Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Media Literacy in Times of Crisis: First Results of the YO-MEDIA Project Handling the Voice of Educators, Teachers, and Journalists
No full textThe contemporary younger generation is facing a multitude of changes and adversities stemming from prevalent political, military, and pandemic crises that have garnered substantial attention in the media. In light of these circumstances, Media Literacy and critical thinking are paramount in navigating the influx of information and discerning veracity from misinformation. The rationale behind selecting this demographic as the focal point lies in the discernible trend wherein young individuals often peruse news content on their mobile devices with minimal contemplation, relying exclusively on social media platforms devoid of journalistic filtration. As delineated by various investigations, this juncture in their lives is pivotal to cultivating critical thinking skills. Such skills empower the youth to engage in autonomous thought processes, make informed decisions, and assess the repercussions of their actions. The contribution presents the outcomes of the interviews conducted in Italy, Spain, and Portugal within the project YO-MEDIA on Media Literacy in times of crisis, addressing the attention of educators, teachers, stakeholders, and journalists
What is digital education? Decoding notions and encoding critical thinking, human rights and participation for fairer digital societies
No full textThis research addresses some of societal challenges in the digital age by analysing key features and contextual factors associated with digital education’s notions among academic literature. It problematises some of its shortcomings by zooming into digital education’s references to critical thinking, human rights and participation. A Systematic Literature Review was applied among peer-reviewed articles published in English since 2014. Results for discussion hinged upon the implications of dominant conceptualisations, factors enabling missing links with digital rights, and tactics steering education towards social justice in digital societies.
Advancing democracies in the digital age entail comprehensive efforts oriented by human rights including technologies, regulations, research and education. Among these, education has been pointed as fundamentally affecting a stark ‘division of learning’. This gap is the axial point for the financial and controlling interests of big wealthy companies and governments. The implications of these digital divides have expanded the field of digital rights in the last decade, which was accelerated after the COVID-19 digital transformation. Nevertheless, the right to a quality education has remained broadly sidelined among digital rights, and most of the concerns from this field have been minimally included in educational agendas
Yrkesfaglæreres profesjonsfaglige digitale kompetanse i et spenningsfelt mellom skole og arbeidsliv: En studie av ePortfolioer og dokumentasjonssystem i bruk og utprøving.
No full textThe term professional digital competence (PDC) has gained currency in the research literature on new requirements for teachers\u27 professional competence in a digitized working life. However, this research has in a small extent dealt with vocational teachers.
The article takes as its starting point a vocational didactic perspective on the pedagogical integration ePortfolios and digital documentation to promote learning in a vocational education that alternates between school and working life. A model for the vocational teachers\u27 PDC, the YFL model, has been developed based on this understanding and is in this study subjected to an exploratory validation. Theoretically, the study is placed in a socio-cultural understanding of learning where areas of use and different purposes for this technology are seen in the light of opportunities for learning across arenas in collaboration with other actors. The research design for the study is inspired by design-based research where research-based principles for system design and close collaboration between researchers and practitioners. The data material is organized thematically and presented as integrated conclusions in line with principles for integrative mixed method research.
To be successful with technology-supported border crossing practices, the results show, in light of the YFL model, that vocational teachers need both profession-based and subject-integrated competences. This can be seen, for example, in professional communication about vocational didactic purposes for using ePortfolios, and in a more innovative and transformative practice when students create personal learning portfolios that communicate vocational competence. This challenges the vocational teacher\u27s role by requiring a more adaptive pedagogical approach. A development of PDC includes competence dimensions linked to other actors\u27 attitudes to technology, opportunities for cooperation in the development of the technological systems and in overcoming organizational and political obstacles. Further research should make a systematic study of core dimensions in the YFL model across vocational subjects.Begrepet profesjonsfaglig digital kompetanse (PfDK) har fått gjennomslag i forskningslitteraturen om nye krav til læreres yrkeskompetanse i et digitalisert arbeidsliv. Imidlertid har denne forskningen i liten grad belyst hva PfDK kan innebære for yrkesfaglærere. Artikkelen tar utgangspunkt i et yrkesdidaktisk perspektiv på pedagogisk integrering av digitale ressurser for å fremme læring i en yrkesutdanning som veksler mellom opplæring i skole og arbeidsliv. En modell for yrkesfaglærernes PfDK, YFL-modellen, er utviklet med basis i denne forståelsen og blir i denne studien av ePortfolioer og digitale dokumentasjonssystemer i flere yrkesfag underkastet en eksplorerende validering.
