Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Pedagogical Outdoor Project in Nature Sloyd
No full textThis study investigated the pedagogical value of a nature sloyd project. The assignment was to create the interior of and add decoration to one of the domed caves in a snow hotel dedicated to newlyweds. The theoretical understanding that led to solve the design assignment was derived from experience-based teaching. The students were interviewed during the process, and three months later, the interviews emphasised the students’ experiences, cooperation, and learning and understanding of significant subjects in the process. The Nordic context added value to the project. To support the interview data, the researcher’s memos and photos of the process were included in the analysis. The collected data were analysed in accordance with the constructing grounded theory method. The results show that feedback from supervisors and outsiders is important for maintaining motivation for a demanding outdoor project. They also show that the students were absorbed in the joy that various parts of the work process brought them, and it was new to them that ice can be processed with almost all types of tools found in a workshop for woodworking. Collaboration in lifting and constructing large structures using snow and ice made it possible for students to think in terms of a holistic design methodology. In such a way that the students reflected on didactic issues that may face them in their future profession as teachers. The results contribute to the understanding of the educational possibilities of pedagogical nature sloyd.
Keywords: pedagogical value, sloyd, design art and crafts, nature sloydThis study investigated the pedagogical value of a nature sloyd project. The assignment was to create the interior of and add decoration to one of the domed caves in a snow hotel dedicated to newlyweds. The theoretical understanding that led to solve the design assignment was derived from experience-based teaching. The students were interviewed during the process, and three months later, the interviews emphasised the students’ experiences, cooperation, and learning and understanding of significant subjects in the process. The Nordic context added value to the project. To support the interview data, the researcher’s memos and photos of the process were included in the analysis. The collected data were analysed in accordance with the constructing grounded theory method. The results show that feedback from supervisors and outsiders is important for maintaining motivation for a demanding outdoor project. They also show that the students were absorbed in the joy that various parts of the work process brought them, and it was new to them that ice can be processed with almost all types of tools found in a workshop for woodworking. Collaboration in lifting and constructing large structures using snow and ice made it possible for students to think in terms of a holistic design methodology. In such a way that the students reflected on didactic issues that may face them in their future profession as teachers. The results contribute to the understanding of the educational possibilities of pedagogical nature sloyd.
Keywords: pedagogical value, sloyd, design art and crafts, nature sloy
Design Literacy in Chilean Curricula: Opportunity or Unfulfilled Promise?
No full textThe Chilean school curriculum shares with the design literacy approach the goal of forming responsible citizens committed to caring for the environment. Given that design is included as obligatory content of the visual arts and technology subjects in the first 10 years of compulsory education, we wonder if the learning objectives of visual arts and technology support the development of design literacy abilities, as outlined by Lutnæs and Cross. To address this question, we coded 119 learning objectives in alignment with Lutnæs’s and Cross’s design literacy abilities. Then, we generated heatmaps to undertake a visual analysis of the alignment between the learning objectives and design literacy categories. As a result, we found a strong convergence between the Cross and Lutnæs categories and technology learning objectives, especially in lower secondary level education. In the visual arts, design was focused on aesthetics, and connections with design literacy narratives were scarce. We propose that adopting the analytical instrument (coding table) as a standardised tool will encourage comparable studies of how well design literacy is incorporated into other national curricula
Education for International Understanding: Design Literacy in the Context of the Belt and Road Initiative
No full textIn this paper the integration of international understanding into design education will be discussed. Through an exposition of UNESCO\u27s concept of Education for international understanding. I will discuss the fundamental goal of promoting world peace and the artistic vision of “understanding”. It will discuss what positive educational explorations and practices design education can undertake to expand the humanistic connotations of international understanding, promote intercultural understanding, and peaceful and friendly development, and what basic qualities it should cultivate.Education for international understanding is an educational concept put forward by the United Nations Educational, Scientific and Cultural Organization (UNESCO) with the goal of promoting cultural understanding and world peace, which is still of great practical significance in the current world of changing and complex conflicts and crises. Following a close look at the humanistic perspective of promoting exchanges, cooperation, prosperity and world peace in the Asia-Europe-Africa region and the rest of the world, China’s government developed the Belt and Road Initiative (BRI) to put into practice the concept of education for international understanding. This article presents the argument that as art and design education serves social development and promotes humanistic exchanges, the concept and values of education for international understanding should be integrated into university art and design education. This important literacy not only explores the design value of promoting cultural understanding in the face of the current complex global crisis and a challenging environment but also adds a new dimension to promoting exchanges and cooperation in the humanities along the BRI
«Du kan ikke overse generasjon Z»: Hvilke holdninger har nordmenn født 1995-2010 til arbeidslivet?
