Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Under the table : Using video(de)creation to imagine gestures of political Child
No full textCentred around a one-minute short film of an everyday activity in a Norwegian early childhood education institution, this article will explore how thinking with video offers the ability to deconstruct and re-imagine taken-for-granted conceptions of children’s political participation. Sensitive to aesthetic dimensions of video, this research-creation emphasises bodily intensities and collective vitality often less noticed in childhood research. Paired with both a close and an in-depth reading of Manning´s (2016) minor gestures as political as well as Agamben’s (1992, 1995) conception of gesture, the use of the cinematic technique of montage enables us to challenge dominant methodological discourses in the investigation of children’s agency. While the major gestures of political child are often based on identifying children’s individualised subject-centred and discourse-based agency, this multi-modal article will explore how video as research-creation might contribute to reconceptualising political child differently
Yrkesretting i norskfaget på yrkesfag – et krysspress mellom flere hensyn?
No full textThere is a lack of research on general subjects within VET. This article examines the general subject Norwegian and focus specifically on the phenomenon vocational orientation approach.
Through interviews with ten teachers in the Norwegian subject at several vocational programmes, this article explores how experienced teachers perceive and emphasize the vocational orientation approach in the Norwegian curriculum document introduced in 2020. The purpose of this study is to examine what vocational orientation approach does to content knowledge in the Norwegian subject. The theoretical perspectives used in the analysis and discussion encompass different dimensions of vocational orientation, the idea of powerful knowledge in school curricula, and the concept of relevance.
According to the study, the teachers find guidelines for vocational orientation primarily in the competence aims. All the Norwegian teachers are concerned with vocational orientation, and they emphasize vocational orientation more than what is expected in the curriculum text. Vocational orientation affects both teaching methods and subject-matter knowledge in the Norwegian subject at VET. The greatest challenges for a vocational approach in the Norwegian subject are factors that lie outside the curriculum and the teaching. The Norwegian teachers particularly highlight three challenges. One is that collaborative projects between teachers across subjects can easily become too large. The second is that teachers have insufficient knowledge of the content of the students\u27 vocational subjects since they rarely see the students in action in workshops or practice. The third is that, in the teachers\u27 perception, the new national written examination in Norwegian at VET is too generally vocational-oriented. The discussion is situated within a broader debate about the purpose and content of general subjects at VET. The article raises the question of whether Norway\u27s curriculum model, with a common curriculum document for VET and general Programmes, is a curriculum solution that supports VET education.Få studier retter oppmerksomheten mot fellesfagene på yrkesfag. Denne artikkelen tar utgangspunkt i fellesfaget norsk og fenomenet yrkesretting. Gjennom individuelle intervjuer med ti norsklærere på flere yrkesfaglige program undersøkes det hvordan erfarne norsklærere oppfatter og vektlegger føringene om yrkesretting i læreplanen i norsk som ble innført i 2020. Formålet er å undersøke hva føringen yrkesretting gjør med kunnskapsinnholdet i norskfaget. De teoretiske perspektivene som benyttes i analysene og diskusjonen, er ulike dimensjoner ved yrkesretting, ideen om betydningsfull kunnskap i skolens læreplaner og begrepet relevans.
Studien viser at det først og fremst er i kompetansemålene at norsklærerne finner føringer om at de skal yrkesrette norskfaget. Alle norsklærerne er opptatt av yrkesretting, og de yrkesretter mer enn det forventes i læreplanen. For norsklærerne i denne studien er yrkesretting knyttet til valg av både innhold og arbeidsmetoder. Det som skaper de største utfordringene når norskfaget skal yrkesrettes, er rammefaktorer som ligger utenfor læreplanen og norskundervisningen. Norsklærerne peker særlig på tre utfordringer. Den ene er at samarbeidsprosjekter mellom lærere på tvers av fag lett kan bli for store. Den andre går ut på at norsklærerne har for lite kjennskap til innholdet i elevenes yrkesfag, siden de sjelden ser elevene i aksjon på verksteder, i praksisrom eller ute i praksis. Den tredje er at den nye nasjonale skriftlige eksamenen i norsk på yrkesfag er for generelt yrkesrettet. Diskusjonen plasserer seg i en større debatt om hva formålet og innholdet i fellesfagene på yrkesfag er og bør være. Særlig tar den opp om den læreplanløsningen Norge har valgt, med gjennomgående læreplaner i fellesfag, er en læreplanløsning som går i yrkesfagenes favør
The Enactment of Professional Boundary Work: A Case Study of Crime Investigation
No full textProfessional boundary takes place as actors negotiate occupational boundaries and division of labour. In this article, we examine the conditions of defensive, accommodating, and configurational boundary work in the context of crime investigation. We analyse how professional boundaries are negotiated as civilian investigators become involved with policing. The article is based on 71 interviews with civilian and police crime investigators from a variety of investigation units in Sweden. Findings show how policing as a professional field is shifted as civilians from a wide variety of backgrounds and with varying motivations enter the occupation. Defensive boundary work that devalued civilians was widely occurring. However, boundary work that focused on learning, collaboration, and training was also occurring in high-status units. The discussion focuses on how power asymmetries impact boundary work when professions are undergoing change. This study exemplifies how organizational actors navigate, defend, and challenge their positions as professional boundaries are negotiated