Teoretisk plasseres studien i en sosiokulturell forståelse av læring hvor bruksområder og ulike formål for denne teknologien sees i lys av muligheter for læring på tvers av arenaer i samarbeid med andre aktører. Forskningsdesignet er inspirert av designbasert forskning der forskningsbaserte prinsipper for systemutforming implementeres i flere runder med lokalt utviklingsarbeid og tett samarbeid mellom forskere og praktikere. Datamaterialet er analysert tematisk og som integrerte slutninger i tråd med prinsipper for metodekombinert forskning.
For å lykkes med teknologistøttede grensekryssingspraksiser viser resultatene, i lys av YFL-modellen, at yrkesfaglærere har behov for både profesjonsforankrede og fagintegrerte kompetanser. Dette viser seg eksempelvis i profesjonell kommunikasjon om yrkesdidaktiske formål for bruk av ePortfolioer, og i en mer innovativ og transformativ praksis når elever opprettet personlige læringsportfolier som kommuniserer yrkeskompetanse. Dette utfordrer yrkesfaglærerrollen ved å kreve en mer adaptiv pedagogisk tilnærming. En utvikling av PfDK i et bredt profesjonsperspektiv omfatter kompetansedimensjoner knyttet til andre aktørers holdninger til teknologi, samarbeidsmuligheter i utviklingen av de teknologiske systemer og i overvinnelse av organisatoriske og politiske hindringer. Videre forskning bør gjøre en systematisk studie av viktige dimensjoner i YFL-modellen i flere yrkesfag
Hopeful Things as Minor Interventions in Educational Atmospheres: A Diffractive Translation of Sara Ahmed’s ‘Happy Objects’ to Nordic Diversity Work
No full textDrawing on scholarship on affects, moods, and affective pedagogies in education, we explore how educators in a Danish gymnasium weaved hopes and anxieties into a school space and the specific things, such as books and bookshelves, to address and improve the inclusion of racialized students in school life. Based on a feminist new materialist and diffractive reading through translation of English-language based concepts through Danish grammar and language, we explore how the concept of the "happy object" as delineated by feminist scholar Sara Ahmed takes on a more hopeful interpretation when analyzed within the Danish educational context and language. We argue that ‘foreign’ concepts require careful consideration and adaptation to suit another (Danish) linguistic, cultural, and racial context. Making such adjustments is not just a matter of taking specificities of local contexts seriously, it is also a means of advancing theory that can inspire analyses conducted in a wider range of educational time-space-coordinates
Editorial
No full textThis issue of RERM includes four papers that boldly attempt to propose ways in which educational research practices, traditions and methods might be enacted differently. They take seemingly foundational research methods (reviewing literature, ethnographic observation, walking methodologies) and transform them in to something less familiar that invite our readers to stutter and reappraise how else research might be done and with what outcomes.
Firstly, researching from Danish inner cities, Staunæs and Vertelyte draw on affect theory and a concern with moods and felt pedagogies in education to explore how hopes and anxieties are woven through school objects and architecture. Through minor interventions the authors propose that there are abundant possibilities to improve the inclusion of racialized students in the inbetween, and often pathologised spaces of school. This holds the potential to radically shift perceptions, prejudices and behaviours that are not always identifiable but that can be sensed through the minor gesture. The authors attend to the significance of language and what happens through translation and diffractive readings. They stress that concepts that travel require careful consideration when transposed into alternative geopolitical contexts. They take Ahmed’s ‘happy objects’ as a case in point to make visible the specificities of local context and what that means for advancing theory that can pay closer attention to time and space.
The next two papers address ways in which literature reviews – a staple element to any research project – can be up-ended and reimagined when post-foundational theories and practices are put to work. Naomi Pears-Scown makes use of Baradian theoretical concepts to think-with literature rather than merely review what is already known and organize a corpus of knowledge into useful categories. Through literature cartographies, Pears-Scown develops a mapping strategy that makes visible her affective engagement with literature through the crafting of found-poems which tell stories of the ways in which place shapes approaches to arts therapy in various geopolitical contexts. This novel approach to engaging with and encountering literature disrupts received wisdom about how literature should be reviewed and instead invites the reader to sit with the discomforts of expanding how literature stories can be told.