No full textGenerational theory, which describes how Boomers, X, Y and Z differ from each other in terms of attitudes and values, has become a recurring theme in popular culture. The discussion often centres on what the characteristics of new generations mean for working life. "You can\u27t ignore Generation Z", a Norwegian management magazine recently stated, and then presented advice on how to deal with employees born between 1995 and 2010 (Skrede, 2020). The media, consultants and researchers are all concerned about how companies should now organise themselves to recruit the youngest people and get them to perform at their best. In several countries, generation-based management has become a niche in business counselling, the core of which is that employees should be managed in specific ways based on their generational affiliation. Generational theory assumes that it is possible to isolate the effect of year of birth on individuals\u27 attitudes and behaviour. However, the evidence for such a relationship is uncertain. The existence of homogeneous generations is disputed, as are the usual descriptions of them. In this article, we use Norwegian survey data from a master thesis (Slåtto & Tande, 2021) to investigate whether a sample from Generation Z has attitudes towards work that a) conform to five common stereotypes and b) differ significantly from the responses of a diverse and significantly older control group (40-67 years). The two groups\u27 mean responses are compared using t-tests. The findings show that Generation Z only resembles the stereotype in some respects, and that the differences between younger and older people are smaller than popular variants of generational theory would suggest. The spread in the responses was only in a few cases significantly smaller in the Generation Z group.Generasjonsteori som beskriver hvordan boomers, x, y og z skiller seg fra hverandre med hensyn til holdninger og verdier, er blitt en gjenganger i populærkulturen. Diskusjonen dreier seg ofte om hva særtrekk ved nye generasjoner betyr for arbeidslivet. «Du kan ikke overse generasjon Z», slo et norsk ledermagasin nylig fast, for så å presentere råd om håndtering av arbeidstakere født 1995-2010 (Skrede 2020). Generasjonsteori forutsetter at det er mulig å isolere effekten av fødselsår på individers holdninger og atferd. Men holdepunktene for en slik sammenheng er usikre. I denne artikkelen bruker vi norske surveydata fra 2021 til å undersøke om et utvalg fra generasjon Z har holdninger til arbeid som a) samsvarer med fem utbredte stereotypier og b) skiller seg signifikant fra svarene til en eldre kontrollgruppe (40-67 år). De to gruppenes gjennomsnittsvar sammenlignes ved hjelp av t-tester. Funnene viser at generasjon Z bare på enkelte punkter ligner stereotypen, dernest at forskjellene mellom yngre og eldre personer er mindre enn populærvarianter av generasjonsteori skulle tilsi. Spredningen i svarene var kun i få tilfeller signifikant mindre i generasjon Z-gruppen.
Rettelse: I tabell 2, s. 8, skal det lengst til høyre i raden som gjelder påstand 6 ikke stå «Ja», men «Nei, signifikant forskjell i motsatt retning». I første avsnitt på s. 9 skal det derfor stå at fem av de signifikante forskjellene gikk i motsatt retning av hva hypotesene tilsa, og at svarene kun i tre tilfeller (påstand nr. 1, 4 og 5) var som forventet. Feilen svekker ikke artikkelens konklusjoner, men underbygger dem ytterligere
Education Beyond Green Growth: Regenerative Inquiry for Intergenerational Responsibility
No full textDespite the continued popularity of education for sustainable development (ESD) and expanded calls for educators to inspire hope in the face of the climate and nature emergency, scholars from varied disciplines and knowledge systems have pointed to the disavowed social and ecological costs of the promise that we can continue pursuing infinite economic growth on a finite planet. In this article, we offer an alternative approach to education grounded in a regenerative inquiry methodology. Regenerative inquiry can prepare people to honestly confront the limits and harms of “green growth” and support them to “grow up” by expanding their capacity to navigate complexity and uncertainty and activating a sense of intergenerational responsibility. We also offer an example of how this methodology was mobilized in the context of a year-long transdisciplinary program focused on the climate and nature emergency
University Teacher´\u27s Relational Competence in Online Teaching: A Microscopic Relational Analysis
No full textUniversities have strengthened their capacity to conduct teaching online since the COVID-19 pandemic, yet online teaching poses new challenges for teacher-student relationships (TSR). International research emphasizes the significance of TSR for learning, but there is a lack of research on how TSR is built in digital classrooms. This paper discusses teachers’ relational competence as manifested in online teaching. Microscopic Relational Analysis (MRA) was used to explore a university teacher’s relational competence, focusing on nonverbal communication. The analysis shows how changeable and vulnerable the TSR can be. This is a characteristic of TSR in teaching face-to-face, but it is hardly expected of TSR in online teaching. In addition, the study indicates that teachers’ nonverbal communication is an important feature in this context. The MRA suggests that a teacher’s sensitivity to detecting a student’s subtle cues is crucial for successful online TSR. Further, it is suggested that teachers’ relational competence is manifested along five patterns, where respectful communication during the student’s turn is essential. Overall, the study suggests the importance of teachers’ relational competence in fostering a positive and supportive digital learning environment and highlights the need for teacher training and professional development programs to enhance teachers’ relational competence in online teaching
