University of Oslo (UiO): FRITT (E-Journals)
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Pedagogical considerations when educators and researchers design a controversy-based educational programme in a science centre
No full textThis article reports from a 1,5 yearlong co-design process where mainly one researcher and four science centre educators collaboratively designed a controversy-based educational programme for upper secondary school in a Norwegian science centre. Its aim was to contribute to our understanding of the transition in science centres from embracing neutral, science facts, to invite visitors to discuss and think critically about contemporary issues. The data for this study consists of sound recordings from one group interview, eight workshops and three informal meetings. In the analysis, we identified barriers related to both choosing a controversial issue and choosing pedagogical activities. For example, to address an issue that was both science and society based, and finding ways to engage students in discussion. Based on our findings, we recommend paying special attention to the role of sparking students’ emotional engagement, the aspect of no right or wrong answer, and the balance between hands-on activity and dialogue when designing controversy-based activities in these institutions
Technological acceptance and media literacy 2005-2018: a longitudinal study of outlooks before, during and post internet adoption
No full textThe growth and acceptance of the internet and associated technology has led to drastic social change regarding day-to-day behaviour. Whilst the uptake of changing technology has been extensively researched, studies tend to focus on the dichotomy between ‘user’ and ‘non-user’ adoption and behaviour. This paper builds on existing knowledge by longitudinally exploring nuances within the ‘user’ grouping, answering two research questions: what discrepancies exist in attitudes shown by those considered as ‘users’, and what implications may these have for obtaining and maintaining media literacy? This study analysed data from the UK communication regulator Ofcom’s Adult Media Lives project; a qualitative study consisting of annual in-home in-depth interviews with the same 18 participants between 2005- 2018. Through a thematic analysis of the raw video footage from each interview, this unique methodology provides a deeper understanding of how the same ‘users’’ outlooks may change over time, exposing how changing attitudes can be a key driver behind the development of media literacy. Four different attitudes were identified: enthusiastic, accepting, resistant and apprehensive. Following positive or negative experiences participants’ outlooks altered over time, shaping their use and often motivating a movement between these fluid attitudinal categories. With these attitudinal shifts their media literacy skills also fluctuated, illustrating how the obtainment of literacy is a volatile, non-linear process, shaped by personal experiences. This study exposes the limitations of only examining a ‘user’/ ‘non-user’ dichotomy, and highlights the importance of considering the nuances between ‘users’ when studying media literacy
The Burden of Security: Moral Frictions and Everyday Policing in a Contested Religious Compound
No full textAfter the Babri mosque in the northern Indian city of Ayodhya was destroyed in 1992 by mobs of ‘volunteers’ mobilised by Hindu nationalist forces, a deed of license between the Uttar Pradesh Sunni Central Waqf Board and the Uttar Pradesh state government was signed. Through this license a portion of land in the Gyan Vapi mosque premises in Banaras (Varanasi) was handed over to the state for security purposes. The Gyan Vapi mosque is less than fifty meters from the Kashi Vishvanath temple, a notable Hindu pilgrimage destination. Although at the centre of security issues for centuries, the mosque has been a target of the Hindu nationalist movement that since the 1980s has aimed at the ‘liberation’ of allegedly originally Hindu places of worship. By analysing the evolution of security discourses in local Hindi newspapers and drawing on ethnography of everyday policing at the Kashi Vishvanath-Gyan Vapi compound, this article discusses moral frictions involved in securing a contested place of worship and argues that scopes and objects of securitisation can shift. In the case I discuss, the predominately Hindu police are shown to play an ambiguous role, caught as they are between their duty to secure the disputed mosque and their likely adherence to the increasingly dominant Hindu nationalist discourse. In overcoming these moral frictions, police through their everyday activity contribute to the shift of the object of securitisation from the mosque to the more ‘acceptable’ temple
Eastern or Western - that is the Question. Some Notes on the New Evidence concerning the Eastern Origin of the Halberstadt Diptych
No full textThe Halberstadt diptych is a prominent example of late-antique official court art and of various kinds of expression of legitimation and power. In an article written in 1998, Alan Cameron attributed the diptych to Consul F1. Constans of 414, contradicting those who judged ita s having been commissioned by the western consul Fl. Constantius, who became consul only three years later. What may seem like a negligible difference in years is of significant consequence in that Cameron’s suggestion not only assigns the diptych a new date but, more importantly, postulates an eastern origin for it and raises wider questions in the history of art. In the following paper Cameron’s main argument will be refuted, while other arguments will be rehabilitated in favour of a western origin of the Halberstadt diptych.
Cristo e l'imperatore romano: i valori simbolici del nimbo
No full textQuesto studio si concentra sulla comparsa dei nimbi portati dall’imperatore e da Cristo nell’arte propagandistica ed ufficiale (145 d.C. – 440 d.C.) con lo scopo di interpretare la simbologia del nimbo nel suo rapporto fra l’imperatore e Cristo. L’esame iconografico di essi dimostra l’uso del nimbo nell’arte propagandistica, ma non basta per spiegare i valori simbolici del nimbo, che richiede un’integrazione di una quantità sufficiente d’immagini con altri esseri nimbati. Nell’insieme dei motivi principali in cui il nimbo compare è possibile mostrare le regole simboliche del nimbo. Di base è un segno descrittivo, applicato ai corpi celesti, contenente diversi gradi di densità simbolica, di qualità cosmica-divina. Quando il nimbo fu introdotto nell’arte propagandistica si basa sull’iconografia tradizionale, accentuando i sovrani come versi cosmocratores. Ma presto lo sviluppo dei vaolri simbolici del nimbo si dirama: per l’imperatore il nimbo diventa un simbolo prerogativo per il suo potere mentre il nimbo di Cristo accentua la sua sacralità (sanctus)
Kan klasseromprogrammet YAM gjøre en viktig forskjell i det selvmordsforebyggende arbeidet?
