2025
2024
Hachmann, R., & Slot, M. F. (2024). Assessing Computational Literacy in First Language (L1) Teaching. Nordic Journal of Comparative and International Education (NJCIE), 8(4). https://doi.org/10.7577/njcie.5743
Hachmann, R. (2024). Computational Literacy in Schools. Cognintive, social and material aspects. Learning Tech – Tidsskrift for læremidler,
didaktik og teknologi, (13), 78-99.
Christensen, I.-M. F., Markauskaite, L., Bonderup Dohn, N., Ripley, D., & Hachmann, R. (2024). Creating Design Knowledge in Educational Innovation: Theory, Methods, and Practice (1st ed.). Routledge. https://doi.org/10.4324/9781003391432
Christensen, I.-M. F., Markauskaite, L., Dohn, N. B., Ripley, D., & Hachmann, R. (2024). Introduction: Creating Design Knowledge in Educational Innovation. In Creating Design Knowledge in Educational Innovation (1st ed., pp. 1–18). Routledge. https://doi.org/10.4324/9781003391432-1
Reimann, P., & Hachmann, R. (2024). Linking Design Principles to Context and Evidence. In Creating Design Knowledge in Educational Innovation (1st ed., pp. 123–135). Routledge. https://doi.org/10.4324/9781003391432-14
Hachmann, R. (2024). Designing for Computational Literacy in Non-Computer Science Subjects. In Creating Design Knowledge in Educational Innovation (1st ed., pp. 232–245). Routledge. https://doi.org/10.4324/9781003391432-25
Markauskaite, L., Christensen, I.-M. F., Dohn, N. B., Ripley, D., & Hachmann, R. (2024). Creating Design Knowledge – Future directions. In Creating Design Knowledge in Educational Innovation (1st ed., pp. 273–281). Routledge. https://doi.org/10.4324/9781003391432-32
Stenalt , M. H., & Hachmann, R. (2024). Is AI good for agency: Editorial. Journal of Learning and Media (LOM), 17(29). https://tidsskrift.dk/lom/article/view/146773
Albrechtsen, T.R.S., Carlsen, D. Hachmann, R. & Gammelgaard, O. (2024). Kvalitet i partnerskaber mellem folkeskole og læreruddannelse – Universitetsskoler som eksempel. Studier i læreruddannelse og profession, 9(1), p. 175-197.
Børsen Hansen, S., Hachmann, R., & Dohn, N. B. (2024). Computational thinking beyond computer science. I S. Harnow Klausen, & N. Mård (red.), Developing a Didactic Framework Across and Beyond School Subjects: Cross- and Transcurricular Teaching (1st udg., s. 232-241). Routledge. https://doi.org/10.4324/9781003367260
2023
Hachmann, R., Kjærgaard, T., & Rasmussen, H. F. (2023). Emerging Rhizomatic Networks and New Ways of Connectivity. I Sustainable Networked Learning: Individual, Sociological and Design Perspectives (p. 225-240). Springer. https://doi.org/10.1007/978-3-031-42718-3
Hachmann, R. (2023). Computationel Literacy – Kognitive, sociale og materielle
aspekter ved teknologiforståelser i skolen. Learning Tech – Tidsskrift for læremidler,
didaktik og teknologi, (13), 78-99. DOI: 10.7146/lt.v8i13.132969
2022
Hansbøl, M. & Hachmann, R. (2022) What is and why are understandings of technology important in the Danish educational system?
Paper
Democracy and Digital Citizenship Conference 2022
Hachmann, R. & Reimann, P. (2022). Conjecture Mapping as a tool for Learning Design and theory building
Paper
Earli SIG 10, 21 & 25 Biennial Conference 2022: Dialogue, Diversity and Interdisciplinarity in the Field of Learning and Instruction
Kjaergaard, T., & Hachmann, R. (2022). Backchannels: Covert Digital Backchannels in the Overt Classroom. European Conference on E-Learning, 21(1), 192–198. https://doi.org/10.34190/ecel.21.1.599
Hachmann, R. & Hansen, S.B. (2022). CT for all? Posterpræsentation. International Conference of the Learning Sciences (ICLS), The International Society of the Learning Sciences (ISLS).
Hachmann, R. (2022). The Cyber Weapon: Escape Puzzles and Unplugged Computational Thinking with Computational Things. Posterpræsentation FabLearn Europe Conference 2022
Hachmann, R, Kjærgaard, T. & Rasmussen, H.F. (2022) Emerging Networks – A study on learning networks during the Covid-19 lockdown. Paper presentation Networked Learning Conference 2022
Hachmann, R. The Cyber Weapon: Decomposing Puzzles in Unplugged Computational Thinking Practices with Computational Objects. Künstl Intell (2022). https://doi.org/10.1007/s13218-022-00756-8
2021
Hachmann, R. & Slot, M.F. (2021). A new Subjet a new Hope?
Paper presentation – Nordic Educational Research Association
University of Southern Denmark
Hachmann, R. (2021). Reflecting on or with practice?
Full paper presentation – European Conference on Reflective Practice-based Learning
Christensen, I.-M. F., Dalsgaard, C., Georgsen, M., & Hachmann, R. (2021). Undervisning, læring og teknologi under Corona-pandemien: Introduktion til Læring og Medier (LOM) nr. 24, 2021. Tidsskriftet Læring Og Medier (LOM), 14(24). https://doi.org/10.7146/lom.v14i24.129163
Odgaard, A. B. & Hachmann, R. (2021) Productive tensions: Computational things in preschool and school practices.
Espressopaper at The 19th Biennial EARLI Conference of The European Association for Research on Learning and Instruction (EARLI). https://earli.org/
Extended abstract can be found here: Productive tensions EARLI 2021
Slot, M.F., Hachmann, R., Hjorth, M., & von Seested, M. (forthcoming). Et fag bliver til – En kvantitativ analyse af 110 undervisningsforløb om teknologiforståelse. LearningTech, 10, s.
Dau, S., Hachmann, R. & Sehested, M. v. (2021). Uoverenstemmende overenstemmelse. En narrativ fortolkning af epistemologiske fagdidaktiske forståelser af teknolgiforståelse som fag. Learning Tech – Tidsskrift for læremidler, didaktik og teknologi, (10), 144-168. DOI 10.7146/lt.v6i10.125225
Hachmann, R. (2021). Reflecting on or with practice? Full paper at the European Conference on Reflective Practice-based Learning.
2020
Hachmann, R. (2020, maj). Situated Readiness and Transformation of Learning Across Situations and Settings. Paper at the Networked Learning Conference 2020. Paper: Situated-readiness-and-transformation-of-learning-across-situations-and-settings.pdf
Hachmann, R. (2020). Didaktisk design for transformation af faglig viden: En undersøgelse af lærerstuderendes transformationer af faglig viden mellem professionsuddannelse og -praksis. Print and Sign, SDU.
Roland Hachmann 