In resonance with Pears-Scown, the next paper written by co-authors Boks-Vlemmix and Aspfors, offers a similar challenge to orthodoxies surrounding what a literature review is and how it should be undertaken. In their experimental piece the authors offer glimpses into what gets generated when the emphasis concerns processes and practices of doing a literature review rather than what it represents. Like the previous paper, the authors are inspired by a cartographic approach that holds the potential to map the processes involved in becoming deeply immersed and affect with a body of literature. They take literature on Teacher Educator Professional Learning as a case in point to explore how mapping and tracing entangled concepts can generate unanticipated insights and present new lines of thought.
Finally, Louisa Allen explores the potential of smell, with all the senses and beyond the human, for educational research. She takes the reader on ‘smellwalks’ which presented themselves as an unlikely research method during pandemic lockdown. Allen provides detailed accounts of the ways in which smellwalks came into being in a small coastal town in Aotearoa-New Zealand and enabled a deep exploration of pandemic-transformed life at a daily and local level. The paper offers a theoretical examination of smellwalk methodology as a means to consider smell through multisensory conceptualisations where human senses are understood as distinct but overlapping. Further, the paper theorises the act of smelling as unbounded and ultimately, always more-than-human. A series of research moments are examined to demonstrate how smelling involves a multisensory experience that emerges with/through the material landscape.
Together these papers offer important ways to reappraise approaches to research methodology in education that have become so deeply embedded that they unwittingly shape conventional expectations of how research should be done, has always be done. Each of these papers offer exciting invitations to interrupt this routine way of thinking. Respond to the invitation to pause, to ask, must we do it that way? The way it has always been done? What happens if we question and dare to experiment with alternative approaches? When theory is mobilized through research that seeks to pursue alternative lines of inquiry, what then? When theoretical concepts are taken up in/to ‘foreign’ spaces what happens to them? How do they travel? What do they agitate? What do they make possible? Aligned with the aims of this journal, these papers individually and collectively, invite a pause to business-as-usual in educational research.
Jayne Osgood
Camilla Andersen
Mona-Lisa Angell
Ann Merete Otterstad
Editor
HØFY-studentenes ressurser og kompetanse i møte med Bachelorstudiet i byggeplassledelse
No full textHigher vocational education has in recent years been given attention, with a focus on the Vocational College. The College of Vocational Studies (HØFY) was established in 2019, and in 2020 the first cohort of bachelor’s in construction Site Management was admitted. It is important for HØFY as an educational institution to get to know its students and their experiences and expertise. Therefore, a survey was established which is the empirical basis of this article. The problem is two-fold, the first is about what resources and competence the students possess, and the second part focuses on what input factors these qualifications can be in the construction of a third learning space, the interface "school - working life". The results from the surveys document that the students have a wealth of work experience, as an apprentice, skilled worker and with various managerial tasks, in addition to solid formal education. The second part of the problem discusses how and why the students\u27 experiences and competences can come into play in the construction of a hybrid learning space as an appropriate learning arena for this type of student.Høyere yrkesfaglig utdanning har i de senere årene fått oppmerksomhet med blant annet fokus på Fagskolen. Høyskolen for Yrkesfag (HØFY) ble etablert i 2019, og i 2020 ble det første kullet bachelor i byggeplassledelse tatt opp. Høsten 2023 har totalt 235 studenter gjennomført eller gjennomfører studiet ved HØFY. Det er viktig for HØFY som utdanningsinstitusjon å få kjennskap til sine studenter og deres erfaringer og kompetanse. Derfor ble det etablert en spørreundersøkelse som er denne artikkelens empiriske grunnlag. Problemstillingen er todelt, den første er mot hvilke ressurser og kompetanse studentene besitter, og den andre delen retter søkelys på hvilke innsatsfaktorer disse kvalifikasjonene kan være i konstruksjonen av et tredje læringsrom, altså grensesnittet «skole – arbeidsliv». Resultatene fra spørreundersøkelsene dokumenterer at studentene har en rik arbeidserfaring, som lærling, fagarbeider og med ulike lederoppgaver, i tillegg solid formell utdanning. Den andre delen av Problemstillingen diskuterer hvordan og hvorfor studentenes erfaringer og kompetanse kan komme i spill under konstruksjonen av et hybrid læringsrom som en hensiktsmessig læringsarena for denne type studenter
Sign of the Times: The Framing of Computational Thinking in Danish, Finnish, and Norwegian Curricula
