Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Tuffa bud : Apl-uppgifters betydelse för utveckling av yrkeskunnande
No full textWhat distinguishes vocational didactics from other subject didactics is its direct connection to a vocation and work life. In Swedish upper secondary vocational education, this dimension of vocational didactics becomes particularly significant in relation to students\u27 workplace-based learning (WBL). During WBL, as well as in school, the tasks assigned to students are central to the learning activities. This article explores the tasks students encounter within flower distribution during workplace-based learning (WBL) in upper secondary floristry education. The aim is to provide insight into the aspects of vocational knowing that students struggle to access, both in school and in the workplace. The study is based on interviews with students and supervisors.
The results show that economics is a difficult-to-access aspect of vocational knowing, largely remaining invisible to the students. Additionally, economic motives influence supervisors\u27 assessments of the tasks students are given during WBL. Furthermore, the study highlights that the order form is an important tool in the workplace, the various functions of which students have (yet) to fully grasp. Based on these findings, a central challenge in vocational didactics emerges: the need to transform specific vocational knowing into subject content and create bridges between school and the workplaceNågot som särskiljer yrkesdidaktik från annan ämnesdidaktik är kopplingen till ett yrke och arbetsliv. I den svenska gymnasiala yrkesutbildningen blir denna dimension av yrkesdidaktiken särskilt betydelsefull i relation till elevernas arbetsplatsförlagda lärande (apl). Under apl, liksom i skolan, är de uppgifter elever får tillgång till centrala för den utbildningsverksamhet som tar form. I artikeln undersöks blomsterförmedling under arbetsplatsförlagt lärande (apl) på det skolförlagda hantverksprogrammet med inriktning florist med fokus på de uppgifter elever möter. Syftet är att utveckla kunskap om de aspekter av yrkeskunnandet eleverna har svårt att få tillgång till, sett till såväl skol- som arbetsplatsförlagd utbildning. Vad som karakteriserar de uppgifter som eleverna genomför på sina arbetsplatser, samt vilka krav uppfattar eleverna att uppgifterna på apl-platserna ställer på dem är de frågeställningar som vägleder studien. Studien baseras på intervjuer med elever och handledare.
Resultaten visar att ekonomi är en svårtillgänglig aspekt av yrkeskunnandet som till stora delar förblir dolt för eleverna, och att ekonomiska motiv inverkar på handledarnas bedömning av vilka uppgifter elever får göra under apl. Vidare synliggörs att ordersedeln utgör ett viktigt redskap på arbetsplatserna. Baserat i dessa resultat framträder att en central yrkesdidaktisk utmaning är att transformera ett specifikt yrkeskunnande till ett yrkesämnesinnehåll och skapa bryggor mellan två skilda praktiker: skola och arbetsplats
Current Perspectives of Design Thinking and Design Literacy: Rethinking Design Beyond Disciplinary Boundaries
No full textDesign thinking has become a cornerstone of 21st-century education and is emphasized across both design and non-design disciplines. Studies have long criticized design thinking as ambiguous because it has diverse definitions and employs a range of methodologies. Recently, the concept of design literacy has entered the literature. It is proposed that design literacy can foster the potential of design thinking to promote the development of the “new literacies” needed to drive change and transformation in an age facing global challenges such as climate change, technological transformations, and social inequality. This article highlights key themes from an international symposium exploring design’s foundational role in education, its connection to visual thinking and reasoning, the potential of interdisciplinary problem-solving, the human and social dimensions of design thinking, and the importance of design literacy for effective communication and collaboration among designers. This symposium is part of a broader research project based at Özyeğin University, Turkey, investigating how to cultivate design literacy knowledge and skills in early undergraduate curricula to foster an interdisciplinary and trans-professional learning environment before professional specialization
“Kilroy lives here”: En etnografisk undersökning av byggarbetsplatsgraffiti
No full textThis article explores graffiti made by construction workers and its associated practices at a major construction site in Sweden. Research on how construction workers use literacy by taking part in literacy practices, doings involving writing, reading, or talking about texts, is scarce. This research gap is evident with regard to their doings with graffiti, potentially making this workplace phenomenon difficult to teach and put into context in vocational education and training (VET). The theoretical framework applied is the practice-based ecological view of literacy which allows analysis of how literacy practices are shaped by Discourses, combinations of saying, doing, and being things. Using an ethnographic approach, construction site graffiti was documented using photography (N = 92) and fieldnotes (25,000 words) during five months of fieldwork at a major construction site in Sweden. Data was analysed in three steps including pre-analysis, deductive analysis, and inductive analysis using the concept of literacy practice as an analytical tool. Results indicate that graffiti in the form of construction markings, memory notes, sketches, ownership labels, calculations, comments, doodles, political symbols, tags, and caricatures was found at this construction site and that they supported practices of aiding construction, maintaining autonomy, and playful bantering. These findings suggest construction site graffiti to be a versatile tool used both for production and for fun enabled by a transient workplace that is difficult to control with traditional managerial techniques. Graffiti practices are believed to reflect a unique occupational culture that value displays of craftsmanship, opposition, and wit. As graffiti constitutes an aspect of workplace literacy that is unlikely to be put into context in construction worker training, future research on its potential in VET is suggested.Den här artikeln utforskar graffiti skapad av byggnadsarbetare och deras tillhörande praktiker på en stor byggarbetsplats i Sverige. Forskning om hur byggnadsarbetare använder literacy genom att delta i literacypraktiker – aktiviteter som involverar skrivande, läsande eller samtal om texter – är begränsad. Denna forskningslucka är särskilt tydlig när det gäller deras bruk av graffiti, vilket potentiellt gör detta arbetsplatsfenomen svårt att undervisa om och kontextualisera i yrkesutbildning.
