Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
Not a member yet
2462 research outputs found
Sort by
International Master’s Degree Students’ Experiences of Support at a Finnish University
No full textThis phenomenographic study explores international master’s degree students’ ways of experiencing support in Finnish higher education. The study draws on Schlossberg’s Transition Model and the Culturally Engaging Campus Environments Model as a conceptual framework. The phenomenographic analysis of 17 interviews with international master’s degree students identified four ways of experiencing support as: (a) study system adjustment, (b) learning enhancement, (c) personal growth, and (d) autonomy development. The findings identified participants’ experiencing support in relationships, use of information, communication, services, the flexibility of studies, learning and study environments. The presence of two indicators, Humanizing Educational Environments and Availability of Holistic Support suggested that the campus environment was culturally responsive to academic and personal support of international degree students. The findings contribute to the understanding of support for international degree students in higher education and may be used to develop services to support international degree students’ social, cultural, and career integration into host communities
«Jeg følte at jeg faktisk ‘var’ der» : Resonans og berørthet mellom utøver og publikum i \u27Enkemesse i en allehelgensnatt\u27
No full textThis article is based on the meeting between the audience and me as a performer in my interactive musical story about an All Saints’ Eve mass that I helped organise at the gay nightclub in Oslo called The Black Widow in the early nineties, a time when the gay community was heavily affected by HIV/AIDS. Using an a/r/tographic approach, I explore the concepts of resonance and affectivity, and ask: How can my subjective narrative from 30 years ago create resonance and affectivity in other people today? Reflections from five different audience members, along with two video clips from the performance, serve as raw material for discussing the issue in relation to relevant theoretical perspectives. Terms such as presence, vulnerability, courage, and openness, both in myself as a performer and in relation to the audience, are discussed, along with the significance of my own story and background as a Christian and a gay person in understanding myself as an a/r/tographer. In the article, which has an essayistic form, I intimate the importance of openness, presence, and the willingness to be touched – both in myself and in the audience – in order to create these moments of resonance and affectivity between the audience and me as a performer.
Photo: Thomas Berbom I denne artikkelen tar jeg utgangspunkt i møtet mellom publikum og meg som utøver i min interaktive, musikalske fortelling om en allehelgensmesse jeg var med å arrangere på homodiskoteket Den Sorte Enke i Oslo på starten av nittitallet, en tid da homomiljøet var sterkt rammet av hiv/aids. I møte med en a/r/tografisk tilnærming utforsker jeg begrepene resonans og berørthet, og spør: Hvordan kan min subjektive fortelling fra 30 år tilbake i tid skape resonans og berørthet i andre mennesker i dag? Refleksjoner fra fem ulike publikummere sammen med to videoklipp fra forestillingen er råmaterialet for å diskutere problemstillingen i møte med relevante teoretiske perspektiv. Begrep som tilstedeværelse, sårbarhet, mot og åpenhet, både hos meg som utøver og i relasjon til publikum blir diskutert, sammen med betydningen av min egen historie og bakgrunn som kristen og homofil for å kunne forstå meg selv som a/r/tograf. I artikkelen, som har en essayistisk form, antyder jeg betydningen av åpenhet, tilstedeværelse og vilje til å bli berørt – både hos meg selv og hos publikum – for å kunne skape disse øyeblikkene av resonans og berørthet mellom publikum og meg som utøver.
Foto: Thomas Berbom
Artografiske bevægelser : Mod at blive artograf i en materiel kulturdidaktisk praksis
No full textMed et fælles rodnet i kandidatuddannelsen Materiel Kulturdidaktik, hvor klassisk dannelsesteori og tværdisciplinære kulturteorier forbindes i nyere materialistisk tænkning, vil vi i artiklen præsentere en tredimensionel artografimodel. Når vi tager modellen med os på besøg ved hinandens borde, bliver den anledning til fortællinger og fælles feltarbejde om, hvordan bordpraksisser gøres. Omkring bordene skabes slægtskab i samtaler og stadige eksperimenter med kunst, mad og måltider. Omkring bordene bliver vi til som artografer og forstår i den fælles undersøgelse med modellen, hvordan art (A), research (R) og teaching (T) har været med os som adskilte eller sammenvævede spor gennem vores dannelsesprocesser i tid og rum. Vores bidrag til A/R/Tografiens landskab er med modellens enkle struktur og tilføjelsen af positionen S for student at pointere dannelsen for alle deltagere, forankret i sociomaterielle felter. Gennem bevægelser mellem vores tre spiseborde og Bakkehusets nye samtalehjørne vil vi fremskrive et materielt dannelsesbegreb som kan føre frem til at kunne omskrive A/R/Tografi fra en metode til en samlet artografisk praksis.
