Open Access Journals at Aalborg University
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Editorial - Holistic spatial planning under the Danish Green Tripartite
No full textI sommeren 2024 indgik Danmark en grøn trepartsaftale med det formål at reducere landbrugets CO2-udledning og landbrugets pres på miljøet, samt at genoprette naturen. Aftalen lægger op til den største reform af det danske landskab siden Landboreformerne for 200 år siden.
Geografiske data og analyseværktøjer er nøgleredskaber i den konkrete udmøntning af reformen. Dette afspejles også i Geoforums strategi, hvor geodata som en grundsten for en bæredygtig fremtid er en af tre fagpolitiske nøgleprioriteringer. Samtidig er der også internationalt et øget fokus på økosystembaseret miljøforvaltning.
Denne udgave af Geoforum Perspektiv har fokus på, hvordan geodata og geografiske analyser kan understøtte implementeringen af reformen og styrke bæredygtig arealplanlægning med en tværfaglig, helhedsorienteret, økosystembaseret tilgang.In the summer of 2024, Denmark entered into a green tripartite agreement with the aim of reducing agricultural CO2 emissions and agricultural pressure on the environment, as well as restoring nature. The agreement sets out the largest reform of the Danish landscape since the Land Reforms 200 years ago.
Geographic data and analysis tools are key tools in the concrete implementation of the reform. This is also reflected in Geoforum's strategy, where geodata as a cornerstone for a sustainable future is one of three key policy priorities. At the same time, there is also an increased focus internationally on ecosystem-based environmental management.
This edition of Geoforum Perspektiv focuses on how geodata and geographic analyses can support the implementation of the reform and strengthen sustainable spatial planning with an interdisciplinary, holistic, ecosystem-based approach
Collaborative language learning through generative AI: The case of French
Get PDFThe introduction of generative AIs to education has reinitiated discussions of how humans are involved with technology and how altered human-AI collaboration transforms education. In this paper we investigate shifted material relationships and ecologies of language learning through a project in which teacher students were introduced to generative AIs and experimented with ways in which they could be used in classrooms as part of placements in schools. The paper draws on classroom observations and interviews with teacher students in order to understand how prospective language teachers reflect on and use generative AIs, and on sociomaterial perspectives to understand how classroom didactics are formed by these uses. Our analysis centers on a specific example of how French was taught to 6th formers using text and image generation in a complex material set-up that connected natural artefacts with AI technologies to teach children French vocabulary
Guiding Attention in a Virtual Reality Theater: A case study of the Virtual Reality Performance Symmetry
Get PDFWith comparatively new technologies such as Virtual Reality (VR), Augmented Reality (AR), Mixed Reality (MR), and Spatial Computing,the range of interaction possibilities for theatrical performances is expanding considerably. While classical user interfaces are based on predefined visual compositions, VR applications can create highly dynamic scenarios in which the impact of established attention-guiding techniques has an uncertain effect on the user. Users often have a great deal of freedom of movement, which can make established attention-guiding approaches less effective. This study examines the challenges and solutions associated with attention-guiding in VR environments, particularly in the context of digital theater productions. The study focuses on the development and implementation of attention-guiding techniques for the VR performance Symmetry. Combining expert interviews, systematic research, and practical implementation, this research aims to identify non-intrusive and intuitive methods to effectively guide users’ attention. The results highlight the importance of visual cues, color saturation, and salience modulation to enhance user engagement and immersion while addressing the challenges posed by emerging technologies in the theatrical space
Brosch AI - Distorted Dreams: Expanding and Animating an Archive With AI
Get PDFBrosch AI - Distorted Dreams explores the intersection of artificial intelligence, art, archives, and animation. The project transformsthe archive of Upper Austrian artist Klemens Brosch (1894– 1926) into an AI-animated film. While AI image-generation tools typicallyrely on online archives, museum collections often provide only lowquality digital reproductions. By utilizing high-resolution imagesfrom Brosch’s archive, this project investigates the potential of AI-driven animation while addressing challenges related to stylisticcontrol, and creative authenticity. The findings demonstrate that while AI can produce high-quality outputs, extensive refinementand iterative adjustments are necessary to preserve the essence of Brosch’s work. The project sparks critical discussions on authorship,originality, and the evolving role of technology in artistic creation
Grasping and Shaping the Emergence of GenAI in Education: Insights from a Workshop Series with Practitioners
Get PDFThis practice paper reports on the iterative development, facilitation, and refinement of a workshop series with STEM educators centering on the role of Generative Artificial Intelligence (GenAI) in active and student- centered teaching and learning practices. A tentative deck of design lenses representing various types of GenAI interactions served as a point of departure for activating and inspiring dialogue and co-creation of teaching and learning designs that consider the role of GenAI-powered tools based on local contexts. We present key themes and ideas emerging from these dialogues and outline the iterative refinement of the design lens deck for future use in educational practice – in dialogue with both educators and students. 
