Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Fra faglig undren til problemstilling i et Bachelor projekt
No full textDenne artikel er et eksempel på, hvordan en tekstil faglig undren fra en helt almindelig hverdag som underviser på VIA University College, blev kimen til et udviklingsprojekt med strikket møbelstof som produktramme. Gennem en redegørelse af og refleksion over egen forskning argumenterer jeg for, hvor i processerne det er muligt at implementere forskningsbaseret undervisning. Samtidig tjener artiklen for studerende, som et eksempel der viser, hvordan et forskningsprojekt kan handle om hvordan en undren inden for et konkret fagområde, kan danne grundlag for udvikling af ny viden. I artiklen undersøger og diskuterer jeg gennem teori der centrerer sig om læreprocesser med særligt fokus på læring når det sker gennem kroppen, og ved hjælp af en case, hvor en studerende på baggrund af min forskning arbejdede med et lignende tekstilt udviklingsprojekt i sit Bachelor projekt. Casen understøtter, at når underviserens forskningsbidrag integreres, enten direkte i undervisningen eller som svagt rammesat undervisning gennem værkstedsarbejde, så vil de studerende opnå viden om og praktisk erfaring med praksisnære problemstillinger og processer. Der argumenteres i artiklens sidste del med afsæt i teori og case, for hvordan praktiske færdigheder udført med kroppen kan tilegnes og derigennem føre til læring. Læring der udvikler og kompetenceløfter såvel mig som underviser, som de studerende. Kompetencer der gør studerende i stand til, at anvende metoder og fagtermer og derigennem styrker deres evne til at kommunikere med og i praksis.
Keywords: Vidensflow, Eksemplarisk undervisningsmateriale, Læring, Forskningsbaseret undervisningDenne artikel er et eksempel på, hvordan en tekstil faglig undren fra en helt almindelig hverdag som underviser på VIA University College, blev kimen til et udviklingsprojekt med strikket møbelstof som produktramme. Gennem en redegørelse af og refleksion over egen forskning argumenterer jeg for, hvor i processerne det er muligt at implementere forskningsbaseret undervisning. Samtidig tjener artiklen for studerende, som et eksempel der viser, hvordan et forskningsprojekt kan handle om hvordan en undren inden for et konkret fagområde, kan danne grundlag for udvikling af ny viden. I artiklen undersøger og diskuterer jeg gennem teori der centrerer sig om læreprocesser med særligt fokus på læring når det sker gennem kroppen, og ved hjælp af en case, hvor en studerende på baggrund af min forskning arbejdede med et lignende tekstilt udviklingsprojekt i sit Bachelor projekt. Casen understøtter, at når underviserens forskningsbidrag integreres, enten direkte i undervisningen eller som svagt rammesat undervisning gennem værkstedsarbejde, så vil de studerende opnå viden om og praktisk erfaring med praksisnære problemstillinger og processer. Der argumenteres i artiklens sidste del med afsæt i teori og case, for hvordan praktiske færdigheder udført med kroppen kan tilegnes og derigennem føre til læring. Læring der udvikler og kompetenceløfter såvel mig som underviser, som de studerende. Kompetencer der gør studerende i stand til, at anvende metoder og fagtermer og derigennem styrker deres evne til at kommunikere med og i praksis.
Keywords: Vidensflow, Eksemplarisk undervisningsmateriale, Læring, Forskningsbaseret undervisnin
Re-storying SDG 14: life below water
No full textIn this text the focus is on re-telling multispecies stories about life below water, and the specific focus is on how to tell such stories, which awake moral agency in humans to care what happens with life below water. Sustainable development goal (SDG) number 14 Life below water concerns about “conserving and sustainable use the oceans, seas and marine resources for sustainable development”. To be able to achieve the goal there are created ten targets to create action for sustainable future. All ten targets are closely related with human use of life below water as a resource for own needs. What about thinking water as home for many living creatures and life below water as something we humans could have an empathic relationship with? The text suggests that the use of dramatic empathy in multispecies storytelling practice is close of the strategies of feministic care ethics where other-directedness and openness to difference may create empathic relationship with the other, which is essential for achieving attitude change and moral agency for more sustainable future.  
Økologiske perspektiver i scenekunst for barn
No full textThis essay discusses ecological perspectives in performing arts for children, and the relationship between art, humans, animals, and our physical surroundings in the light of ideas about posthumanism, sympoiesis and artistic research processes. Artistic research methods have been used through the performing arts research project Neither Fish nor Fowl (Hovik, 2017-23) for kindergarten kids by and with Teater Fot, a theatre company led by the author. The final performance Animalium (Teater Fot, 2019-23), which provides examples for this essay, is developed through an improvisational and devised process guided by post humanist theories and plays with blurring the differences and disturbing the dividing lines between animals and humans. The research question examines how we can put ourselves aside, so that art and nature come more into view. The essay prepares for some new ecological approaches towards performing arts for children and sums up with a proposal on turning the attention to affect and emotional engagement, the sympoiesis of a “new we” and community between species, as well as staging utopian futures.