Teachers’ Perceptions of the Maker Mindset and its Facilitation
No full textThe maker mindset has been identified as one of the focal elements in maker education, and in formal education, teachers have a key role in nurturing it in their students. The maker mindset has been examined mainly theoretically and in relation to students. The present, empirical study explores teachers’ maker mindsets and investigates how teachers perceive this concept and describe its facilitation when implementing maker activities. The concept is approached with four constructs identified in previous maker mindset literature: resilience/growth mindset, creativity, collaboration orientation, and willingness to tinker. Data were collected using an adapted maker mindset instrument administered to 58 pre- and in-service teachers and via semi-structured pair interviews with experienced teachers (N=10). Both data sets were analyzed with qualitative content analysis combining theory-driven and data-driven approaches. The results revealed that the teachers emphasized all four constructs of the maker mindset. They perceived the maker mindset as a complex and multidimensional concept and highlighted the constructs willingness to tinker and resilience/growth mindset. In terms of facilitation, the teachers underlined the constructs collaboration orientation and creativity. In addition to student collaboration, the teachers emphasized collaboration among teachers as a means for the successful implementation of maker-centered activities. The findings highlight the critical role of teachers’ own awareness of maker mindset constructs when promoting students’ maker mindsets.Keywords: Maker mindset, maker education, K-12 formal education, in-service teachers, pre-service teachersThe maker mindset has been identified as one of the focal elements in maker education, and in formal education, teachers have a key role in nurturing it in their students. The maker mindset has been examined mainly theoretically and in relation to students. The present, empirical study explores teachers’ maker mindsets and investigates how teachers perceive this concept and describe its facilitation when implementing maker activities. The concept is approached with four constructs identified in previous maker mindset literature: resilience/growth mindset, creativity, collaboration orientation, and willingness to tinker. Data were collected using an adapted maker mindset instrument administered to 58 pre- and in-service teachers and via semi-structured pair interviews with experienced teachers (N=10). Both data sets were analyzed with qualitative content analysis combining theory-driven and data-driven approaches. The results revealed that the teachers emphasized all four constructs of the maker mindset. They perceived the maker mindset as a complex and multidimensional concept and highlighted the constructs willingness to tinker and resilience/growth mindset. In terms of facilitation, the teachers underlined the constructs collaboration orientation and creativity. In addition to student collaboration, the teachers emphasized collaboration among teachers as a means for the successful implementation of maker-centered activities. The findings highlight the critical role of teachers’ own awareness of maker mindset constructs when promoting students’ maker mindsets.Keywords: Maker mindset, maker education, K-12 formal education, in-service teachers, pre-service teacher
How do you know?
No full textHow meaning is created, circulated, and manipulated in the post-truth era is not self-evident. How are we to distinguish between the distribution and power of constructed information and knowledge production? These were questions at the core of the discursive project on epistemology entitled How do you know? at KHiO Oslo National Academy of the Arts in 2017/2018. How do you know? was initiated by professor Apolonija Šušteršič, a Slovenian architect and visual artist whose work is related to critical analysis of public space, and Maria Lind, a Swedish curator, art writer, and educator. In this project, they focused on current ways of thinking and how these generate significance across fields such as art, philosophy, science, and education. In the following conversation, Šušteršič and Lind use their experience from How do you know? to look back on how they have worked together on several occasions since 1997. The conversation is conducted in response to a list of topics proposed by Olga Schmedling, editor of the current issue of Researching public art and public space, part 2
Fra feltnotater til etnografisk tegneserie : metodologiske refleksjoner
