Open Access Journals at Aalborg University
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Making Space for Film with Film Geographies
Get PDFIn this article I will argue that the online filmmaking and screening initiative Film Geographies is shaping (and has been shaped by) our understanding of what a geographical film is. It has achieved this by opening up a previously unavailable space for geographers to make and screen films allowing the creation and curation of a growing archive of work that is a significant contribution not just to filmic geographies as a sub field but to the discipline more widely. Film Geographies was established in 2016 as an online digital platform for the making and screening of films by geographers and/or about geography. In the last eight years it has amassed an archive of over 200 short films and over 1200 subscribers from around the world. Film Geographies also collaborates with other disciplines with joint calls highlighting the importance of building networks for film practitioners and researchers within and without the academy. The mostly short films are collected via two annual calls attached to major geography conferences. The online platform screens film online and in cinemas and organises filmmaking training workshops. I argue that the origins of the platform on the margins of the discipline, and diverse elements of the Film Geographies platform, have created much needed accessible film space for geographers to make films, watch films and debate film and filmmaking, enabling participants to shape and influence a range of film-focused and practice-led contributions to the discipline
The Textual, the Audiovisual, and Videographic Thought
Get PDFThis essay draws on the author’s experience as founding editor of the videographic Journal of Embodied Research (JER), as well as their own artistic research practice and critical theories of embodiment and identity, to examine shifting relationships among the textual, the audiovisual, and the videographic. Addressing each term in sequence, the essay builds on the idea of embodied research, and the experience of developing a style guide for JER, to rethink the textual and the audiovisual in the context of the videographic. As the space of videographic thought becomes ever more fluid and all-encompassing, it is incumbent upon filmmakers of all kinds to critically reexamine the ways in which video remains entangled with bodies, places, and the still-powerful technology of the written word. To support such a reexamination, approaches to academic filmmaking and the video essay should be put in conversation with practices of embodied research
Grønne emissionstiltag for arbejdsmaskiner på en byggeplads: Artikel
No full textI projektet ”Fremtidens grønne byggeplads” beregnes emissionskonsekvenserne af at indføre grønne emissionstiltag for maskinerne på byggepladsen. Der regnes på et basisscenarie med off-road diesel (B0), og fem forskellige grønne emissionstiltag: HVO biodiesel, mild elektrisk hybridisering af en pæleboremaskine, 10 % tomgangstid for gravemaskiner samt elektrificering af alle gravemaskiner og alle maskiner på pladsen.
Samlet set for alle scenarier, opnås de største reduktioner i energiforbruget og NOx- og PM-emissionerne ved at elektrificere alle maskinerne på byggepladsen. De beregnede besparelser i energiforbruget, NOx- og PM-emissionerne er på hhv. 38 %, 85 % og 66 %, set i forhold til basisscenariet. I fremtiden forventes endnu større NOx - og PM-emissionsbesparelser, efterhånden som andelen af sol- og vindenergi stiger i det danske energisystem. Ved fuld elektrificering sker alle udledninger på kraftværkerne og gevinsten for den lokale luftkvalitet bliver derfor maksimal (nulemission af NOx og PM). For CO2 opnås emissionsbesparelser på 87 % i HVO-, hybrid- og tomgang-scenarierne, hvor alle maskinerne bruger HVO.
For gravemaskiner alene opnås en energibesparelse på 38 %, og CO2 - og NOx-emissionsreduktioner på hhv. 75 % og 6 % ved elektrificering, set i forhold til basisscenariet. Den lille NOx-reduktion skyldes det noget lavere energiforbrug, da NOx-emissionsfaktoren for elforbruget samlet set er højere end ved brug af B0 (og HVO). PM-emissionerne bliver mere end 11 gange højere ved elektrificering, pga. kraftværkernes høje PM-emissioner. NOx-og PM-emissionerne fra kraftværkerne forventes at falde i fremtiden, i takt med at andelen af sol- og vindenergi stiger i det danske energisystem. De lokale emissioner er dog nul. For gravemaskiner opnås de største emissionsreduktioner i tomgangs-scenariet. Her falder de beregnede NOx-, PM- og CO2-emissioner med hhv. 8 %, 1 % og 87 % i forhold til basis, og energiforbruget falder med 4 %.