No full textThis paper discusses the significance of school curricula in reflecting societal priorities and needs, focusing on the incorporation of computational thinking (CT) in Nordic national curricula. Our point of departure is that the preparedness of future generations for a digitally driven society can be determined by analysing how CT is either explicitly or implicitly framed in school curricula. Accordingly, this study examined the school curricula of Denmark, Finland, and Norway in terms of their similarities and differences in how they framed CT, as these countries have different approaches to the inclusion of CT. A framework for analysis that was grounded in influential works on CT in education was developed, focusing on problem-solving, algorithmic and transversal practices. National-level curricula were examined using a content analysis. Despite the differences in the approaches used in these countries, our findings indicate similarities across all three curricula, with an emphasis on how CT was framed
Å (sammen)filte(s) med ull og steder gjennom a-r-t-ografiens agenser i undervisning
No full textThis article is written based on a teaching situation together with a group of students from early childhood teacher education and a large amount of discarded wool from Norwegian wild sheep. With a-r-t-ography as research methodology and pedagogical strategy, we explore how we can co-create through research, teaching and artistic making with wool, felting, students and places, and in what ways a-r-t-tography contributes to expanding our thinking about teaching when we move the workshop out into the open air. The study is rooted in process philosophy, posthuman perspectives and art-based research.
Photo: Ann-Hege Lorvik Waterhouse, Kari Carlsen and Trude IversenArtikkelen er skrevet frem med utgangspunkt i en undervisningssituasjon sammen med en gruppe barnehagelærerstudenter og store mengder kassert ull fra norsk villsau. Med a-r-t-ografi som forskningsmetodologi og pedagogisk strategi undersøker vi hvordan vi kan (med)virke forskende, lærende og skapende i egen undervisning med ull, filting, studenter og steder, og på hvilke måter a-r-t-ografien bidrar til å utvide vår tenkning om undervisning når vi flytter verkstedet ut i friluft. Undersøkelsen er forankret i prosessfilosofi, posthumane perspektiver og kunstbasert forskning.
Foto: Ann-Hege Lorvik Waterhouse, Kari Carlsen og Trude Iverse
Craft Learning at Home: Experiences of learning to make clothes at home using on- and offline resources
No full textThis paper presents findings from a practice-informed, participatory textile craft research study focusing on the experiences of people learning to make clothes for themselves at home. Necessitated by the social distancing restrictions of the Covid-19 pandemic, the study used a combination of journaling and video elicitation methods rather than the in-person workshop-based methodology originally planned for it. While these remote methods limited the community aspect of learning, they also provided an authentic insight into practices undertaken within the home, where both on- and offline resources are used to support learning. The hybrid nature of the research, which involved embodied material craft practices being captured and relayed by participants through digital means, mirrored the way that much contemporary home sewing practice is conveyed. As for other crafts, the popularity of home sewing has been greatly amplified online over the last twenty years. The resurgence of interest in sewing has been associated with a new generation of sewing patterns and instructions as well as a vast array of amateur and professional online content from which sewing beginners glean inspiration, information and instruction. This paper elucidates what happens when sewing beginners encounter these resources and try to make sense of them in material form in relation to their own bodies, skills and material surroundings. The limitations of video in relaying craft practices and the challenges of conveying embodied and tacit knowledge between individuals are highlighted as a result
The political child: An essay about life, philosophy, the political and science
No full textThis essay is an attempt to write un unruly force field in sustained expansions about the political child, life, philosophy, policies, and science. Unruly as in messy and stammering but open. Unruly about the political child as a force and carrier of immanence, unencumbered, and as an expression of a future. It implies a view of the child born with inalienable rights as a political subject and force of material and social transformation, and temporalities of writing being transformational techniques. Writing ultimately treated as an ecological practice and method that facilitates the production of collective subjectivities. Thinking the child, life, science, and the world politically means thinking with Chantal Mouffe’s (2015) concept agonism in combination with writing as continual Deleuze and Guattarian (2004a) becomings, active in life itself. There are thin walls between realisms, dreams and fabulations, and this essay is an attempt to strike a blow for freer, humorous, more philosophical, and political mindsets in our pedagogical sciences and imaginations. Therefore, there are also unruly words and sometimes not yet present