Den teoretiska ramen som används är ett praktikbaserat ekologiskt synsätt på literacy, vilket möjliggör en analys av hur literacypraktiker formas av diskurser – kombinationer av att säga, göra och vara något eller någon. Med en etnografisk ansats dokumenterades graffiti på byggarbetsplatsen genom fotografering (N = 92) och fältanteckningar (25 000 ord) under fem månaders fältarbete.
Datan analyserades i tre steg: föranalys, deduktiv analys och induktiv analys, där begreppet literacypraktik användes som ett analytiskt verktyg. Resultaten visar att graffiti i form av utsättningar, minnesanteckningar, skisser, ägandemärkningar, beräkningar, kommentarer, klotter, politiska symboler, tags och karikatyrer förekom på arbetsplatsen och att dessa stödde praktiker för att underlätta byggandet, upprätthålla autonomi och möjliggöra lekfullt skämtande.
Dessa fynd antyder att graffiti på byggarbetsplatser är ett mångsidigt verktyg som används både för produktion och skoj och som möjliggörs av en föränderlig arbetsplats som är svår att kontrollera med traditionella ledningstekniker. Graffitipraktiker tros spegla en unik yrkeskultur som värdesätter hantverksskicklighet, opposition och kvickhet. Eftersom graffiti utgör en aspekt av arbetsplatsens literacy som sannolikt inte sätts i ett sammanhang i byggutbildning, föreslås framtida forskning om dess potential inom yrkesutbildning
Tillitsbasert styring og ledelse – en fot i bakken
No full textTrust-based management (TBM) is linked to ideas about how public activities should be organised and has increasingly come on the agenda. Over the past few years, a number of books and articles have been published dealing with TBM. In this article, a selection of the Scandinavian research on TBM is reviewed and analysed. The review shows that empirical studies of TBM do not clearly distinguish between the concepts of leadership and management, and although the interaction between leadership and management is important in TBM, there is little in the studies that shows how this interaction takes place in practice. The review also shows that the research on TBM is mainly about the prevalence and knowledge of TBM as an idea, and various links between idea and practice. The article concludes that a clarification of how the concepts of leadership and management are used in empirical studies, and a problematization of TBM as an idea, will contribute to further knowledge about trust-based management.Tillitsbasert styring og ledelse (TBSL) er knyttet til ideer om hvordan offentlig virksomhet skal organiseres, og har i stigende grad kommet på dagsorden. I løpet av de siste årene har det blitt publisert en rekke bøker og artikler som tar for seg TBSL. I denne artikkelen blir et utvalg av den Skandinaviske forskningen på TBSL gjennomgått og analysert. Gjennomgangen viser at i empiriske studier av TBSL skjelnes det ikke tydelig mellom begrepene styring og ledelse, og selv om samspillet mellom styring og ledelse er viktig i TBSL, er det lite i studiene som viser hvordan dette samspillet foregår i praksis. Gjennomgangen viser også at forskningen på TBSL hovedsakelig handler om utbredelse og kjennskap til TBSL som idé, og ulike koblinger mellom idé og praksis. Artikkelen konkluderer med at en tydeliggjøring av hvordan begrepene styring og ledelse brukes i empiriske studier, og en problematisering av TBSL som idé, vil bidra til ytterligere kunnskap om tillitsbasert styring og ledelse
What Does it Mean to Act Professionally? Ideas of Professionalism Within Medical, Police, and Social Work Education
No full textProfessionalism is a crucial element of curricula in many profession-oriented higher education programmes. However, defining and working with professionalism-oriented learning objectives can be challenging. Comparative perspectives on professionalism across educational contexts are often missing. This study explores educators’ ideas on what students need to learn to effectively navigate and manage their professional practice within three professional education programmes: police, medical, and social work. The analysis captures how professionalism is portrayed in documents and interviews with teachers. The findings highlight shared ideas of professionalism across educational boundaries. The concept is described as multi-dimensional and complex, necessitating more communication about what can be expected of students and how teaching and assessment should be designed