Why Nordic National Audit Offices “flop” in the fight against corruption: A tactical and strategic perspective
No full textArtiklen undersøger de nordiske rigsrevisioners rolle i korruptionsbekæmpelse og konkluderer, at de generelt mangler mulighed for at afsløre korruption. På trods af deres opfattede rolle som nøgleaktører i kampen mod korruption, er deres metoder og juridiske rammer ikke designet til at opdage korrupte aktiviteter effektivt. Artiklen fremhæver en diskrepans mellem offentlighedens forventninger og rigsrevisionerne faktiske præstationer. Rigsrevisionerne koncentrerer sig primært på at sikre rigtigheden af regnskaber snarere end aktivt at bekæmpe korruption, hvilket skaber en forventningskløft. Forfatteren argumenterer for, at rigsrevisionernes kollektive identitet, præget af internationale standarder og en neoliberal tilgang, hæmmer deres evne til at opdage og bekæmpe korruption. Artiklen peger også på, at der mangler metodologiske værktøjer og juridiske beføjelser, hvilket gør det svært for rigsrevisionerne at tage hånd om korruption systematisk. For at forbedre deres effektivitet foreslår artiklen flere taktiske og strategiske ændringer, såsom bedre videns grundlag om korruptionsdynamikker, en styrket juridisk ramme og en klarere position i det politiske system, der øger gennemsigtigheden og ansvarligheden i den offentlige sektor.The article examines the role of the Nordic National Audit Offices in the fight against corruption and concludes that they generally lack in detecting corruption. Despite their perceived role as key actors in the fight against corruption, their methods and legal frameworks are not designed to detect corrupt activities effectively. The article highlights a discrepancy between the public’s expectations and the actual performance of the National Audit Offices. The National Audit Office concentrates primarily on ensuring the accuracy of accounts rather than actively fighting corruption, which creates an expectation gap. The author argues that the collective identity of the National Audit Offices, characterized by international standards and a neoliberal approach, inhibits their ability to detect and combat corruption. The article also points out that there is a lack of methodological tools and legal powers, which makes it difficult for the National Audit Office to deal with corruption systematically. To improve their effectiveness, the article proposes several tactical and strategic changes, such as a better knowledge base on corruption dynamics, a strengthened legal framework, and a clearer position in the political system that increases transparency and accountability in the public sector
Svenska Etikprövningslagens geografiska tillämpningsområde : Säkerställer Sverige att svensk forskning i utlandet sker på ett etiskt försvarbart sätt?
No full textIn Sweden, ethical review is regulated by law. In recent years, the law has been subject to severe criticism. The criticism has largely focused on how the ethical review system affects researchers and research, not least in the humanities and social sciences. However, little attention has been paid to how well it protects research subjects. From this perspective, the geographical scope of the Act is of interest. The Swedish Ethical Review Act only applies to research conducted in Sweden, which means that some ethically problematic research falls between the cracks. This article analyses the geographical scope of the Act and the consequences it has had in relation to the aim of protecting human subjects in research.I Sverige är etikprövning reglerat i lag. Lagen har på senare år blivit föremål för hård kritik. Kritiken har i hög grad kretsat kring hur etikprövningssystemet drabbar forskare och forskningen, inte minst inom humaniora och samhällsvetenskap. Hur väl den skyddar forskningspersonerna har emellertid fått begränsat utrymme. Ur detta perspektiv är lagens geografiska tillämpningsområde av intresse. Den svenska etikprövningslagen gäller nämligen endast den forskning som utförs i Sverige, vilket medför att viss etiskt problematisk forskning helt faller mellan stolarna. I denna artikel analyseras lagens geografiska tillämpningsområde och de konsekvenser den fått i relation till syftet att skydda människor vid forskning
Kunngjøring om temanummer om tillit, tillitsreformer, og tillitsbasert styring og ledelse i offentlig sektor i Norden – Call for papers on trust, trust reforms, and trust-based management in the public sector in the Nordic countries
No full textThe arts of attention and Oslo Architecture Triennale
No full textThis paper starts from a two-fold observation: firstly, that attention rests at the core of our environmental challenges; and secondly, that by becoming (more) attentive to the modified, transformed, and controlled urban environments in which we dwell, we may be better equipped to attend to these challenges. The paper therefore develops and introduces “an urban attention ecology” that seeks to expand our ability to attend to urban form in ways that open possibilities to critically address and creatively negotiate the ways in which cities are built and inhabited. The potentials and challenges of the urban attention ecology are thought through in a practice-based account of a broad range of critical spatial practices centring around the theme of degrowth. These practices took the form of performances, installations, and other artistic projects that the author gathered, developed and presented as curator of the Oslo Architecture Triennale 2019.
Cover photo: The Factory of the Future at the Norwegian Centre for Design and Architecture. OAT / Istvan Virag