Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Learning through the eyes of another: Online Instruction of Craft Skills Using Eye-Tracking Technology
No full textOver the past decade, rapid technological advancements and budget constraints have increased the demand for online education (Martin et al., 2020). Furthermore, the COVID-19 pandemic has vastly accelerated this trend, compelling almost all education providers to migrate their courses to online learning platforms (Theelen & Van Breukelen, 2022). In view of other profound crises that affect mobility, such as climate change, political instabilities and future pandemics, it is safe to assume that online learning will remain in demand, even in a post-pandemic world ) (Bayne et al., 2020). In this context, while educational research has made significant progress in establishing design principles that ensure effective online teaching and learning, the main focus of this scholarly work is on the acquisition of declarative knowledge and cognitive skills. Moreover, since very little is known about the online teaching and distance learning of psychomotor skills (Kouhia et al., 2021; Lehtiniemi et al., 2023), this paper and exhibition explore how eye-tracking technology (ETT) creates unique opportunities to improve craft education in hybrid and distant learning settings
Re-hackling flax before spinning: Using questions as a method of understanding
No full textFlax is a traditional plant used to make textiles. Flax, like all natural fibres, is a material with variations. Knowledge of a crafting process can be obtained by studying artefacts and all available documentation and by being present in a craft tradition and society of spinning. A craftsperson will make many small decisions during their work. How do we gain knowledge about handling materials, and how do we preserve the intangible skills relevant to a craft? This performance article aims to make visible specific knowledge of material, tools and working methods for re-hackling flax. The text and performance illustrate the perspective of a reflecting craftsperson. By asking questions about the work process, critical decisions regarding crafts will be highlighted. This approach will help preserve and transmit craft skills within flax processing
What can be learned about a positive relationship with food in food blogs? : A nethnographic analysis of Finnish food bloggers’ posts on social media
No full textSocial media provide numerous platforms to build relationships with food. In this research, we focus on Finnish food bloggers with the purpose to analyze how the relationship with food appears in food blogs. To answer this question, we conducted a netnographic research by visiting food blogs. The analysis followed qualitative content analysis. The main categories of findings were food- and eating-related values, innovativeness and experimental approach, positive eating-related multi-sensory experiences and memories, and social elements of eating. The role of social media, for example in the form of food blogs, can have a meaningful role in the socialization into the modern eating culture
Evidence-Based Practice and Power Struggles Over Pedagogic Practices in “High-” and “Low-Stakes Accountability” Contexts
No full textThe Norwegian Knowledge Promotion Reform has followed international trends by combining centralised control over results with increasing autonomy in the curriculum and choice of methods. Local and professional autonomy is challenged through the combination of result-based and evidence-based accountability. However, whether the stakes related to results are “high” or “low” could impact the role of “evidence-based practices” in schools. This paper investigates how evidence-based practices have formed part of the power struggles in the forming of pedagogic practice in a high- versus low-stakes accountability context in Norway. In the two municipalities, evidence-based practices have been used to legitimise and exercise authority, increase external control and create hierarchies between different stakeholders. The influence of teachers and parents has been limited, as has been the possibility to adapt the teaching to students’ diverse needs. However, local gatekeepers have been important for relieving external pressure, and for ensuring local and professional autonomy
