a topic for artistic expression (i.e. students inquire about and explore the societal implications of the man-machine relationship in a world characterised by social media, algorithms and mobile technology). Six prototypes were developed based on curriculum-informed activities in combination with principles related to programming, construction, digital design and social empowerment. The six prototypes are entitled (1) Pattern and Shape, (2) Exploring Colour, (3) Animated Stories, (4) Pixel Art In Art Programmes, (5) Nasubi Gallery and (6) 3D Sculpture. They represent objectives to facilitate learning, both visually and digitally. Our paper provides short descriptions of the six prototypes, presents the interdisciplinary and pedagogical ideas behind them and discusses the future integration of technology comprehension into visual arts as a school subject. The theoretical framework draws upon insights from studies of contemporary visual arts pedagogy (e.g. Rasmussen, 2017; Tavin, 2015), visual culture (e.g. Mirzoeff, 2013; Rogoff, 2008) and digitisation (e.g. Sack, 2019). Contemporary visual arts education in Denmark is driven by learning through visual aesthetic practice as well as developing skills within the field of art and visual culture, and a core learning objective is gaining a critical perspective on visuality (Buhl & Skov, 2019). Based on the work with the six prototypes, we argue that digitisation of art-making facilitates the potential to integrate computational thinking and social empowerment.

Electronic Journal of e-Learning, 2021

This paper reports on how drawing as an academic dialogue tool was explored as a crucial actor fo... more This paper reports on how drawing as an academic dialogue tool was explored as a crucial actor for driving design processes among humanistic master’s students targeting their digital learning designs for online and blended learning contexts. The paper builds on a previous study that investigated students’ use of self-produced visualisations during the digital design process. Although the study did not deal with visualisation and students were not trained to draw, the participants made extensive but unacknowledged use of visualisations. In the present study, a new group of students from the same master’s programme were taught how to draw as a central component of the design process in order to investigate how this might expand their use of visual facilitation and drawing techniques to drive collaborative processes, design decisions and theoretical reflections. As design practices enter new interdisciplinary domains, in this case digital learning design, the aim was to explore how hum...

Learning Tech, 2021

Artiklen undersøger teknologiforståelses fagfornyende potentiale i billedkunstfaget, og hvordan e... more Artiklen undersøger teknologiforståelses fagfornyende potentiale i billedkunstfaget, og hvordan en egentlig fagintegration er mulig. Undersøgelsen rammesættes af aktuel billed- og visuel kulturpæda-gogisk forskning, mens undersøgelsens analytiske perspektiv trækker på sociomateriel teori, som bidrager til at skubbe til traditionelle di-kotomier om mennesket som den handlende og teknologien som objekt for handlinger. Undersøgelsens empiriske materiale er seks didaktiske prototyper, som blev udviklet i det nationale Tekforsøg (2019-2021) rammesat af teknologiforståelsesfagets viden- og færdig-hedsmål om programmering i billedkunst for indskolingen. Analysen af prototyperne peger på nye æstetiske udtrykskvaliteter, som kan være potentielt fagfornyende. Artiklen argumenterer for, at en poten-tiel fagintegration alene vil kunne ske i det omfang, at programmering knyttes til computationel tænkning og digital myndiggørelse. Derved kan formålene bag både billedkunstfaglighed og teknologifor...

Visual learning is a topic for didactic studies in all levels of education, brought about by an i... more Visual learning is a topic for didactic studies in all levels of education, brought about by an increasing use of digital media. Digital media give rise to discussions of how learning experiences come about from various media resources that generate new teaching situations and new learning situations. New situations call for new tools and new theoretical approaches with which to understand them

How do we learn about the ways and cultures of other countries? The obvious answer would be to co... more How do we learn about the ways and cultures of other countries? The obvious answer would be to collect information when visiting them. Every nation has its ways and every nation has modes of self-presentation. The repertoires used to attract tourists are a huge industry. Tourist sights, souvenirs, museums and galleries are all staged to attract attention. Ironically, this particular industry, which is aiming at presenting a nation’s local characteristics, comes in formats which are global: if you are a competent tourist in one country, you can ‘do every country’ as long as you stick to the conventions of tourism.

Boys who dress like princesses are sissies! And girls who dress like knights are tomboys!

