Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden. Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/

1. Digital
technologies
for
inclusion:
A
plea
for
diversity
and
learning-­‐together-­‐apart
Elsebeth K. Sorensen, Professor
Dept. of Learning and Philosophy
D4Learning Research Group
Aalborg University
DENMARK
Keynote EDEN 2017 – Jönkjöping, Sweden, June 13-16, 2017

2. Research interests
• Collaborative production of NEW knowledge, reflection,
and collaborative knowledge building (CKB) online
• Enhancing the quality of online CKB dialogue
• Assessment of online CKB
• Project work online
• Virtual portfolios as tools for enhancing online CKB
• Dialogic learning designs for innovation and creativity
• Digital Inclusion/exclusion
Keynote EDEN 2017 – Jönkjöping, June 13-16, 2017

3. Outline
PART 1:
Questions:
• WHAT is inclusion?
• WHY inclusion?
• HOW: General potential of DIGITAL TECHNOLOGIES for inclusion?
PART 2:
Research:
• Ididakt: An inclusion project (researching quality of inclusion into
mainstream schools of kids/youngsters with developmental and attention
deficits)
• Findings
PART 3:
Looking towards the future:
• Robotics as tools for socio-emotional inclusion

4. PART 1

5. WHAT inclusion is….or should be…
• A legal, moral, ethical, and civil right, individually and collaboratively, to
engage and participate
• An overall political vision of a society, in which everyone has the same
access and possibilities of participating in the democratic processes of
society, as well as equal access to the resources of society
http://da.wikipedia.org/wiki/Inklusiv_p%C3%A6dagogik

6. WHAT inclusion is….or should be…
Academically
Physically
Socially
In other words, a human right and commitment to:
• participate and contribute, academically and socially, in lifelong
learning and the democratic processes at school and in society
Alenkær (2010); Voldborg & Grum (2011); Voldborg & Sorensen (2015)

7. WHY inclusion?
Conventions agreed upon
• 1980’erne: UNs standard-rules about equal possibilities for
people with handicaps
• 1994: The Salamanca declaration (RESPECT DIVERISTY)
• 2006/2009: UNs Handicap convention

8. WHY inclusion?
The Uncheon declaration (2015): Education 2030
Inclusion and equity in and through education is the cornerstone
of a transformative education agenda, and we therefore commit to
addressing all forms of exclusion and marginalization, disparities
and inequalities in access, participation and learning outcomes.
No education target should be considered met unless met by all.
We therefore commit to making the necessary changes in
education policies and focusing our efforts on the most
disadvantaged, especially those with disabilities, to ensure that no
one is left behind.

9. Digital
technologies
Poten/al
for
inclusion
HOW?
Digital potential for inclusion

10. PART 2
•

11. How can we use digital technology to
support inclusion into mainstream
schools of children with developmental
and attention deficits?
2013-­‐2016
A
robust
casestudy
Researchers:
• Elsebeth
Korsgaard
Sorensen
• Hanne
Voldborg
Andersen

12. A complex research field
Friends
Sleep
Cogni/on
Class
Family
rela/on
Mood
Divorse
Teachers
Hunger
Experiences
Medicine

13. Challenges:
Teachers & Learners
Teachers
Learners

14. Some notions/criteria for analysis
• Development of an individual learner identity (i.e.
“hin enkelte”, Kierkegaard, 1843) through initiative
and ownership of the individual learner
• Co-construction of new and (to the learners) true
knowledge (Colaizzi, 1978) – bringing
collaborative learner identity and ownership
• Visibility and respect for participation/contribution
to the community
• Collaborative knowledge building dialogue
(CKB) (Sorensen, 1993)

15. Acadically
Physically Socially
Structure & Overview
Shielding & Focus
Differentiation & Comprehension
Collaboration & Knowledge Construction
Production & Communication

16. Technologies used

17. • Compiling & structuring all materials
• Shared curriculum
• Portfolio
• Teacher and Learner communication
• Visible and shared frame for academic work
Virtual Learning Environments

18. Academically
Physically
Socially
Calmer
Aware
Focused
Concentrated
GeHng
started
Virtual
par/cipa/on
Contribute
Comprehend
Par/cipate
Findings

19. • Focus Learners (gain from teachers interventions with digital
technology)
• Digital technologies and interventions seem to a certain extent to
provide focus learners with “handy” methods and tools for managing
and participating in learning processes
• Facilitation of reifications (visualization, organisations, etc.) is important
for focus learners to get to see/realize what they themselves KNOW.
• (a) the facilitation of PROCESS
• (b) the creation of PRODUCTS and, finally,
• (c) the ASSISTANCE with aspects of production and dissemination.
• good quality interventions with digital technology invite and support
participation and dialogue – also in the planning of the learning process
of the individual focus learner.
• Good quality interventions incorporate tools and structures for:
• construction and dissemination of learners’ knowledge (to
demonstrate “I am able to” and “I know”),
• diverse, multimodal and assistive digital modes for communicating,
collaborating and contributing – and opportunities for reflection.
Findings +