Writing a PhD Thesis in Counterpoint to its Traditional Map: : Writing to and With Theories and Concepts Encountered in the Doing of Doctoral Studies
No full textThis article offers insights into challenges encountered in the landscaping of a doctoral thesis written in counterpoint with its traditional map. The inspiration behind the author’s thesis is a sixteen-year-old withdrawn from an English Further Education college on her first day. Consequently, the thesis troubles seemingly rigid orthodox academic structures and writing conventions, which potentially act as a barrier to learning. Animating the (non)methodological approaches of a PhD thesis written for everyone denied the opportunity of fulfilling their academic potential, this paper engages with speculative and experimental approaches to research, asking not ‘what is’, but ‘what if’
Using Makerspaces to enrich Design and Technology education
No full textThe studies of Vourikari et al. (2019) and Walan & Gericke (2022), show that a significant amount of research on makerspaces focuses on how these community spaces provide an informal approach to learning that promotes cross-curricular Science, Technology, Engineering, Art, Mathematics (STEAM) education without considering how this could enrich design and technology education. Limited exploratory research has been conducted in the Maltese context on how makerspaces can enhance the professional development of design and technology teachers, supporting students\u27 transition into the workforce, particularly in design, engineering, and technology-related occupations. By conducting an exploratory case study at a makerspace located in the Valletta Design Cluster (VDC) in Valletta, Malta, using observations and interviews as key methods, this study aims to understand the culture of makerspaces, the knowledge and skills exchanged by users, and how these align with engineering and technology literacy requirements (ITEEA, 2020). It also examines the teaching strategies employed, with particular focus on student-centred approaches. Four key themes emerged from the observations and interviews conducted at the makerspace: "teaching and learning methods," "opportunities within makerspaces," "knowledge and skills," and "makerspace users." These themes not only provided a deeper understanding of Malta\u27s makerspace culture, but also highlight the educational potential of makerspaces. This study concludes with a suggestive interpretive account by the researcher, based on the results and literature findings, detailing how makerspaces could enhance formal design and technology education in Malta.
Keywords: design and technology, makerspaces, education, opportunities, teaching and learning.
The studies of Vourikari et al. (2019) and Walan & Gericke (2022), show that a significant amount of research on makerspaces focuses on how these community spaces provide an informal approach to learning that promotes cross-curricular Science, Technology, Engineering, Art, Mathematics (STEAM) education without considering how this could enrich design and technology education. Limited exploratory research has been conducted in the Maltese context on how makerspaces can enhance the professional development of design and technology teachers, supporting students\u27 transition into the workforce, particularly in design, engineering, and technology-related occupations. By conducting an exploratory case study at a makerspace located in the Valletta Design Cluster (VDC) in Valletta, Malta, using observations and interviews as key methods, this study aims to understand the culture of makerspaces, the knowledge and skills exchanged by users, and how these align with engineering and technology literacy requirements (ITEEA, 2020). It also examines the teaching strategies employed, with particular focus on student-centred approaches. Four key themes emerged from the observations and interviews conducted at the makerspace: "teaching and learning methods," "opportunities within makerspaces," "knowledge and skills," and "makerspace users." These themes not only provided a deeper understanding of Malta\u27s makerspace culture, but also highlight the educational potential of makerspaces. This study concludes with a suggestive interpretive account by the researcher, based on the results and literature findings, detailing how makerspaces could enhance formal design and technology education in Malta.