This paper reports on six prototypes developed for integrating digital technology and computation... more This paper reports on six prototypes developed for integrating digital technology and computational thinking into Danish visual arts education. We discuss the learning potential for TechArt integration based on our experiences developing the prototypes. The prototypes came about as a part of the national experimental project Technology Comprehension (2019-2020) in which the implementation of digitalisation from 1st to 9th grade took place partly by constructing a new school subject named technology comprehension and partly by integrating digital technology into selected school subjects (Buhl, 2019). For one of the chosen school subjects, visual arts education, suitable prototypes were developed for teaching 1st to 3rd grade. Digital technology has officially been a part of visual arts as a school subject since 1991 (Danish Ministry of Education, 1991), although experimental environments in Denmark explored technology beforehand (e.g. Skov, 1988). Technology has a dual role: it is a tool for artistic expression (i.e. students experiment with devices and applications) and a topic for artistic expression (i.e. students inquire about and explore the societal implications of the man-machine relationship in a world characterised by social media, algorithms and mobile technology). Six prototypes were developed based on curriculum-informed activities in combination with principles related to programming, construction, digital design and social empowerment. The six prototypes are entitled (1) Pattern and Shape, (2) Exploring Colour, (3) Animated Stories, (4) Pixel Art In Art Programmes, (5) Nasubi Gallery and (6) 3D Sculpture. They represent objectives to facilitate learning, both visually and digitally. Our paper provides short descriptions of the six prototypes, presents the interdisciplinary and pedagogical ideas behind them and discusses the future integration of technology comprehension into visual arts as a school subject. The theoretical framework draws upon insights from studies of contemporary visual arts pedagogy (e.g. Rasmussen, 2017; Tavin, 2015), visual culture (e.g. Mirzoeff, 2013; Rogoff, 2008) and digitisation (e.g. Sack, 2019). Contemporary visual arts education in Denmark is driven by learning through visual aesthetic practice as well as developing skills within the field of art and visual culture, and a core learning objective is gaining a critical perspective on visuality (Buhl & Skov, 2019). Based on the work with the six prototypes, we argue that digitisation of art-making facilitates the potential to integrate computational thinking and social empowerment.

Electronic Journal of e-Learning, 2021

This paper reports on how drawing as an academic dialogue tool was explored as a crucial actor fo... more This paper reports on how drawing as an academic dialogue tool was explored as a crucial actor for driving design processes among humanistic master’s students targeting their digital learning designs for online and blended learning contexts. The paper builds on a previous study that investigated students’ use of self-produced visualisations during the digital design process. Although the study did not deal with visualisation and students were not trained to draw, the participants made extensive but unacknowledged use of visualisations. In the present study, a new group of students from the same master’s programme were taught how to draw as a central component of the design process in order to investigate how this might expand their use of visual facilitation and drawing techniques to drive collaborative processes, design decisions and theoretical reflections. As design practices enter new interdisciplinary domains, in this case digital learning design, the aim was to explore how hum...

Learning Tech, 2021

Artiklen undersøger teknologiforståelses fagfornyende potentiale i billedkunstfaget, og hvordan e... more Artiklen undersøger teknologiforståelses fagfornyende potentiale i billedkunstfaget, og hvordan en egentlig fagintegration er mulig. Undersøgelsen rammesættes af aktuel billed- og visuel kulturpæda-gogisk forskning, mens undersøgelsens analytiske perspektiv trækker på sociomateriel teori, som bidrager til at skubbe til traditionelle di-kotomier om mennesket som den handlende og teknologien som objekt for handlinger. Undersøgelsens empiriske materiale er seks didaktiske prototyper, som blev udviklet i det nationale Tekforsøg (2019-2021) rammesat af teknologiforståelsesfagets viden- og færdig-hedsmål om programmering i billedkunst for indskolingen. Analysen af prototyperne peger på nye æstetiske udtrykskvaliteter, som kan være potentielt fagfornyende. Artiklen argumenterer for, at en poten-tiel fagintegration alene vil kunne ske i det omfang, at programmering knyttes til computationel tænkning og digital myndiggørelse. Derved kan formålene bag både billedkunstfaglighed og teknologifor...

Leonardo electronic almanac, 2017

Nordic Journal of Digital Literacy, 2022

The 1990s and early 2000s saw the publication of several studies and special issues on design-bas... more The 1990s and early 2000s saw the publication of several studies and special issues on design-based research (DBR) by prominent scholars within the field of educational technology (e.g., van den Akker, 1999; Design-Based Research Collective, 2003; Barab & Squire, 2004; Cobb et al., 2003; Brown, 1992). Taken together, these scholars described DBR as a new methodological approach for conducting research through a combined approach to design interventions and theory generation.
This first wave of DBR researchers, based mainly in the US, raised numerous methodological issues, which were discussed and remained an open invitation for further development in the years to follow. One researcher, Chris Dede, pointed out how DBR lacked a coherent
understanding of the standards for what constitutes quality of the approach; he criticised DBR for being promoted as the ‘Swiss army knife’ (Dede, 2004, p. 106) of methods without a sound, theoretical foundation. This metaphor has somewhat foreshadowed things to come.

Twenty years later, DBR has now become a mainstream methodological approach to conducting design interventions with educational technology in the US, in Europe, and, in particular, the Nordic countries. As a recent (Danish) example, the LEGO Foundation has funded 12 Ph.D. projects, which all study different aspects of playful learning by using DBR
as a methodological approach Playful Learning <https://playful-learning.dk/forskning/>. There have been attempts to further develop DBR, for example, by describing how projects should strive to conduct more effective, sustainable and scalable projects (Fishman et al.,
2013). Other scholars who have attempted to develop DBR draw on methods from speculative design, emphasising the transformational element of DBR (Ehret et al., 2019), thereby pushing the design element forward.

Academic Conferences and Publishing International, 2019

The following are outlines for the Keynote Speeches which took place at ECEL 2019.