Cover photo: Mattias OrmestadDette essayet diskuterer økologiske perspektiver i scenekunst for barn, og forholdet mellom kunst, mennesker, dyr og våre fysiske omgivelser i lys av ideer om posthumanisme, sympoiesis og kunstnerisk forskning. Essayet baserer seg på kunstneriske forskningsmetoder gjennom scenekunstprosjektet Verken Fugl eller Fisk (Hovik, 2017-23) for barnehagebarn, av og med Teater Fot, der forfatteren er kunstnerisk leder. Prosjektet utviklet seg i en kollektivt skapende og undersøkende prosess, som undersøker betydningen av affekt i scenekunst for barn, og som underveis i prosessen benyttet seg av posthumanistiske teorier i samspill med et sanselig teaterspråk. Forestillingen Animalium (Teater Fot, 2019-23) improviserer og leker med å viske ut forskjeller og forstyrre skillelinjer mellom dyr og mennesker, og undersøker hvordan vi kan sette oss selv til side, slik at kunst og natur kommer mer til syne. Essayet diskuterer noen nye økologiske tilnærminger til scenekunst for barn og oppsummerer med et forslag om å rette oppmerksomheten mot affekt og emosjonelt engasjement, betydningen av et «nytt vi» og fellesskap mellom arter, samt iscenesettelse av utopiske fremtider.
Foto: Mattias Ormesta
Embodied eco-embroidery: Creative craftsmanship in sustainable STEAM-education
No full textThe UN Sustainable Development Goal 4 (SDG4) addresses equal access to quality education, focusing on literacy, numeracy and the science-field STEM subjects (Science, Technology, Engineering, Mathematics), - seemingly forgetting the importance of developing practical skills like craftsmanship. STEAM includes Arts into STEM, where the arts represent several independent artistic forms including music, theater, dance, visual arts, crafts and so on.
In this article we focus on education for sustainable development through craftsmanship in embroidery. In a transdisciplinary collaboration that includes art, craftsmanship has its own innate value. Our research question is: In which ways can creative collaboration in embroidery enhance a sustainable STEAM education learning experience?
We attempt to find answers to this by looking into how STEAM collaboration may affect the ways we teach craftsmanship, and the challenges and opportunities of doing so in a holistic transdisciplinary project, with a focus on ecological sustainability.
Three groups of teacher-students help examine how crafts may contribute in building ecological awareness in themselves and an audience through conveying meaningful artistic narratives. Their embroideries were inspired by the UN’s Decade of Ecosystem Restoration. The results were shared through the Global Science Opera, an international STEAM-education initiative.
Our analysis of the research data is influenced by posthumanizing creativity, which emphasizes ethically contributing world citizenship through embodied, collaborative creativity between creator and creation. This journey of making and being made shows a reciprocal relationship between humans and non-humans. The slow-art of embroidery invites the students into an embodied dialogue with the materials, tools, techniques and the scientific topics in the transdisciplinary context. As researchers we wonder how this dialogue and in-depth experience affected the students’ attitudes and actions towards sustainability. We found that the data supports the embodied, co-creative embroidery process, that it improved the students\u27 craft experience, as well as increased the understanding and respect for the challenges in the new eco-reality.
Cover image: Sewing in nature, on nature, with nature, about nature. Student work. Photos: Randi Veiteberg Kvellestad and Raquel San
From black screens to mediating means: A classroom study of Media Literacy 2.0 in higher education
No full textThe paper reports on an empirical case study that explores innovative teaching practices in higher education, including digital, physical, and blended learning activities. The study followed the Master’s course ‘Experts in Teamwork’, where the students worked with practical assignments based on real-life challenges formulated by an external collaboration partner, which included actors from the health care department, the school management, and the ICT management in the local municipality. The students also gained experience with creative media production and worked with various digital tools and software.