Celebrating Refugee Innovation: Shifting from Deficit to Asset-Based Engineering Perspectives
Get PDFRefugee communities exhibit remarkable innovation as a means of survival, yet engineering’s engagement with refugee communities often comes from a deficit-perspective, where we impose our technologies onto their communities. This research seeks to shift perspectives from a deficit-based view to an asset-based approach by highlighting and celebrating these communities' innovations and experiences (Gravel et al., 2021). Specifically, we interviewed student refugees to understand what engineers can learn from refugee innovation. Using qualitative methodology and engaging participants throughout in a co-design process, the data was analysed through qualitative content analysis (Elo & Kyngäs, 2008). These interviews offered valuable insights into refugees' daily lives, survival strategies, and engineering innovation. The stories shared illustrate how these existing skills can be cultivated within refugee camps, particularly when development opportunities are provided by organizations such as the UN. These opportunities contribute to the resilience of individuals and help strengthen the communities they are rebuilding. By exploring refugee experiences and innovations, this research promotes a broader perspective on community-driven engineering and asset- based understandings of refugee communities. Future work could be used in engineering classrooms, allowing students to engage with diverse perspectives and create more effective, culturally relevant engineering solutions for the communities they serve. 
The ANCHOR Framework: A Holistic Approach to Transdisciplinary and Regenerative Built Environment Education
Get PDFThis paper introduces the ANCHOR Framework, a transdisciplinary pedagogical model for Built Environment (BE) education, developed over a decade of iterative reflective practice (2020-2025). It addresses how conventional BE education, constrained by rigid, discipline-specific paradigms, leaves BE graduates ill- equipped for contemporary complex and systemic regenerative challenges. Utilising Schön’s reflective practices, the framework integrates ontological reframing (e.g., "waste" to "discards"), Lean practices, and systems thinking to cultivate paradigm agility. Data from practioner-led reflective cycles, student artefacts, and institutional feedback demonstrate enhanced student performance and disciplinary maturity. This pedagogy promotes cross-skilling, collaborative and transdisciplinary inquiry, and increase in student motivation for advanced, discipline-adjacent topics like circular economy or regenerative design. The ANCHOR Framework aims to prepare Built Environment graduates to move from siloed disciplinary thinking to actively navigating 'wicked problems' in interdisciplinary teams within transdisciplinary learning environments. This outcome of ANHOR aims to bridging the academic-industry gap by fostering collective adaptive reasoning and leadership for sustainable transformations. This practitioner-led reflection also highlights the need for broader applicability testing and further development. 
A Comparative Analysis of Embedding Responsible Innovation in Integrated Engineering Curricula: A Case Study of Established vs Emerging Universities
Get PDFAs engineering education evolves to meet the demands of an increasingly complex world, especially in times of a climate crisis, universities must prepare students to develop technologies that are ethical, sustainable, and socially responsible. Responsible Innovation provides a framework for achieving this by integrating ethics, sustainability, risk mitigation, and equity, diversity, and inclusion into engineering curricula. Engineers have long influenced society through innovation, acting as agents of change. Given the lasting impact of engineering decisions, future engineers must be equipped to anticipate risks, uphold ethical standards, and design inclusive solutions that serve diverse communities. Many institutions are shifting toward integrated education models that emphasise real-world applications through project-based learning (PjBL). This paper compares how RI is embedded within two academic frameworks: (a) the established Integrated Engineering Programme at University College London (UCL), an interdisciplinary approach that works within that a discipline-based departmental structure (e.g., mechanical, electrical, chemical engineering) by combining project- and lecture-based learning, and (b) the Interdisciplinary Global Design Engineering Programme at emerging institutions like The Engineering & Design Institute London (TEDI-London), which employs a fully project-based learning approach. By examining these programmes, through an auto-ethnographic study, by interviewing two early-career academics from these institutions, capturing their reflections on the challenges and opportunities of embedding RI in engineering curricula. Ultimately, this paper offers recommendations for strengthening the integration of RI within engineering curricula, tailored to each programme’s unique characteristics. It contributes to ongoing discourse on preparing engineers to navigate global challenges, emphasising inter- and trans-disciplinary competencies as essential for future demands.