No full textThis article is about how to overcome challenges that relate to both method and the methodological by creating a comic strip. The comic strip is based on ethnographic field notes collected during anthropological fieldwork. The point of departure for this article is that sometimes fieldnotes are not enough, when you are in a process of reflecting and analysing your observation that have been converted to text. This article attempts to show how the visual and textual take new forms when these are in the shape of a comic, and how these can be used in new ways when interpreting and analysing your data and work as a supplement to fieldnotes. There have already been written several articles on this topic, by researchers who master the art of drawing and painting, however this article shows that these visual and creative processes can also be of use to us researchers who cannot draw.Denne artikkelen handler om hvordan man kan overkomme metodiske og metodologiske utfordringer gjennom å lage en tegneserie av etnografiske feltnotater som er samlet ved å gjøre antropologisk feltarbeid. Utgangspunktet for artikkelen er at noen ganger kommer feltnotater og ord til kort, når man skal reflektere og analysere datamaterialet som er samlet inn ved å gjøre disse observasjonene om til tekst. Artikkelen søker med andre ord å vise hvordan både det visuelle og det tekstlige som skapes, når man lager en tegneserie, bringer meg seg viktige perspektiver som man kan bruke i selve fortolkningen og analysen av ens datamateriale og virke som et supplement til feltdagboken. Det er tidligere skrevet artikler om å bruke tegninger i kvalitativ forskning, av forskere som kan tegne, det denne artikkelen derimot er et forsøk på; er å vise at selv vi, som ikke kan tegne, kan med stor nytte bytte ut det skriftlige med det visuelle å få ulike fruktbare resultater
Abstrakt og poetisk multiplananimasjon : Et a/r/tografisk utviklingsarbeid om kroppsliggjort kunnskap
No full textThis multimodal article presents a work of artistic research in which the author explores abstract and poetic multiplane animation. Methodologically, the research is situated within a/r/tography, with a theoretical framework grounded in theories of embodied knowledge. Through photo documentation, written text, and animation film, the study reveals the embodied knowledge of multiplane animation as both a technique and an artistic form of expression, highlighting its potential in educational settings with children in kindergarten and primary school. Additionally, the article examines how animation can foster new and expanded understandings of the connections between materials and technology, contributing to a material-digital practice aligned with children\u27s embodied ways of learning. The research question addressed is: What embodied knowledge about multiplane animation can be developed through artistic exploration, and what learning potential exists in exploratory and creative work with multiplane animation together with children? This question is discussed through three categories: (1) Abstract multiplane animation as a poetic movement; (2) Multiplane animation as a spatial collage; (3) Multiplane animation as slow knowledge and slow craft.Denne multimodale artikkelen bygger på et kunstnerisk utviklingsarbeid der forfatteren har arbeidet utforskende med abstrakt multiplananimasjon. Undersøkelsen plasseres metodologisk innenfor a/r/tografi, og teorier om kroppsliggjort kunnskap anvendes som læringsteoretisk rammeverk. Gjennom fotodokumentasjon, skriftlig tekst og animasjonsfilm synliggjøres kroppsliggjort kunnskap om multiplananimasjon som teknikk og kunstnerisk uttrykksform, og dens potensiale i en læringssammenheng med barn i barnehage og grunnskole. I en videre sammenheng undersøkes animasjonens mulighet til å utvikle ny og utvidet kunnskap om koblinger mellom materialer og teknologi, og utgjør et bidrag til en ny material-digital praksis som ivaretar et helhetlig læringssyn. Forskningsspørsmålet som stilles er; Hvilke kroppsliggjorte kunnskaper om multiplananimasjon kan utvikles gjennom kunstnerisk utforsking? Spørsmålet drøftes gjennom følgende tre kategorier: (1) Abstrakt multiplananimasjon som en poetisk bevegelse; (2) Multiplananimasjon som en romlig collage (3); Multiplananimasjon som langsom kunnskap og langsomt håndverk
Exploring Design Literacy in Socially Responsible Design Education: A Rural Planning and Design Course in Perspective
No full textStudents majoring in design have the important responsibility of implementing the Chinese national rural revitalisation strategy in their future careers. The Rural Planning and Design course at Shandong University of Art & Design (SUAD) is a contributes to the cultivation of students\u27 quality of responsibility. The design of this course adheres to the national strategy and closely focuses on the cultivation of these responsibilities, which are integrated into the course syllabus and activities. Students in this course are required to go into the countryside, conduct in-depth investigations to determine what social problems the people face and then think independently, cooperate with each other, create and propose innovative design strategies to solve the problems. Multidisciplinary theoretical knowledge is integrated into the course to promote students’ design literacy, including collaborative innovation, critical thinking, communication and research skills. This article introduces this course in detail and uses it as a practical case through which to explore what kind of design literacy is needed, how to cultivate design literacy and its impacts on various practical challenges
Potentials and Limitations of MOOCs in Vocational Teacher Education: Postgraduate Vocational Students’ Perspectives
No full textThe aim of this study is to explore vocational education student teachers’ (VTE students) experiences with massive open online courses (MOOCs) as digital learning resources in vocational teacher education. The study explores two research questions: 1) What potentials and limitations in MOOCs do VTE students perceive as a learning resource in vocational education and training (VET) and vocational teacher education (VTE)? 2) Through the lens of the Digital Competence Framework for Educators (DigCompEdu), how can MOOCs enhance VTE students’ specific digital competences?
The data material comprises assignments and reflection notes written by 100 VTE students in an add-on model of vocational teacher education after engaging with MOOCs. The data was analysed according to the steps in reflexive thematic analysis.