Foto: Mette BerndsenWith shared roots in the master\u27s program Educational Theory & Curriculum Studies at DPU, Aarhus Universitet, where classical educational theory and interdisciplinary cultural theories are connected in recent material thinking, this article presents a three-dimensional artography model. Bringing the model to each other\u27s tables, it becomes an occasion for stories and joint fieldwork on how table practices are enacted. Around the tables, kinship is created in conversations and ongoing experiments with art, food, and meals. Around the tables, we become artographers and understand in the shared inquiry with the model how art (A), research (R), and teaching (T) have accompanied us as separate or intertwined threads through our educational processes in time and space. Our contribution to the landscape of A/R/Tography is to emphasize the processes of formation for all participants with the model\u27s simple structure and the addition of the position S for student, grounded in socio-material fields. Through movements between our three dining tables and Bakkehuset´s new conversation corner, we will articulate a material concept of education that can lead to rewriting A/R/Tography from an applicable method to an integrated and lived artographic practice.
Photo: Mette BerndsenMed et fælles rodnet i kandidatuddannelsen Materiel Kulturdidaktik, hvor klassisk dannelsesteori og tværdisciplinære kulturteorier forbindes i nyere materialistisk tænkning, vil vi i artiklen præsentere en tredimensionel artografimodel. Når vi tager modellen med os på besøg ved hinandens borde, bliver den anledning til fortællinger og fælles feltarbejde om, hvordan bordpraksisser gøres. Omkring bordene skabes slægtskab i samtaler og stadige eksperimenter med kunst, mad og måltider. Omkring bordene bliver vi til som artografer og forstår i den fælles undersøgelse med modellen, hvordan art (A), research (R) og teaching (T) har været med os som adskilte eller sammenvævede spor gennem vores dannelsesprocesser i tid og rum. Vores bidrag til A/R/Tografiens landskab er med modellens enkle struktur og tilføjelsen af positionen S for student at pointere dannelsen for alle deltagere, forankret i sociomaterielle felter. Gennem bevægelser mellem vores tre spiseborde og Bakkehusets nye samtalehjørne vil vi fremskrive et materielt dannelsesbegreb som kan føre frem til at kunne omskrive A/R/Tografi fra en metode til en samlet artografisk praksis.
Foto: Mette Berndse
Digitala inslag i slöjdämnet: Slöjdlärarutbildares förståelse av digital teknik i relation till slöjd
No full textUnder 2017 reviderades samtliga kursplaner i den svenska grundskolan utifrån regeringens beslut att tydliggöra skolans uppdrag att stärka elevers digitala kompetens. Då kursplanerna ligger till grund för lärarutbildningarnas utformning fick förändringarna betydelse för slöjdlärarutbildningen. Syftet med studien är att undersöka hur digital teknik kan förstås som en del av ämnesinnehållet i det svenska slöjdämnet, vilket får betydelse även för slöjdlärarutbildningen. Frågeställningar: Hur beskriver slöjdlärarutbildare sin förståelse av digital teknik i relation till ämnesinnehållet i slöjdämnet? Vilka fördelar och nackdelar med digital teknik beskriver slöjdlärarutbildarna, i relation till sin ämnesuppfattning om slöjd? I samband med ett utvecklingsprojekt rörande digital teknik har en intervjustudie genomförts med deltagande slöjdlärarutbildare. I studien definierades digital teknik som digitalt styrda maskiner mot bakgrund av att teknik inom slöjdämnet innefattar metoder, redskap och maskiner. Resultatet visar att en digital produktionsprocess kan förstås som en möjlig arbetsprocess inom slöjdämnet och därmed ingå som en del av ämnesinnehållet. Studien visar också att förståelsen av digital teknik som del av slöjdämnet är föränderlig och att uppfattningar om implementering av digitala inslag kan påverkas av fortbildning.
