The activities and the facilities of the ILD Lab are anchored in Aalborg University, Copenhagen, and its members stem from two departments: the department of Learning and Philosophy (L-ILD) and the department of communication (K-ILD).

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L-ILD on VBN 

K-ILD on VBN 

ResearchLab: IT, Learning & Design (ILD) is investigating and developing new processes for learning using IT, where focus is to qualify and facilitate learning and enhancing creativity and innovation. The activities and the facilities of the ILD Lab are anchored in Aalborg University, Copenhagen, and its members stem from two department the department of Learning and Philosophy (L-ILD) and the department of communication (K-ILD). The ILD Lab is working to develop cooperation with other research environments on AAU, nationally and internationally.

The ILD Lab researchers, students and partners develop new and innovative learning processes using IT. The research is also connected to the existing undergraduate and graduate programs (such as the MSc program in IT, learning and organizational chance, the Master in ICT and learning (MIL), and the Master Nordic Visual Studies and Art Education (NoVA).

ILD works due to scientific, operational and practical research with external partners. The ILD Lab rates highly on ICT in primary and higher education. The research has focus on new forms of learning, multimodality and interaction in technology-intensive learning environments, which are essential for innovation of education, business and other organizations. Research in the ILD Lab incorporates learning in and outside the educational system.

AAU has a national and an international leading position within the field of IT, learning and education. The ILD lab provides a necessary research contribution to the digital development which is corresponding to the development within the primary and higher education.

Members of ILD are Editors or Associate Editors on:

• Designs for Learning (Journal)
• EJEL – The Electronic Journal of e-Learning
• Læring og Medier (LOM)

We also help arrange these conferences:

• Designs for Learning (Conference)
• ECEL – European Conference on E-Learning committee
• ICEL – International Conference on E-Learning committee
• ECGBL – European Conference on Games Based Learning committee

We work on projects with these organisations and foundations:

• Absalon Professionshøjskole
• Digital Storylab
• Kata Fonden
• Nordea Fonden
• Nordisk Kulturfond
• The Nordics
• Stories from the North netværket (Reykjavik Academy (Iceland), World Wide Narrative (Norway),  Oslo University College and Akershus (Norway), Digital Storylab (Denmark), Aalborg University (Denmark))
• VIA Bioanalytikeruddannelsen
• Innovationsfonden
• Københavns Kommune
• Hofor
• KMD
• UCC
• Institute for Play
• Build a World
• Clio Online
• National Centre for Reading
• VIA University College
• Nationalt Center for Skoleforskning
• LEGO
• Designskolen KAD
• Kolding Designskole
• Undervisningsministeriet
• Vandsektorens Udviklings- og Demonstrations Pulje
• IT Branchen
• NordPlus
• Nord University
• Reykjavik University
• Aalto University
• Konstfack
• Antvorskov skole
• Vejen Kommune Skoler

To rethink and innovate learning processes through IT in relation to the educational sector, companies, and other organisations with a particular focus on IT in primary and higher education.

The lab is working with learning and educational design in the following fields of research:

• IT and subjects
• Digital production
• IT, space, and body
• IT and organisation
• IT, gamification, game and play

The goal is to generate knowledge of how the students' own digital production can facilitate learning processes and qualify academic and interdisciplinary learning outcomes, and the knowledge of the own production's possibilities for developing creative and innovative processes.

Intermediate goals are:

• to research the productive process and develop concepts for the students' autonomous processes.
• to generate concepts for learning, play, creative, and innovative aspects of digital productions.
• to generate concepts for intuitive interaction with the use of touch technologies
• to generate concepts connected to types of interaction and multimodality in the students' digital productions.
• to develop methods, which identify the learning, play, creative, and innovative aspects of digital productions.
• to develop models for the teacher's didactic framing, for the students' didactic design of own digital productions, in connection to different subjects and interdisciplinary projects.

The goal is to generate knowledge of how learning spaces are created, sensed, and experienced and physical and digitally mediated practices, to generate knowledge of how experiences of 'tele-presences' are created in physical and digitally mediated practices, and to what extent this may be described as a participant experience of 'a third space'.

Intermediate goals are:

• to develop concepts and models within the participant experience of 'a third space', as well as processes which concern formal, informal, synchronous and asynchronous contexts.
• to generate concepts for the interaction between body and digitally/physically mediated time and space.
• to generate concepts connected to types of interaction and multimodality in video-mediated space.
• to review and further develop concepts within 'tele-presence', space and place research, tactility and sensuality/corporality in relation to the overall goal.
• to develop ethnographic methods for research of the interaction between body and digitally/physically mediated space.
• to develop didactic models for practice at video conferences.

The goal is to generate knowledge of how IT and media can support and transform both the subjects and the teaching, particularly in the subjects Danish, mathematics, languages, and natural sciences.

Intermediate goals are:

• to develop IT didacatics, meaning connected sets of theroretically based concepts and models, which can qualify goal setting, selection of learning content, organisation and evaluation of education.
• to develop concepts to understand and describe the use of IT and media, within and across subjects
• to develop concepts to understand the value and cultural aspects of using IT and media together in education
• to develop methods which can qualify the development of the teachers' IT-didactic skills within the individual subject areas.
• to develop reviews, which provide an overview over national research projects with experiences with the recent use of IT and media in the classroom – especially in connection to Danish, mathematics, natural sciences and arts.
• to develop models to understand the interplay between IT-integrated subject practices across educational systems.
• to develop and qualify certain technologies (products) with the intention of inclusion in education.

The goal is to generate knowledge of the learning processes in organisations, particularly in relation to knowledge of significances of new social practices (new digital types of interaction, informal sharing of knowledge, dialogue processes) for team learning and organisatorial learning.

Intermediate goals are:

• to (further) develop concepts for skill development and implementation of 'theroy generated' practices in organisations.
• to develop models for how one can change and anchor skill development and implementation of IT and learning in organisations.
• to develop models for organisatorial learning based on digitally mediated social practices.
• to develop didactic design for organisatorial learning based on digitally mediated social practices.

The goal is to generate knowledge of ways to research and develop the use of game and play dynamics within formal and informal learning contexts and their interconnections.

Intermediate goals are:

• to generate concepts for understanding creative game and play practices in formal and informal contexts.
• to research the technology's role and status in game and play in a learning context
• to develop didactic models for facilitating game and play based learning processes.
• to research and develop the integration of play dynamics (gamification) in the classroom to further learning and engagement.
• to describe different types of knowledge, player types, and motivation in specific play-based learning environments like crowd sourcing games and scientific discovery games.
• to research and develop the use of location-based games with a focus on experiences and recognition potential in urban spaces.
• to research and describe "authenticity" of learning content in relation to game and play-based learning processes.