For pæleboremaskinen opnås ved elektrificering en energibesparelse på 38 %, og NOx- og CO2-emissionsfald på hhv. 32 % og 75 %. NOx-reduktionen i procent bliver mindre end reduktionen i energiforbruget, og PM-emissionerne bliver mere end 9 gange højere end i basisscenariet, af samme årsag som nævnt for gravemaskiner. De lokale emissioner er dog nul. I mild hybrid-scenariet (hvor pæleboremaskinen bruger HVO) beregnes et uændret energiforbrug for pæleboremaskinen, mens NOx- og CO2-emissionerne falder med hhv. 18 % og 87 % og PM-emissionen stiger med knap 3 %, set i forhold til basisscenariet
Kan en (el-)ladcykel erstatte den ekstra bil? Artikel
No full textDenne undersøgelse, støttet af Vejdirektoratets Cykelpulje 2023, undersøger potentialet for og barriererne imod brugen af ladcykler uden for hovedstadsområdet i Danmark. Projektet bygger på en landsdækkende spørgeskemaundersøgelse med 2.702 respondenter og en gennemgang af eksisterende litteratur om ladcykler. Resultaterne viser, at ladcykler primært appellerer til veluddannede familier med småbørn, som bor i større byer, hvor de bruges som et alternativ til en ekstra bil i husstanden. De største fordele ved ladcykler er muligheden for at transportere børn og opnå økonomiske besparelser sammenlignet med bilkørsel. Samtidig identificeres anskaffelsespris, manglende infrastruktur, og praktiske udfordringer som de væsentligste barrierer. Undersøgelsen peger på, at ladcykler kan spille en større rolle i fremtidens bæredygtige mobilitet, men at der er behov for øget opmærksomhed på de infrastrukturelle og økonomiske forhold, der kan fremme udbredelsen af ladcykler i hele landet
Responsible management and the global grand challenges: A social systems perspective
Get PDFThe eight research articles in this edition of BESS examine the empirical and theoretical aspects of social systems and individual behaviours. The issue also initiates a theoretical discourse on the ethical dimensions of economics as a discipline, pointing out how mainstream economics tends to overlook environmental and social concerns. The various articles emphasise unethical conduct among individuals and organisations as a pressing issue. BESS's recent research in management, economics, decision-making, and accounting underscores the need for scholars to research the interplay among managers, organisational behaviours, decision-making processes, and contemporary and systemic social and environmental dilemmas commonly called global grand challenges
Can online content indicate an individual's ‘real-life’ personality?
Get PDFOver the past few decades, many people have been displaced for various reasons and must seek employment, accommodation and integration opportunities in host countries without local experience or references. Online content may offer an opportunity to bridge this trust and information gap. To this end, we searched for a correlation between personality inferences and psychometric measurements from online content to determine whether online content can approximate traditional psychometric analysis. Our results show that text content data from various online sources can indeed estimate the IPIP 50 outcomes of psychological surveys; an individual's online content reflects their ‘real life’ personality traits
Building Employability Skills for Graduate Students
Get PDFUniversities have recently been placing a greater emphasis on employability of their graduates. Academic discussions have introduced concepts such as transferable skills, employability, co-creation, active and networked learning, and sustainable transformation as strategies for bridging the gap between university studies and full-time employment after graduation. Collaborative initiatives with companies and organizations have become increasingly prevalent in university curricula, and administrative units have been established to help students transition from students to employees or entrepreneurs (Clark, 2015). This calls for innovating education, for example through increased emphasis on networked learning ((Dohn, Hansen, Hansen, de Laat & Ryberg 2021). This paper will present a case study that explores the effects of exposing university students to different environments than the traditional university campus and lecture rooms. The aim is to investigate whether this change of surroundings and introduction of different educational tools can broaden students' perspectives on their own capabilities and skills in co-creating solutions through, for example, collaborative engagement (NLEC 2021). The focus is on engaging students to address (wicked) problems in new contexts, which are often situated within sustainability and sustainable transformation frameworks. To accomplish this, the students are equipped with skills acquired at AAU and applied in diverse contexts (employability), and they are encouraged to think ‘outside the box’ through co-creation. This includes adapting to diverse sets of norms, values, and agendas, as well as hidden power alliances, when working and co-creating with external partners in a different context
Supporting small remote school teachers’ professional development through networked learning designs
Get PDFEqual education is a buzzword, but the description of how it will arise differs. Spatial educational inequality is shown in several studies, and one explanation of this is the lack of professional development for teachers in remote schools due to the distance to peers. In the small remote schools, the teachers are few, and they are often solitary teachers, according to grade and subject. Therefore, the networked learning design needs to be adapted to these unique conditions. In this study, networked learning is put in the context of rural education, more specifically in relation to teachers’ professional development. In rural and remote schools, networked learning designs enabled by digital technologies can afford equal education. The web-based professional development could compensate for the distance between schools. Therefore, the aim of this study concerns the relationship between networked learning designs and the professional development of teachers in small remote schools. It is guided by the research question: How is networked learning designed and arranged to support teachers’ professional development in small remote schools? The sampled