«The students like me less in digital lectures»: - The teachers’ experiences of teaching in digital learning environments with large groups of students during the COVID-19 pandemic
No full textThe COVID-19 pandemic actualized teaching in digital learning environments and brought a steep learning curve for teachers in higher education. Several studies focusing on students’ experiences of this period have gradually emerged, but there has been less on how teachers experience digital learning environments. Hence, the purpose of this empirical study was to gain knowledge about how teachers experienced online teaching of large groups during the pandemic. Two group interviews were conducted with experienced teachers. The main finding was that teaching in digital environments leads to a type of digital apathy. The teachers experienced black screens and a lack of response from students, having a negative effect on them. They become tired, demotivated, and drained of energy. They experienced losing their qualities as lecturers, becoming boring, and being less free in what they could say. Breakout groups were easy to manage, but many students would leave when these were introduced. Teaching in digital learning environments seemed to lead to a comfortable distance, which posed a risk for both students and teachers to become resigned. Therefore, this teaching format may be more demanding than teaching in physical environments. The interviews were conducted at a time when teaching in digital learning environments was novel, and the informants’ expectations may have been characterized by traditional teaching. Their experiences may be different in the long run
Europeisering av regionale beslutningsprosesser
No full textNyere litteratur undersøker i liten grad europeiseringen av sub-nasjonale styringsnivåer, særlig med hensyn til enhetsstater og/eller tett integrerte ikke-medlemsstater. Denne artikkelen undersøker om tilstedeværelsen av EU/EØS i fylkeskommunale beslutningsprosesser er sterk nok til å kunne utfordre statlig innflytelse på disse prosessene, og viser at EU/EØS har like sterk tilstedeværelse som Statsforvalteren selv i sluttfasen av fylkeskommunenes beslutningsprosesser. Ettersom Statsforvalteren i rollen som statens representant i fylkene og bindeledd mellom staten og sub-nasjonale forvaltningsnivåer tradisjonelt har utøvet viktig innflytelse på sub-nasjonale beslutningsprosesser, indikerer artikkelen dermed flernivåadministrative prosesser og «by-passing» av statlige aktører. EU/EØS og Statsforvalteren kobles imidlertid til ulike beslutningsprosesser og «konkurrerer» dermed i liten grad med hverandre. Dette kan bidra til at ulike deler av fylkeskommunene opptrer som satellitter for ulike eksterne aktører, og reiser spørsmål om hvorvidt flernivåadministrative prosesser kan svekke mulighetene for overordnet styring av sub-nasjonale enheters samlede oppgaveporteføljer. Artikkelen kombinerer kvantitative teknikker (N = 1109) med kvalitativ tekstanalyse.Recent literature has, to a limited extent, explored the Europeanization of sub-national levels of governance, particularly in unitary states and/or closely integrated non-member states. This article examines the Europeanization of the final stages of decision-making processes in Norwegian regions (County Municipalities). By drawing empirically on a sub-national level of governance in a smaller unitary state and closely integrated non-member state, the article contributes to expanding the literature on “top-down” Europeanization with a “less likely case”. The study demonstrates how various policy areas are affected to varying degrees by Europeanization in the final stages of decision-making processes, with potential implications for cross-sectoral coordination and the actual governance of regional decision-making processes. Europeanization can, among other things, challenge cross-sectoral coordination by causing Europeanized “enclaves” within the county administrations to develop different decision-making behavior than other parts of the administrations. The article raises questions about whether Europeanization and multi-level administrative processes may weaken the possibilities for overall management of the comprehensive task portfolios of sub-national entities.
