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Deep Learning for Digital Competences in the Humanities

As a part of the University Pedagogy course for assistant professors (adjunkt) at University of Copenhagen, I have initiated a project focused on digital competences in the humanities. The project builds on a pedagogical focus explored during my course block on Digital Culture and Technogenesis in Fall 2021 on deep learning as a cognitive challenge. I approach this in lieu of how hyper attention – in coping with digital culture – affects our abilities for paying deep attention (Hayles 2012, Carr 2012), which poses challenges to learning, and which neuroscientists relate to worrisome cognitive and neurological consequences of our engagement with technology in digital culture (Greenfield 2015, Davidson and Begley, 2013). My research project takes a point of departure in concrete student exercises and proposes suggestions to how pedagogical, didactical approaches to deep learning can contribute to our understanding and and work with digital competences as learning goals in the humanities.

Lundahl & Seitl, Amissingroom (2020)



Carr, Nicholas. The Shallows: What the Internet is Doing to Our Brains. New York: W. W. Norton & Company, 2011.

Davidson, Richard J. and Sharon Begley. The Emotional Life of Your Brain. New York, NY: Hudson Street Press, 2013.

Greenfield, Susan. Mind Change: How Digital Technologies Are Leaving Their Mark on Our Brains. New York: Random House, 2015.

Hayles, N. Katherine. How We Think: Digital Media and Contemporary Technogenesis (Chicago: University of Chicago Press, 2012).