The findings were sorted into three overarching themes: potentials, limitations and frame factors. Potentials described by VTE students include flexibility, variety, activity, differentiated instruction, shareability and actuality, while limitations stated were related to interactions, relationship building, practical skills, tacit knowledge, Bildung and catchability. Frame factors, such as students’ and teachers’ preconditions and economic resources, were perceived as both potentials and limitations.
The findings illustrate that, as digital learning resources in VTE, MOOCs have many potentials, but also several limitations. Vocational teachers must be cognisant of when, where and for what purpose(s) MOOCs are beneficial learning resources. MOOCs cannot replace a physical presence in VTE or in VET but can be a valuable complement. To facilitate the development of students’ digital skills, VTE students must develop and strengthen their own professional digital competence. Despite criticisms that the European DigCompEdu framework does not accommodate the unique characteristics of vocational subjects, this study shows that DigCompEdu encompasses a wide range and captures central aspects of the multifaceted digital competence vocational education teachers need in order to educate future skilled workers for a diverse workforce.Formålet med denne studien er å utforske yrkesfaglærerstudenters erfaringer med massive open online courses (MOOCer) som digitale læringsressurser i yrkesfaglærerutdanningen. To forskningsspørsmål utforskes: 1) Hvilke potensialer og begrensninger oppfatter yrkesfaglærerstudenter at MOOCer som læringsressurs har i fag- og yrkesopplæring og yrkesfaglærerutdanning? 2) I lys av Digital Competence Framework for Educators (DigCompEdu), hvordan kan MOOCer styrke yrkesfaglærerstudenters profesjonsfaglige digitale kompetanse?
Datamaterialet består av arbeidskrav og refleksjonsnotater utarbeidet av 100 yrkesfaglærerstudenter ved yrkesfaglærerutdanningen etter å ha jobbet med MOOC. Dataene ble analysert i henhold til trinnene i refleksiv tematisk analyse.
Funnene ble sortert i tre overordnede kategorier: Potensialer, begrensninger og rammefaktorer. Potensialer beskrevet av yrkesfaglærerstudenter inkluderer fleksibilitet, variasjon, aktivitet, tilpasset opplæring, delbarhet og aktualitet, mens begrensninger som ble oppgitt var relatert til samspill, relasjonsbygging, praktiske ferdigheter, taus kunnskap, danning og fangbarhet. Rammefaktorer, slik som elevers og læreres forutsetninger og tilgang på økonomiske ressurser, ble oppfattet som både potensialer og begrensninger.
Funnene viser at bruk av MOOCer som digitale læringsressurser i yrkesfaglærerutdanningen har mange potensialer, men også flere begrensninger. Yrkesfaglærere må være bevisste på når, hvor og til hvilke formål MOOCer er gunstige læringsressurser. MOOCer kan ikke erstatte fysisk tilstedeværelse i yrkesfaglærerutdanningen og fag- og yrkesopplæring, men de kan være et verdifullt supplement. For å legge til rette for utvikling av elevenes digitale ferdigheter må yrkesfaglærerstudenter utvikle og styrke sin egen profesjonsfaglige digitale kompetanse. Til tross for at det europeiske rammeverket DigCompEdu har høstet kritikk for ikke å ivareta yrkesfagenes egenart, viser denne studien at DigCompEdu favner bredt og fanger opp mange sentrale aspekter ved den mangefasetterte digitale kompetansen yrkesfaglærere trenger for å utdanne fremtidens fagarbeidere til et mangfoldig arbeidsliv
Action research and professional development in schools: Reflection as quality development and knowledge production
No full textThis article examines practitioner action research in schools and how action research can enhance practice and generate knowledge through partnerships between academia and the education sector. In 2020, revisions to the Norwegian curriculum for primary and secondary education introduced guidelines for professional work. The changes in the curriculum framework entail teachers’ collaboration in knowledge production - utilizing research and their own experiences in the process. This changed the formal role of teachers from transmitting established knowledge to producing knowledge in professional development and research activities. The new regulations can be related to traditions within practitioner action research.
The article explores how action research can be used as a methodological framework in the professional work of schools. The starting point for the article is a thematic analysis of reflections from an action research project named Deeper Learning – How?, in which six schools participate in developing a model for unit planning. Structured interviews were conducted with members of school development groups in the schools every six months over 3.5 years, totaling seven interviews per school. The participants\u27 reflections on their professional work serve as the empirical basis for the article.
Results from the thematic analysis demonstrate that participants employed the action research process as a methodological tool to cultivate new insights and enhance practice. These reflections enrich the schools\u27 comprehension of their educational practices and lead to measures for improvements, actions, and change. The results also highlight that proactive leadership, agreed-upon measures, teamwork, and a consistent rhythm in professional work are vital for educational practice development and knowledge production