The article combines quantitative techniques (N=1109) with qualitative text analysis.Nyere litteratur undersøker i forholdsvis liten grad europeisering av sub-nasjonale styringsnivåer, særlig med hensyn til enhetsstater og/eller tett integrerte ikke-medlemsstater. Denne artikkelen analyserer europeisering av sluttfasen i norske fylkeskommunale beslutningsprosesser. Ved å ta empirisk utgangspunkt i et sub-nasjonalt styringsnivå i en mindre enhetsstat og tett integrert ikke-medlemsland, bidrar artikkelen til å utvide litteraturen om «top-down»-europeisering med et «less likely case». Artikkelen viser hvordan ulike politikkområder også i sluttfasen av beslutningsprosessene berøres av europeisering i ulik grad, med potensielle implikasjoner for tverrsektoriell samordning, og for den reelle styringen av regionale beslutningsprosesser. Europeisering kan bl.a. utfordre tverrsektoriell samordning ved å bidra til at europeiserte «enklaver» i fylkesadministrasjonene utvikler en annen beslutningsadferd enn andre deler av administrasjonene. Artikkelen reiser spørsmål om hvorvidt europeisering og flernivåadministrative prosesser kan svekke mulighetene for overordnet styring av sub-nasjonale enheters samlede oppgaveporteføljer. Artikkelen kombinerer kvantitative teknikker (N=1109) med kvalitativ tekstanalyse.Nyere litteratur undersøker i liten grad europeiseringen av sub-nasjonale styringsnivåer, særlig med hensyn til enhetsstater og/eller tett integrerte ikke-medlemsstater. Denne artikkelen undersøker om tilstedeværelsen av EU/EØS i fylkeskommunale beslutningsprosesser er sterk nok til å kunne utfordre statlig innflytelse på disse prosessene, og viser at EU/EØS har like sterk tilstedeværelse som Statsforvalteren selv i sluttfasen av fylkeskommunenes beslutningsprosesser. Ettersom Statsforvalteren i rollen som statens representant i fylkene og bindeledd mellom staten og sub-nasjonale forvaltningsnivåer tradisjonelt har utøvet viktig innflytelse på sub-nasjonale beslutningsprosesser, indikerer artikkelen dermed flernivåadministrative prosesser og «by-passing» av statlige aktører. EU/EØS og Statsforvalteren kobles imidlertid til ulike beslutningsprosesser og «konkurrerer» dermed i liten grad med hverandre. Dette kan bidra til at ulike deler av fylkeskommunene opptrer som satellitter for ulike eksterne aktører, og reiser spørsmål om hvorvidt flernivåadministrative prosesser kan svekke mulighetene for overordnet styring av sub-nasjonale enheters samlede oppgaveporteføljer. Artikkelen kombinerer kvantitative teknikker (N = 1109) med kvalitativ tekstanalyse
Teachers’ experiences of using ICT in teaching practical skills in adult education
No full textThe aim of this research was to explore teachers’ experiences in using ICT (information and communication technology) as a pedagogical tool in the subject areas of craft education and home economics education in Finnish AECs (Adult Education Centres). We focused on teachers’ experiences of using ICT in teaching practical skills in these two subjects. Based on a sociocultural approach, teachers’ experiences were examined from the perspective of embodied, material and social mediation. The data were gathered just before the COVID-19 pandemic via an open online survey. There were 34 respondents from several parts of the country. The data were analysed according to the three categories of mediation revealing the benefits and restrictions of using ICT. Some teachers had experienced that utilising ICT supported learning practical skills while the others did not find it very useful. All the teachers stressed the importance of using the senses (touch, taste, smell) in learning practical skills which the ICT did not allow. The results provide a starting point for reflecting on the situation that arose in March 2020 when the pandemic started.Keywords: craft pedagogy, home economics pedagogy, adult education, ICT in teaching, learning of practical skills
The aim of this research was to explore teachers’ experiences in using ICT (information and communication technology) as a pedagogical tool in the subject areas of craft education and home economics education in Finnish AECs (Adult Education Centres). We focused on teachers’ experiences of using ICT in teaching practical skills in these two subjects. Based on a sociocultural approach, teachers’ experiences were examined from the perspective of embodied, material and social mediation. The data were gathered just before the COVID-19 pandemic via an open online survey. There were 34 respondents from several parts of the country. The data were analysed according to the three categories of mediation revealing the benefits and restrictions of using ICT. Some teachers had experienced that utilising ICT supported learning practical skills while the others did not find it very useful. All the teachers stressed the importance of using the senses (touch, taste, smell) in learning practical skills which the ICT did not allow. The results provide a starting point for reflecting on the situation that arose in March 2020 when the pandemic started.Keywords: craft pedagogy, home economics pedagogy, adult education, ICT in teaching, learning of practical skill