The findings show that the students experienced the project as motivating, highly educational and relevant to working life. It seems that digital tools contributed to flexibility, particularly for interactivity with the external partners and for group work. Both for students and the teachers the use of screens and software like Zoom and Teams opened for new ways of thinking about collaboration and provided an extended learning space and increased learning potential. However, screens also imply limitations, for example in terms of communication noise, possible passive forms of participation or even withdrawal from some of the students. Moreover, practices that include digital, physical and hybrid learning activities are highly complex, which require that the activities are particularly well planned and thoughtfully organized. The learning situation is therefore characterized by increased demands and expectations - for both students, teachers, and the institutions
Dyktig nettverksbygger, motiverende veileder og klok aktivist
No full textFørste gang jeg hadde et faglig møte med Liv Merete Nilsen er så langt tilbake som i 1999 da jeg var med på å utvikle The Design of Everyday Life, et undervisningsopplegg på oppdrag for UNESCO i regi av Norsk Form. Det overordnede målet var å bevisstgjøre barn og ungdom om hvordan hverdagen designes for oss, slik at de erverver en kompetanse i å vurdere produktene de tilbys i markedet og omgir seg med. Liv Merete var da fagpolitisk aktiv i det som i dag er organisasjonen Kunst og design i skolen, hvor jeg etter hvert ble valgt inn i styret. Her har hun i mange år vært en viktig drivkraft både som styremedlem, styreleder, og i redaksjonen til tidsskriftet FORM. Etter å ha trukket seg ut av styret har hun videreføre det fagpolitiske arbeidet for organisasjonen − også gjennom den faste spalten LMN har ordet i FORM
“I am Sámi, but I am not a Sámi”: Coastal Sámi students’ articulations of identity in a colonial-blind Norwegian state
No full textThis article gives voice to coastal Sámi students and explores their negotiations over being Sámi or Norwegian within the Norwegian education system. Through interviews, students share insights on the extent to which education focuses on Sámi issues and reflect upon their identity. The article explores how youths negotiate personal identity within pre-existing structures by employing Archer’s theory on structure and agency as a backdrop. The changing phases in how ‘western’ societies view indigenous practices and knowledges are applied together with (de)colonial perspectives to understand (colonial) structures. Some key findings are that the coastal Sámi students’ identity negotiations are complex, as official discourses seem to restrict them from identifying as ‘real’ Sámi, and that the local Sámi is within a discursive void due to unintended consequences resulting from the unification in the centralised education system. In focusing on students and using the educational system as a backdrop, this article seeks to deepen the understanding of how society and the educational system in particular condition students’ notions of what it entails to be Sámi and how students negotiate their identity
Remember the Future: Prehistoric Design and Sustainability
No full textThe starting point of this study is the prehistoric “teganoschemo” archaeological find of the Syros-Keros civilization in the Aegean Sea. These artifacts have been causing debates among archaeologists as their raison d\u27être is still contested. The aim of this study is to bring a prehistoric ontological model of design and craft to contemporary design practices. In order to explore such alternative ontologies, we turn to the past and address themes of death and life embodied in these prehistoric artifacts. As we leave Modernity behind and transition towards Sustainment, a new ontology for Design is necessary. By understanding the ontological framework of prehistoric designers, we aim to create propositional artifacts that exemplify what design can be. The propositional artifacts created act as different phases in a research-through design process that aims to investigate how design operates within an alternative system of values
Investigating the adjacent patient radiation dose received during a simulated ward chest X-ray examination: Patient radiation dose received from a chest X-ray
No full textIntroduction: A patient having a chest X-ray will inevitably be exposed to radiation from the primary beam. Using a light beam diaphragm (LBD) on the X-ray tube reduces scattered radiation at the X-ray tube through longitudinal and horizontal collimation. But not scattered secondary radiation resulting from interactions of the primary beam. This study aimed to investigate whether lead protection on simulated hospital ward inpatients (opposite and adjacent to a simulated chest X-ray examination) would change the secondary scattered radiation dose received.
Method: Two rando phantoms (simulated patients) were positioned at different distances from the simulated patient receiving the chest X-ray. The phantoms were positioned one metre adjacent (either side of the phantom being X-rayed) and two metres opposite. The scattered radiation dose to radiosensitive organs (thyroid, breast, and gonads) was recorded using Thermoluminescent Dosimeters (TLDs). Six exposures were conducted, three with lead protection and three without. The mean radiation dose and standard deviation were compared using a paired two-sample t-test for statistical significance (p>0.05).
Results: The lead protection reduced the radiation dose to the radiosensitive organs by 64%-100% (p=0.51-0.18) one metre adjacent and 65%-100% (p=0.65-0.18) two metres opposite. Noticeably the phantom two metres opposite had substantial individual organ dose reductions due to the distance from the primary beam.
Conclusion: Lead aprons, thyroid collars, and distance reduced the radiation dose to the radiosensitive organs of the surrounding phantoms (simulated patients) from an adjacent chest X-ray examination and present opportunities for dose reduction techniques during ward chest X-ray examinations
Interactive textiles: Learning e-textiles with higher education art and design students
No full textThe fusion of computing with textile materials has enhanced the interactive capabilities of textiles. Applying these electronic aspects of textile design is an evolving discipline. This study introduces a case study of teaching textile design in higher education with an interactive focus on art and design. We analysed projects and contents that appeared to be significant in the students’ processes as well as findings from the point of view of art and design pedagogy. Working on design education in multidisciplinary teams together with accessible technology was found rewarding. Knowing the basics of textile design is essential, but when developing e-textiles, interdisciplinary teachers are recommended. Moreover, creating positive experiences, circumstances and possibilities to continue the design process in the future is also important