No full textJa, det kan det! SEYLE-studien – the Saving and Empowering of Young Lives in Europe – er overbevisende lesning
Mental ill-health and suicidal behaviour in asylum seekers and refugees during the COVID-19 pandemic
No full textWITHOUT DOUBT, THE COVID-19 PANDEMICis the greatest Public Health challenge of ourtime. Naturally, incidence rates of COVID-19-related morbidity and mortality as well asdiscussions on the most suitable strategies tolower them, have dominated media and scientific reporting. Increasingly, though, attentionhas also been given to the possible mentalhealth consequences of the pandemic. Here,asylum seekers and refugees are a particularrisk group as levels of mental ill-health havebeen already high before the COVID-19 outbreak. Specifically, there are several reasonsto expect suicide rates in asylum seekers/refugees to increase in the wake of the pandemic.Here we raise key points of concern andsuggest priorities for research and preventioninitiatives.WITHOUT DOUBT, THE COVID-19 PANDEMICis the greatest Public Health challenge of ourtime. Naturally, incidence rates of COVID-19-related morbidity and mortality as well asdiscussions on the most suitable strategies tolower them, have dominated media and scientific reporting. Increasingly, though, attentionhas also been given to the possible mentalhealth consequences of the pandemic. Here,asylum seekers and refugees are a particularrisk group as levels of mental ill-health havebeen already high before the COVID-19 outbreak. Specifically, there are several reasonsto expect suicide rates in asylum seekers/refugees to increase in the wake of the pandemic.Here we raise key points of concern andsuggest priorities for research and preventioninitiatives
- From inclusive practices to personal strategies : Teachers and students designing together digitally supported science learning
No full textThe main purpose of this doctoral thesis is to co-design and examine digitally supported inclusive practices in science learning. Inclusive practices aim to provide quality education and quality learning opportunities for all students. Inclusive practices are characterised by process-oriented development that takes into account a student’s personal abilities and needs concerning both knowledge and competencies as well as the classroom context. Since there are very few research-based models for inclusive practices, the longitudinal educational design research (EDR) project aimed to co-design digitally supported inclusive practices at the grassroots level with researchers, teachers and students. The EDR project took place during two years in a medium-sized primary school in the capital region of Finland, where inclusive education was employed as part of teacher collaboration. The participating class (44 students; 10 students with learning difficulties [LD]) had two primary teachers and one special education teacher, the defender of this thesis. The EDR consisted of four macro-cycles, which intended to increase understanding of co-designing and implementing inclusive practices in science learning. The first macro-cycle focused on exploring possibilities for using smartphone technology in a water project. In the second macro-cycle, students used the developed personal solutions and designed collaborative solutions while studying the following science-related themes: forest, human, motions and forces, and space. In the third macro-cycle, students studied Europe and Asia, plants, human and states of matter. The participants developed further both personal solutions and collaborative solutions. Finally, the fourth macro-cycle focused on one science theme, electricity, where solutions were designed for collaborative learning and especially for active participation.
The thesis is comprised of four publications that form a holistic picture of the possibilities of digital technology when considering the adaptation, use and benefits for the student both at the personal and group level. Publication I reports the results of the first macro-cycle of the EDR. Publication II discusses the benefits of using a smartphone in science learning from a student’s personal learning perspective, reflecting all four macro-cycles. Publication III describes the EDR project’s final macro-cycle, electricity project, in which students utilised personal strategies that were supported by the teacher through respectful grouping, differentiated learning tasks and a reflective discussion after lessons. Finally, Publication IV evaluates the development and implementation of the inclusive practises throughout the EDR project from the perspective of the LD students. The data was collected through video recordings of ideating sessions, questionnaires, students’ notes from the e-learning environment, the teacher’s memo and interviews; it was analysed via quantitative analysis of frequencies, qualitative content analysis and co-occurrence network analysis.
As its theoretical contribution, this thesis weaves together the two frameworks of inclusive practices in science learning. First, the digitally supported inclusive science learning supports a student’s personal learning through the differentiation of content, process and product through the use of multimodality. The teacher employs a student’s personal strategies when preparing a collaborative learning project, especially at the levels of process and product. In light of the objective of inclusion, the teacher’s support during the process should aim at giving intensified support and structured guidance in collaborative activities where students require various competences. Second, such a long-term, reflective, co-designing project supports both the use of digital technology and the development of inclusive practices. LD students benefit from a process-oriented, comprehensive, structured and reflective use of technology in their learning. Differences between students’ digital competencies bring a new element to the classroom alongside academic knowledge, both of which affirm LD students’ social status in the classroom. The thesis emphasises that a long-term co-designing project can both develop teaching practices and engage students to develop their personal learning, and hence, promote inclusive education at the grassroots level