Nettverk for formgiving, kunst og håndverk i universitets- og høgskolesektoren (KHUH): 10 år med praksisfellesskap i utvikling
No full textIn 2013, the National Center for Arts and Culture in Education (KKS), in collaboration with teacher trainers in the subject, took the initiative to create what is today the Network for design, art and craft at university level (KHUH). Since its establishment, this network has given priority to arrange annual network conferences in order to strengthen research and collaboration within the field. In this article, the Network Conferences in the period 2014–2022 are studied in the light of Lave and Wenger\u27s theory \u27communities of practice\u27, where access to professional and organizationally legitimate peripheral participation is at the core. Our empirical data gives us reason to claim that the activity in the KHUH community of practice has grown in this period, as more educators have gained access to such participation. A total of 288 presentations, such as papers, practical stories or posters, have been presented, 20 participants have contributed to working committees (AU) and 11 to scientific committees (VK). KKS deserves credit for the network\u27s progress and continuity. The investment in KHUH – rather than a common aesthetic network – has proven to be a successful strategy. I 2013 tok Nasjonalt senter for kunst og kultur i opplæringen (KKS), i samarbeid med lærerutdannere i fagfeltet, initiativ til opprettelsen av det som i dag er Nettverk for formgiving, kunst og håndverk i universitets- og høgskolesektoren (KHUH). Siden opprettelsen har dette nettverket prioritert arbeid med årlige nettverkskonferanser for å styrke forskning og samarbeid innen fagfeltet. I denne artikkelen er Nettverkskonferansene i perioden 2014–2022 studert i lys av Lave og Wenger sin teori om ‘communities of practice’ – praksisfellesskap, der faglig og organisatorisk legitim perifer deltakelse inngår i en helhet. Empirien gir oss grunnlag til å hevde at aktiviteten i praksisfellesskapet KHUH har vokst i denne perioden, ved at flere har fått adgang til slik deltakelse. Hele 288 presentasjoner, i form av paper, praksisfortellinger eller poster har blitt presentert, 20 personer har bidratt i arbeidsutvalg (AU) og 11 i vitenskapelige komiteer (VK). KKS har mye av æren for nettverkets framgang og kontinuitet. Satsningen på KHUH – framfor et felles estetisk nettverk – har vist seg å være en vellykket strategi
Leder. Et nettverk av samskapt viten : - et vitenskapsfelt i utvikling
No full textIn 2013, the National Center for Art and Culture in Education took the initiative to gather teacher educators in design, Art and Craft in an independent network, in order to strengthen cohesion and develop the field of knowledge. The first gathering was at Gardermoen, and since then the Network for Design, Arts and Crafts in the Higher Education Sector (NDACHE) has held annual conferences where teacher trainers have presented papers with their own development projects and their own research. These presentations have led to good and developing discussions across the country\u27s educational institutions. The participants have been the backbone of the community of practice that has developed in the past 10 years. As participants, we develop in a field of research and practice. We meet as colleagues, teachers, supervisors, article authors, peers, and editors. In a field where different understandings and insights are negotiated, in a network of co-created knowledge. With this anniversary issue, we want to strengthen the link between the NDACHE network and the development of the academic field.I 2013 tok Nasjonalt senter for kunst og kultur i opplæringen (KKS) initiativ til å samle lærerutdannere i formgiving, kunst og håndverk i et eget nettverk for å styrke samhold og utvikle fagfeltet. Første samling var på Gardermoen, og siden da har Nettverk for formgiving, kunst og håndverk i UH-sektoren (KHUH) hatt årlige konferanser der lærerutdannere har presentert egne utviklingsprosjekt og egen forskning. Disse presentasjonene har ført til gode og utviklende diskusjoner på tvers av landets utdanningsinstitusjoner. Deltakerne har vært selve ryggraden i det praksisfellesskap som har utviklet seg i de 10 årene som har gått. Som deltagere utvikler vi oss i et forsknings- og praksisfelt. Vi møtes som kollegaer, undervisere, veiledere, artikkelforfattere, fagfeller og redaktører i et fagfelt hvor ulike forståelser og innsikter brytes frem i et nettverk av samskapt viten. Med dette jubileumsnummeret ønsker vi å styrke koblingen mellom KHUH-nettverket og utviklingen av det akademiske fagfeltet