Nina Dohn

Nina Bonderup Dohn is an Associate Professor in humanistic information science at the University of Southern Denmark. She holds a Ph.D. in philosophical learning theory and a Masters Degree in philosophy and physics. Her research bridges epistemology and learning theory based on a view inspired by Heidegger, Merleau-Ponty, Wittgenstein, and Dreyfus, of the human being as always already situated in meaningful contexts of action. Her main field of research is knowledge and learning in education and at work with a special focus on concepts such as tacit knowledge, embodiment, understanding and reflection and the possible changing role of these concepts in learning situations mediated by ICT.

Her publications in English include:

Affordances revisited: Articulating a Merleau-Pontian view. International Journal of Computer-Supported Collaborative Learning. 2009 ; Vol. 4, No. 2, pp151–170

Web 2.0: Inherent tensions and evident challenges for education. International Journal of Computer-Supported Collaborative Learning. 2009 ; Vol. 4, No. 3, pp343–363

Web 2.0-Mediated Competence - Implicit Educational Demands on Learners. Electronic Journal of E-Learning. 2009 ; Vol. 7, No. 2, pp111–118

Why Language is not Enough : Work-Based Learning in Global Organisations. Language at Work - Bridging Theory and Practice. 2008 ; Vol. 4, pp33–41. Written together with C. Kjær.

Knowledge and Skills for PISA : Assessing the Assessment. Journal of Philosophy of Education. 2007 ; Vol. 41, No. 1, pp1–16

Learning science – acquiring a style of being-in-the-world. In Robering, K. (Ed.): Stile des Wissens – Styles of Knowledge, Nodus Publikationen, Münster. 2007.pp103–116.