Keywords: digital produktionsprocess, digital kompetens, kursplan, slöjdprocess, utvecklingsprojekt, slöjdlärarutbildningUnder 2017 reviderades samtliga kursplaner i den svenska grundskolan utifrån regeringens beslut att tydliggöra skolans uppdrag att stärka elevers digitala kompetens. Då kursplanerna ligger till grund för lärarutbildningarnas utformning fick förändringarna betydelse för slöjdlärarutbildningen. Syftet med studien är att undersöka hur digital teknik kan förstås som en del av ämnesinnehållet i det svenska slöjdämnet, vilket får betydelse även för slöjdlärarutbildningen. Frågeställningar: Hur beskriver slöjdlärarutbildare sin förståelse av digital teknik i relation till ämnesinnehållet i slöjdämnet? Vilka fördelar och nackdelar med digital teknik beskriver slöjdlärarutbildarna, i relation till sin ämnesuppfattning om slöjd? I samband med ett utvecklingsprojekt rörande digital teknik har en intervjustudie genomförts med deltagande slöjdlärarutbildare. I studien definierades digital teknik som digitalt styrda maskiner mot bakgrund av att teknik inom slöjdämnet innefattar metoder, redskap och maskiner. Resultatet visar att en digital produktionsprocess kan förstås som en möjlig arbetsprocess inom slöjdämnet och därmed ingå som en del av ämnesinnehållet. Studien visar också att förståelsen av digital teknik som del av slöjdämnet är föränderlig och att uppfattningar om implementering av digitala inslag kan påverkas av fortbildning.
Keywords: digital produktionsprocess, digital kompetens, kursplan, slöjdprocess, utvecklingsprojekt, slöjdlärarutbildnin
Simulation-based training in transitions from school to workplace learning : A study of a social and healthcare programme
No full textTestThe article concerns the impact of simulation-based training (SBT) on students’ transition from school-based to workplace-based training in Danish social and healthcare programmes. Denmark has a dual system of vocational education and training, and these transitions are associated with significant dropout. To facilitate the students’ transition, teachers and trainers developed a five-day SBT course conducted in workplaces (care homes). An affiliated research project studied the impact of SBT on how students experienced this transition.
The data included interviews with groups of 4-6 students at each of 12 care homes at the end of the SBT. Furthermore, two surveys were conducted: one at the end of SBT and one at the end of the entire period of workplace-based training (20 weeks). These surveys sought to compare perceptions of the transition and the workplace-based training between students who had participated in SBT and students who had not (control group). The analysis was based on 89 responses to the first survey and 52 responses to the second survey.
The interviews showed that the students were enthusiastic about SBT, highlighting that it had supported their transition by increasing their self-confidence, understanding of theoretical knowledge and of the relationship between theory and practice, reflection skills, and sense of belonging. However, the survey responses found no systematic impact of SBT on the students’ perceptions of these factors. Four explanations are suggested for the divergence between the findings based on interview and survey data: 1. The duration of SBT is too short to have an impact; 2. At the time for answering the surveys the students were preoccupied with performing in the workplace-based training and SBT faded into the background; 3. The SBT students are disappointed with the social community in the ordinary training compared to SBT, and 4. the survey did not directly address SBT
Self-employment in craft making – a career change towards personal sustainability.
No full textContemporary crafts are experiencing a vigorous revival not only as bearers of cultural heritage and meaningful leisure activity, but increasingly as a career choice. According to UNESCO, the creative economy is now one of the world’s most rapidly growing sectors. Recent statistics show that this is apparent in the Icelandic economy. With the rise in precarity of work and challenges in career development, people are seeking meaningful and sustainable careers, as is evidenced by an increase in self-employment and micro-entrepreneurship. The main research question of this study was: How do contemporary craft makers in Iceland make sense of taking up and maintaining financially risky self-employment? Data collection and analysis was therefore focused on motives and shared meaning. The primary empirical data consists of fifteen semi-standardized interviews. Reflexive thematic analysis was conducted. The constant comparison method was also applied. Needs for authenticity, autonomy, and self-determination, along with passion for creating, were important motives. Negative career shocks were an unexpectedly common motive. Three main themes were developed to describe how participants