Kasper Munk examines ways of leveraging the possibilities of new technologies for large-scale improvements in education. His work converges around three main themes: Firstly, how can new technologies improve the teaching of conceptually driven professional decision-making? Secondly, how can we ensure that the emerging profession of learning engineers will drive a diverse development of educational technology led by subject matter experts? Lastly, how can new technologies help us become better at the aspects of teaching that are still uniquely human? Kasper was trained as a psychologist at the University of Copenhagen where he has also taught and worked in research projects on innovation in educational institutions. Kasper holds a PhD from the University of Oxford where he did research on teacher decision-making. In Oxford, Kasper also taught and collaborated on several research projects within Oxford's Department of Education.
- Educational technology
- Digitalization of teaching
- Blended learning
- Learning sciences
- Learning engineering
- Uniquely human modes of teaching
- Concept learning
- Conceptually driven professional decision-making
- In-the-moment decision-making
- Teacher education
- Scalable innovation in education
- Munk, K. (2018). Motive orientations at work. Learning, Culture and Social Interaction. Available online 27 April 2018. https://doi.org/10.1016/j.lcsi.2018.04.005
- Munk, K. (2013). Organisatorisk læring gennem fælles refleksion [‘Organizational learning through shared reflection’]. Erhvervspsykologi, 11(4).
In: Children’s Transitions in Everyday Life and Institutions. ed. /Mariane Hedegaard; Marilyn Fleer. London : Bloomsbury Academic 2019, p. 21–46 (Transitions in Childhood and Youth)
In: Abstract book: ISTP Conference 2019, Copenhagen, Denmark. Copenhagen : Danish School of Education 2019, 1 p., p. 263
In: Learning, Culture and Social Interaction, 27.4.2018
Oxford : University of Oxford 2015, 40 p.
In: Pædagisk Psykologisk Tidsskrift, Vol. 52, No. 5/6, 2015, p. 80-94
In: Erhvervspsykologi, Vol. 11, No. 4, 2013, p. 60–74
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