20. • Disillusioned teachers feeling powerless in their use of digital
technologies:
“R. is doing well, when he is allowed to work multi-modally, and
he has done well with a home assignment on family
heritage” (teacher, School B)
• Technologies cause disruptions:
“A student by accident erases everything, it is difficult on iPads,
on which there is no undo-bottom in apps” (teacher, School I, 2nd
grade).
• Disillusioned teachers: It is important for them to “master” the
technologies, so they are able to:
• help the learner with unintended actions
• exploit the affordances of the technologies in their pedagogical
practice.
Findings %

21. Conclusion – project ididakt
• To be included is, in itself, a life value for the unique individual/learner.
• To feel included, a learner must feel safe and secure in the learning
endeavour.
• The reversibility of learning actions in a digital learning environment
makes it much safer for focus learners to navigate in a “safe”
environment.
• Reducing risks in the processes of creating learning products and
reifying processes of learning is important in order to ensure that focus
learners will have a voice in the choir of change and the democratic
advancement of society.
• Its weakness & strength: The teacher’s eye

22. PART 3

23. An unexplored social-emotional space:
Interaction with social Humanoid Robots
BUDDY: http://www.roboticstrends.com/article/
how_buddy_is_helping_autistic_children/persona
NAO:
http://www.robotlab.com/store/ask-nao-autism-
solution-for-kids
In the context of special education: he is engaging,
predictable, tireless, but also multi-interactive.

24. Micro level: Researching the socio-emotional
dialogic meta-space
Addressing the social-emotional dialogic space between learner and “robot”
• More research on how we are to understand what is happening in
the social-emotional dialogic space between learner and “robot”
Unexplored
space for
learning:
What is
actually
happening
here?
THE SOCIAL /EMOTIONAL SPACE

25. Macro level: The global future
New possibilities through developments/implementations of
digital technologies
• An overall political vision of a digitized society, in which everyone
has the same access and possibilities of participating in the
democratic processes of society
• Goal of inclusion that the learner, through a life-long process of
developing identity, obtains digitized L2L-competences and
becomes an active, empowered, independent, participating citizen in
a democratic life (Andersen & Sorensen, 2015; Sorensen,
Andersen, Grum (2013); Sorensen, 2006 & 2007)
http://da.wikipedia.org/wiki/Inklusiv_p%C3%A6dagogik

26. Educational designers – focus on
inclusion and dialogue!
Concern for – and a commitment to sustain:
• The future of our global society
• Peaceful co-existence without wars an other atrocities
• Tool:
• Inclusive education for all
• Method to be learned:
• Inclusive digital democratic dialogue based on DIVERSITY
as a resource
• Pedagogical mindset of a Maker Educator (https://
usergeneratededucation.wordpress.com/2014/10/08/the-
mindset-of-the-maker-educator/)

27. Synthesis – Embracing diversity
Designing for inclusion and Learning-Together-apart
Those who can understand the informal yet structured,
experiential yet social, character of learning – and can
translate their insight into designs in the service of
learning – will be the architects of our tomorrow.
(Wenger, 1998, pp. 225)

28. Thank you!!
Keynote EDEN 2017 – Jönkjöping, June 13-16, 2017
elsebeth@learning.aau.dk

29. 1. Andersen,
H.
V.,
&
Grum,
H.
(2011).
It-­‐faciliteret
didak.sk
koncept
for
inklusion
af
børn
med
ADHD
i
skolen
(Masterprojekt).
Aalborg
Universitet,
Master
Ikt
og
Læring.
Retrieved
from
hWp://projekter.aau.dk/projekter/files/52601752/adhd_inklusion_og_ikt.pdf
2. Sorensen,
E.
K.,
Andersen,
H.
V.,
&
Grum,
H.
(2013).
Intercultural
Dialogic
eLearning:
A
Tool
for
Fostering
Shared
Understanding
and
Sustainable
Competence
Development
in
Prac/ces
of
Inclusion.
In
Proceedings
of
World
Conference
on
Educa.onal
Mul.media,
Hypermedia
and
Telecommunica.ons
2013
(pp.
389–397).
Victoria,
Vancouver
Island:
AACE.
3. Andersen,
H.
V.,
&
Sorensen,
E.
K.
(2015).
Technology
as
a
Vehicle
for
Inclusion
of
Learners
with
AWen/on
Deificits
in
Mainstream
Schools.
In
Proceedings
of
the
European
Distance
and
E-­‐Learning
Network
2015
Annual
Conference
Barcelona,
9-­‐12
June,
2015
(pp.
720–
730).
Barcelona:
EDEN.
Retrieved
from
file:///Users/voldborg/Downloads/
BRPA_Voldborg-­‐Andersen_Korsgaard_Sorensen.pdf
4. Andersen,
H.
V.,
&
Sorensen,
E.
K.
(2016c).
Powerlessness
or
Omnipotence
–
the
Impact
of
Structuring
Technologies
in
Learning
Processes
for
Children
with
AWen/on
and
Developmental
Deficits.
Presented
at
the
1st
EAI
Interna/onal
Conference
on
Design,
Learning
&
Innova/on,
Esbjerg.
5. Andersen,
H.
V.
(2015).
Suppor/ng
inclusion
of
learners
with
aWen/on
deficit-­‐
hyperac/vity
disorder
in
sound-­‐field-­‐amplifica/on-­‐systems.
In
Proceedings
of
the
1st
D4Learning
Interna.onal
Conference
Innova.ons
in
Digital
Learning
for
Inclusion.
6. Andersen,
H.
V.,
&
Sorensen,
E.
K.
(2016a).
Differen/ated
Technology-­‐based
Interven/ons
for
Enhancing
Understanding,
Flow
and
Self-­‐efficacy
by
Learners
with
Developmental
and
AWen/on
Deficits.
Presented
at
the
9th
EDEN
Research
Workshop
-­‐
EDENRW9,
4-­‐6