reasoned their career choice: a second chance, a natural choice, and an act of agency. The analysis revealed craft knowledge as a valuable resource for participants seeking personal sustainability through self-employment. The study adds to an understanding of the value of crafts and craft knowledge in contemporary society.Keywords: craft knowledge, self-employment, personal sustainability, career sustainability, career shocksContemporary crafts are experiencing a vigorous revival not only as bearers of cultural heritage and meaningful leisure activity, but increasingly as a career choice. According to UNESCO, the creative economy is now one of the world’s most rapidly growing sectors. Recent statistics show that this is apparent in the Icelandic economy. With the rise in precarity of work and challenges in career development, people are seeking meaningful and sustainable careers, as is evidenced by an increase in self-employment and micro-entrepreneurship. The main research question of this study was: How do contemporary craft makers in Iceland make sense of taking up and maintaining financially risky self-employment? Data collection and analysis was therefore focused on motives and shared meaning. The primary empirical data consists of fifteen semi-standardized interviews. Reflexive thematic analysis was conducted. The constant comparison method was also applied. Needs for authenticity, autonomy, and self-determination, along with passion for creating, were important motives. Negative career shocks were an unexpectedly common motive. Three main themes were developed to describe how participants reasoned their career choice: a second chance, a natural choice, and an act of agency. The analysis revealed craft knowledge as a valuable resource for participants seeking personal sustainability through self-employment. The study adds to an understanding of the value of crafts and craft knowledge in contemporary society.Keywords: craft knowledge, self-employment, personal sustainability, career sustainability, career shock
Skulptøren som rytmeanalytiker
No full textA sculptor is a practitioner, and in this study, the sculptor\u27s practice as a process is focused. Through this study, the practitioner as a rhythm analyst also becomes a researcher of his own practice. The work process is linked to a sculpture of the football trainer Nils Arne Eggen. The study\u27s analytical question is: How can a sculptor\u27s process with form, movement, material, and timespace be understood in a rhythm-analytical perspective? The term rhythm is understood as the philosopher Henri Lefebvre has described the term as a tool in rhythm analysis. An analysis is carried out by intertwining extracts from the sculptor\u27s thinking texts, conversations, image collages, and theoretical-philosophical reading of concepts related to rhythm as well as to agential realism. There is rhythm in form, movement, and material, rhythm in the sculptor\u27s bodily intra-action with the sculpture, as well as the site-specific rhythm and the timespace created by placing the sculpture on a plinth outdoors. By reading the rhythmic aspects of the sculptor\u27s thinking texts and in conversations with him, through concepts from agential realism, choices in the work process are analysed. The analytical points are collected in four braids. Rhythm as \u27meta-sense\u27 makes visible performative potentials articulated as intertwinings comprising the sculptor\u27s thinking, bodily affects, and energy, as well as the materiality of the timespace of the working process.
Cover photo: Ole Martin Wold/ NTBEn skulptør er en praktiker, og i denne studien er skulptørens praksis som prosess i fokus. Gjennom studien blir praktikeren som rytmeanalytiker også forsker på sin egen praksis. Arbeidsprosessen er knyttet til en skulptur av fotballtreneren Nils Arne Eggen. Studiens analytiske spørsmål er: Hvordan kan en skulptørs prosess med form, bevegelse, materiale, og tidrom forstås i et rytmeanalytisk perspektiv? Begrepet rytme er forstått slik filosofen Henri Lefebvre har beskrevet begrepet som verktøy i rytmeanalyse. Analysen er gjennomført ved å flette sammen utdrag av skulptørens tanketekster, samtaler, bildecollage og teoretisk-filosofisk lesning av begreper knyttet til rytme og agentisk realisme. Det er rytme i form, bevegelse og materiale, det er rytme i skulptørens kroppslige intra-aksjon med skulpturen, samt (i) den stedsspesifikke rytme og det tidrom som skapes gjennom plassering av skulpturen på en sokkel utendørs. Gjennom å lese de rytmiske aspektene i skulptørens tanketekster, og i samtale med ham gjennom begreper fra agentisk realisme, analyseres valg i arbeidsprosessen. De analytiske poengene samles i fire flettverk. Rytme som ‘meta-sense’ synliggjør performative potensial artikulert som sammenflettinger omfattende skulptørens tenkning, kroppslige affekter og energi, samt materialiteten i arbeidsprosessens tidrom.