data contains transcripts from meetings and interviews from an ethnographic study. The study applied the theory of practice architecture (TPA) to analyse the data. The concepts of sayings, doings, and relatings from TPA provided the analysis to understand the studied practices. In TPA, these concepts and practices all ‘hang together’ in a project. The project in the studied practices is professional development. The preliminary findings show the networks emerge in the district of several small remote schools and are arranged in two different networked learning designs. One is meetings in real life, with time-consuming travels, but a networked learning design with many social aspects embracing time for dinner and visiting different schools. This design enabled sensemaking, an important process in remote areas, including meetings adapted to the sense of place. The other networked learning design for professional development in the district was web-based meetings, including fewer social arrangements but a higher frequency of meetings. When this meeting was combined with real-life meetings it worked well and enabled sayings, doings, and relatings in the professional development practice
Generative AIs, more-than-human authorship, and Husserl’s phenomenological ‘horizons’
Get PDFIn recent years, developments in Artificial Intelligence have produced Large Language Models (LLMs) leading to a form of generative AIs (GAIs) trained on vast corpora of texts, capable of producing convincing predictive synthetic texts such as essays, reports, or other texts instantaneously. This development has profound implications for human entanglements with technologies in terms of how these AIs might constitute new forms of subjectivities, texts, and knowledge practices. This development has particular significance for higher education in terms of academic writing, assessment, and research. In terms of higher education, specific concerns have been raised about the implications for assessment, study practices, and the status of knowledge and learning in the context of these ‘writing machines’. Universities and government bodies have reacted in various ways, with some commentators calling for the sector to ‘embrace’ these generative AIs (GAIs) as merely the latest ‘tools’ available for study and research, while others seek to outlaw their use. The current academic research surrounding this phenomenon is underdeveloped with relatively few studies having been conducted, due to the rapid recent acceleration of the technology. It is also under-theorised; early research has reacted to the fast-changing landscape of GAIs by focusing on the technical and practical capacities. Meanwhile, supranational private providers such as OpenAI are influencing higher education internationally, with a complex range of effects which are as-yet unknown. This paper reviews the current state of the art in related bodies of research literature and proposes that the field could benefit from a wider variety of critical and theoretical perspectives. Drawing on the concept of the sociotechnical imaginary from science and technology studies, it considers how discourses and practices surrounding GAIs are evolving in society and education. It then considers the effects of authorship and the writing subject, with reference to the concept of more-than-human authorship. It then draws on recent work in the philosophy of technology, proposing Husserl’s outer and inner ‘horizons’ as a potential framework with which to consider the complex entanglements of human and nonhuman agency, as enrolled in more-than-human authorship and entangled with the presence of GAIs in the ‘lifeworld’ of contemporary higher education. It concludes by proposing future directions for work in this area, in order to gain better theoretical purchase on the phenomenon at the various levels set out above
Navigating Knowledge: Nifty Tools for Nimble Networked Learning Researchers
Get PDFIn this workshop, we will demonstrate four research tools: 1) card sorting, 2) upward laddering, 3) think-aloud, and 4) a search visualizer. Card sorting can be useful as an exploratory knowledge modelling method to gain insight into people’s understanding of their surrounding world. Derived from Kelly’s Personal Construct Theory (PCT) (Kelly, 1955, Herd, 2001), card sorting can help to explore peoples’ constructs and their perceptions of how the constructs relate to each other; in other words, card sorting can help to elucidate mental frameworks. Although there are many kinds of card sorting, we will guide participants through a hands-on exercise using single-criterion card sorting (using both digital and in person techniques). Participants will learn about text-based, image-based, and object-based options, when to use card sorting, how to collect data, and how to analyse card sorting data through visual-numeric ‘heat maps’ (co-occurrence matrices). The card sorting exercise will lead into upward laddering, a technique that is often used to complement card sorting. While card sorting provides evidence of how constructs are related, upward laddering allows exploration into goals and values (Rugg & Gerrard, 2023). Workshop participants will have an opportunity to access a simple, robust, newly created online tool for upward laddering. Also used alongside card sorting is the think-aloud method which involves both observation to see how people perform a task and think-aloud to hear what people are thinking and noticing while they perform the task. This inexpensive, easy-to-use method allows researchers to tap into reasons and tacit knowledge. The fourth tool we will demonstrate is a newly launched search visualiser (SV). Using keywords, this search tool allows researchers to comb through specific databases and/or to access Google results. Rather than simply return a list of links to articles, the SV returns a visual depiction of the keywords within each text. Each key word is represented as a coloured square. A user can hover their mouse pointer over a given square to see the phrase within which the word appears. Using this tool, researchers can get a better, visual sense of whether the article is likely to offer useful content. There is now a version with audio for visually impaired users as well as a version that can explore synonyms to support textual-literary analysis.