Keywords: design and technology, makerspaces, education, opportunities, teaching and learning
Student Craft Teachers’ Choices During the Garment Design and Making Process: A Qualitative Analysis of Posters
No full textThis study aims to identify the choices made by university student craft teachers during the garment design and making process. The research utilises a theoretical framework centred around the clothing design and making process, employing the functional, expressional and aesthetic (FEA) model and Papanek’s function complex model. Two research questions were set: 1) Related to their garment design and making process, what kinds of choices did students outline in their posters? 2) How did student teachers utilise garment analysis models (FEA and Papanek’s functional analysis)? The methodology involved a qualitative content analysis of 23 posters that combined visual elements and textual descriptions created by the participants. The posters highlighted the emphasis on participants’ pragmatic considerations, such as usage intention, making methods and expressional and sustainable choices. Additionally, the studied posters showcased the participants’ satisfaction with their garments, as these garments provided them with a means to express their personal clothing styles and experiences. The findings suggest the need for an increased focus on sustainable practices in teaching clothing courses, as well as design-focused tools that specifically aid in craft product analysis in craft teacher education programmes.
Keywords: clothing, garment design and making, garment construction, higher education, poster analysisThis study aims to identify the choices made by university student craft teachers during the garment design and making process. The research utilises a theoretical framework centred around the clothing design and making process, employing the functional, expressional and aesthetic (FEA) model and Papanek’s function complex model. Two research questions were set: 1) Related to their garment design and making process, what kinds of choices did students outline in their posters? 2) How did student teachers utilise garment analysis models (FEA and Papanek’s functional analysis)? The methodology involved a qualitative content analysis of 23 posters that combined visual elements and textual descriptions created by the participants. The posters highlighted the emphasis on participants’ pragmatic considerations, such as usage intention, making methods and expressional and sustainable choices. Additionally, the studied posters showcased the participants’ satisfaction with their garments, as these garments provided them with a means to express their personal clothing styles and experiences. The findings suggest the need for an increased focus on sustainable practices in teaching clothing courses, as well as design-focused tools that specifically aid in craft product analysis in craft teacher education programmes.
Keywords: clothing, garment design and making, garment construction, higher education, poster analysi
Realisering av kjerneelementet handverksferdigheiter i kunst og handverk: Relevansen av læraren sin making knowledge i arbeid med djupnelæring
No full textUtilizing the framework of conceptual curriculum theory from Goodlad, this article examines the representation of craft skills within the formal curriculum. Additionally, it investigates the efforts to support students’ development of craft skills in the operationalization of the compulsory school subject Art and Crafts (AC) and the core element Craft Skills (CS) at the fifth-grade level. Empirical data from a task period involving woodwork provides insights into workshop practices, while an analysis of the Art and Crafts curriculum offers an understanding of school policy intentions. The analysis reveals that the curriculum provides limited guidelines concerning the core element CS. The teacher’s Making Knowledge, defined by the level of craft competence and exercise of professional discretion based on this competence, emerges as crucial for the pupils’ learning of basic craft skills. Practical creative work serves as the pivot point for operationalized workshop practice. Consequently, frameworks such as subject competence, time, and specialized facilities play a crucial role in teaching practice and must be prioritized in primary education if teaching aimed at students’ craft learning and deep learning in AC is to be carried out.Gjennom rammeverket konseptuell læreplanteori frå Goodlad ser denne artikkelen på korleis handverksferdigheiter vert framstilt i den formelle læreplanen. Artikkelen ser også på arbeidet med å støtte elevane si utvikling av handverksferdigheiter i operasjonaliseringa av grunnskulefaget kunst og handverk (KH) og kjerneelementet handverksferdigheiter (HF) på 5. trinn. Empiri frå ein oppgåveperiode med arbeid i tre gjev innblikk i verkstadpraksis, medan ei analyse av Læreplan i kunst og handverk gjev innblikk i skulepolitiske intensjonar. Analysen viser at læreplanen legg få føringar for det faglege innhaldet i kjerneelementet HF. Læraren sin making knowledge, i betydninga grad av handverkskompetanse og skjønnsutøving basert på denne, trer derfor fram som avgjerande for elevane si innlæring av grunnleggjande handverksferdigheiter. Praktisk skapande arbeid vert omdreiingspunkt for den operasjonaliserte verkstadpraksisen. Det betyr at rammer som fagkompetanse, tid og spesialrom spelar ei avgjerande rolle i undervisningspraksis, og må prioriterast i grunnopplæringa dersom arbeid med målsetting om elevane si handverksmessige læring og djupnelæring i KH skal kunne gjennomførast