30. 7. Sorensen,
E.
K.,
&
Andersen,
H.
V.
(2016c).
Using
Digital
Technologies
to
Strengthen
Par/cipa/on
and
Inclusion
of
Learners
with
Developmental
and
AWen/on
Deficits.
Presented
at
the
9th
EDEN
Research
Workshop
-­‐
EDENRW9,
4-­‐6
October
2016,
Oldenburg.
8. Sorensen,
E.
K.,
&
Andersen,
H.
V.
(2016b).
Learning
Together
Apart
–
the
Impact
on
Par/cipa/on
when
Using
Dialogic
Educa/onal
Technologies
for
Kids
with
AWen/on
and
Developmental
Deficits.
Presented
at
the
1st
EAI
Interna/onal
Conference
on
Design,
Learning
&
Innova/on,
Esbjerg.
9. Sorensen,
E.
K.,
&
Andersen,
H.
V.
(2016a).
Amplifying
the
Process
of
Inclusion
through
a
Genuine
Marriage
Between
Pedagogy
and
Technology.
Presented
at
the
EDEN
Annual
Conference,
2016
14-­‐17
June,
Budapest,
Budapest.
10. Andersen,
H.
V.
&
Sorensen,
E.
K.
(2016d):
Inducing
omnipotence
or
powerlessness
in
learners
with
developmental
and
aWen/on
difficul/es
through
structuring
technologies.
To
be
published
in
EIA
Special
Issue.
11. Sorensen,
E.
K.
&
Andersen,
H.
V.
(2016d):
Solitude
or
co-­‐existence
–
or
learning-­‐
together-­‐apart
with
digital
dialogic
technologies
for
kids
with
developmental
and
aWen/on
difficul/es.
To
be
published
in
EIA
Special
Issue.
12. Andersen,
H.
V.,
&
Sorensen,
E.
K.
(2016b).
Empowering
Teachers
and
their
Prac/ces
of
Inclusion
through
Digital
Dialogic
Nego/a/on
of
Meaning
in
Learning
Communi/es
of
Prac/ce.
Presented
at
the
The
EdMedia
World
Conference
on
Educa/onal
Media
and
Technology,
27th
to
30th
June
2016,
Vancouver,
Bri/sh
Columbia,
Canada.

31. 13. Andersen,
H.
V.,
&
Jensen,
R.
H.
S.
(2016).
Assis/ve
Learning
Technologies
for
Learners
with
ADHD
and
ASD
–
a
Review
2006-­‐2016.
To
be
published
in
Electronic
Journal
of
E-­‐Learning.
14. Andersen,
H.
V.,
Sorensen,
E.
K.,
de
Lopez,
K.
J,
Jensen,
R.
H.
S.
(2016)
It-­‐baseret
inklusion
af
elever
med
udviklings-­‐
og
opmærksomhedsproblemer.
Report
for
Danish
Ministery
of
Educa/on
15. Website
-­‐
www.ididakt.dk
16. The
value
of
the
ididakt
project
–
a
focus
learner
perspec/ve
(Ar/cle
in
early
stage)
17. The
challenges
of
inclusion
–
a
teacher
perspec/ve
(Ar/cle
in
early
stage)
18. Ph.d.
thesis
–
Summer
2017
Link to Report (in Danish):
http://aauforlag.dk/Shop/laering-og-uddannelse-(1)/it-
baseret-inklusion-af-elever-med-udviklings.aspx

32. Thank you!!
Keynote EDEN 2017 – Jönkjöping, June 13-16, 2017
elsebeth@learning.aau.dk