Forsidebilde: Ole Martin Wold/ NTB
Yrkesdidaktik utifrån industrilärares berättelser: En studie om yrkesundervisning och yrkeslärande i svenska yrkesgymnasieskolor
No full textBased on industrial teachers’ narrated experiences of teaching and meeting students at Swedish vocational high schools, this study will provide a definition of the concept of vocational didactics. The study is based on two central pillars: 1) the concept of vocational didactics and 2) narrative research. The concept of vocational didactics is elaborated on the basis of previous research, and stories are further described as the theoretical and methodological starting points. The results show that ten themes about vocational didactics (vocational teaching and vocational learning) emerge from the industrial teachers’ stories. The common denominator in the themes is the concept of occupation, which is related to employability as an industrial worker. The vocational didactics and its constituent themes, which are context-bound and change as a result of technological development and societal changes, are processed and discussed in relation to the workshop environment (master-apprentice tradition) and school environment. The conclusion is that vocational didactics comprises teaching and learning professional skills and enabling students to become professional practitioners in a profession and a labour market that change continuously in step with technological development and social change.Industrilärares berättade erfarenheter om undervisning av och möte med elever på svenska yrkesgymnasieskolor står i centrum för denna studie. Studien undersöker de olika teman som framträder ur lärarnas berättelser om begreppet yrkesdidaktik. Studien bygger på två centrala pelare; 1) begreppet yrkesdidaktik och 2) berättelseforskning som teoretisk och metodologisk utgångspunkt. Begreppet yrkesdidaktik bearbetas utifrån tidigare forskning och vidare beskrivs berättelser som studiens teoretiska och metodologiska utgångspunkter. Resultatet visar att ur industrilärarnas berättelser framträder tio teman om yrkesdidaktik (yrkesundervisning och yrkeslärande). Den gemensamma nämnaren i temana är begreppet yrke som är relaterat till anställningsbarhet som industriarbetare, och som har betydelse för yrkeslärares yrkesundervisning och yrkeslärande (yrkesdidaktiken). Yrkesdidaktiken och dess ingående teman som är kontextbundna och föränderliga i takt med teknikutveckling och samhällsförändringar bearbetas och diskuteras i relation till verkstadsmiljö (mästar-lärling tradition) och skolmiljö. Slutsatsen är att yrkesdidaktik kan beskrivas som yrkesundervisning och yrkeslärande med allt det innebär av yrkesskickligheter och tillvägagångssätt för att fostra en elev till yrkesutövare inom ett yrke för en arbetsmarknad som kontinuerligt, i takt med teknikutveckling och samhällsförändring förändras.Industrilärares berättade erfarenheter om undervisning av och möte med elever på svenska yrkesgymnasieskolor står i centrum för denna studie. Studien undersöker de olika teman som framträder ur lärarnas berättelser om begreppet yrkesdidaktik. Studien bygger på två centrala pelare; 1) begreppet didaktik som inkluderar både ämnes- och yrkesdidaktik och 2) berättelseforskning som teoretisk och metodologisk utgångspunkt. I studien bearbetas begreppet didaktik utifrån tidigare forskning och vidare beskrivs berättelser som studiens teoretiska och metodologiska utgångspunkter. Resultatet visar att ur industrilärarnas berättelser framträder tio teman om yrkesdidaktik (yrkesundervisning och yrkeslärande). Den gemensamma nämnaren i temana är begreppet yrke som är relaterat till anställningsbarhet som industriarbetare, och som har betydelse för yrkeslärares yrkesundervisning och yrkeslärande (yrkesdidaktiken). Yrkesdidaktiken och dess ingående teman som är kontextbundna och föränderliga i takt med teknikutveckling och samhällsförändringar bearbetas och diskuteras i relation till verkstadsmiljö (mästar-lärling tradition) och skolmiljö. Slutsatsen är att yrkesdidaktik kan beskrivas som yrkesundervisning och yrkeslärande med allt det innebär av yrkesskickligheter och tillvägagångssätt för att fostra en elev till yrkesutövare inom ett yrke för en arbetsmarknad som kontinuerligt, i takt med teknikutveckling och samhällsförändring förändras
A Cartographic Review of Teacher Educators’ Professional Learning with an Aesthetic Approach
No full textExperimenting with innovative and creative ways to conduct a literature review aligns with the paradigm shift from qualitative to post-qualitative research, which is concerned with doing and becoming rather than being. The aim of this article is twofold: to unfold the process of a cartographic approach to conducting a literature review; and by exploring the literature to discuss what an aesthetic approach activates in teacher educators’ collaborative professional learning activities. Inspired by Deleuze and Guattari (1988)’s cartographic principle of the rhizome, and post-qualitative inquiry more generally, this review generates knowledge through connections of concepts across 21 international research projects from teacher educators that use an aesthetic approach in their collaborative practices. New components of professional learning are found by mapping-and-tracing entangled concepts. A discussion of encounters within an aesthetic approach to professional learning shows how the processes involved in a cartographic review generates new directions in thinking, such as becoming-professional