Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Å lære i et simulert praksisfellesskap: Simulering som yrkesdidaktisk metode i medieproduksjon
No full textThe aim of the article is to gain knowledge about how simulation and supervision can be used to build professional competence. To acquire knowledge on this topic, we simulated communities of practice in media productions. The simulations have been used in teaching a bachelor\u27s program in TV production to provide students with experiences of real tasks in the media industry. The study employs an action-oriented qualitative approach. The authors are practitioner-researchers investigating their own practice. There are 10 informants in the study, and the sources of information include researcher logs, student logs, questionnaires, and qualitative interviews.The theoretical perspectives are based on theories of communities of practice, where people share a common engagement in what they are working on. One of the topics addressed is which aspects of the simulation have contributed to promoting learning. In the teaching sessions, students received guidance from an industry professional from the media sector. The supervision is linked to reflective practice, where students are given space to reflect on their performed actions. The results show that simulating a community of practice has contributed to an increased work pace and a holistic understanding of the profession. At the same time, some students experienced simulation as a distraction in the learning process. Through supervision, students had the opportunity to reflect on their professional practice with a mentor familiar with the skills and requirements of the media industry. The supervision focused on mastery techniques for handling a high work pace and provided an understanding of ergonomics. Our conclusion is that learning has transitioned from instrumental training to professional practice in a simulated context.Målet med artikkelen er å få kunnskap om hvordan simulering og veiledning kan benyttes for å bygge yrkeskompetanse. For å få kunnskap om temaet har vi simulert praksisfellesskap i medieproduksjoner. Simuleringene har blitt brukt i undervisning på en bachelor i TV-produksjon for å gi studenter opplevelsen av reelle arbeidsoppgaver i mediebransjen. Studien har en aksjonsrettet kvalitativ tilnærming. Forfatterne er praktikerforskere som forsker i egen praksis. Det er 10 informanter i studien og informasjonskildene er forskerlogger, studentlogger, spørreskjema og kvalitative intervjuer. De teoretiske perspektivene bygger på teorier om praksisfellesskapet, der
mennesker deler et felles engasjement for noe de arbeider med.
Hvilken simuleringsgjengivelse som har vært med på å fremme læring er et av temaene som også blir belyst. I undervisningen har studentene fått veiledning av en yrkesutøver fra mediebransjen. Veiledningen knyttes opp mot det reflekterende praktikum, der studentene får rom for refleksjon over handlingene som er utført. Resultatene viser at å simulere et praksisfellesskap har bidratt til økt arbeidstempo og en helhetsforståelse av hva yrket går ut på. Samtidig opplever noen studenter at simulering har gitt en distraksjon i læreprosessen. Gjennom veiledning har studentene fått reflektere over yrkesutøvelsen med en veileder som kjenner kompetansen og kravene fra mediebransjen. Veiledningen har hatt fokus på mestringsteknikker for å håndtere et høyt arbeidstempo og den har gitt forståelse for ergonomi. Vår konklusjon er at læringen har gått fra instrumentell opplæring til yrkesutøvelse i en simulert kontekst
Yrkesdidaktikk i møte med digitale dokumentasjonssystemer
No full textThis article is based on an innovation and research project aimed at improving documentation and learning systems in vocational education and training (VET), supported by a holistic vocational pedagogical framework. Throughout the project, we found increasing use of various digital documentation systems. However, we noted a lack of coordination between the systems and minimal vocational didactical approach to the design and use of the systems. To explore this further, we conducted a secondary analysis of data from the project focusing on 1) the potential for a new digital infrastructure that supports holistic vocational education and training, 2) differences in the design and use of documentation systems across various vocations, and 3) whether the design and use of digital documentations would influence vocational didactical theory and practice. The article draws on theories about digitization and the use of ePortfolios in VET. We also reference three different perspectives on vocational didactics within the complex landscapes of learning, particularly regarding digital documentation in between schools and companies. In the final section, we discuss our findings in relation to the theories of digitization and vocational didactics and elaborate an expanded view of vocational didactics. Firstly, we introduce the term ‘vocational specific didactics’ to address professional inequalities. Secondly, we emphasize the importance of vocational specific didactical design of digital infrastructures throughout the entire VET. In addition, arrangements are necessary for transitions between all levels of VET (vocational didactical transition rituals from Vg1 to Vg2 and from Vg2 to Vg3). Learning perspectives in the design and use of digital documentation systems are discussed in the context of learning analytics.Denne artikkelen tar utgangspunkt i et innovasjons- og forskningsprosjekt der hovedmålet var å forbedre dokumentasjons- og læringssystemer i fag- og yrkesopplæringen støttet opp av et helhetlig yrkespedagogisk rammeverk. Gjennom prosjektet så vi økende bruk av ulike digitale dokumentasjonssystemer, men registrerte i liten grad samordning mellom systemene og en bevisst yrkesdidaktisk tilnærming til utvikling og bruk av systemene. Det siste ønsket vi å se nærmere på, og gjennomførte en sekundæranalyse av data fra prosjektet der vi så på 1) mulighetene for en ny og mer sammensatt digital infrastruktur som understøtter en helhetlig og gjennomgående fag- og yrkesopplæring, 2) eventuelle faglige ulikheter i utvikling og bruk av dokumentasjonssystemer, og 3) hvorvidt utvikling og bruk av digital dokumentasjon vil påvirke yrkesdidaktisk teori og praksis. Artikkelen bygger på teorier om digitalisering i yrkesfagene og bruk av ePortfolier i fag- og yrkesopplæring. Vi viser også til tre ulike perspektiver på yrkesdidaktikk i komplekse læringslandskap, spesielt der digital dokumentasjon blir brukt i læringsprosesser i grenseland mellom skoler og bedrifter. I den avsluttende delen drøfter vi funn fra de nye analysene opp mot teori om digitalisering og yrkespedagogikk, og presenterer et utvidet syn på yrkesdidaktikk vi ikke har funnet andre steder. For det første velger vi å kalle det yrkesfagdidaktikk for å ivareta de faglige ulikhetene. For det andre vektlegges yrkesfagdidaktisk design av digitale infrastrukturer for hele opplæringsløpet, 2+2 i Norge. I tillegg kreves det tilrettelegging for overganger mellom alle nivåer i fag- og yrkesopplæringen (yrkesfagdidaktiske overgangsritualer fra Vg1-Vg2 og fra Vg2-Vg3). Hvorvidt læringsperspektivet i design og bruk av digitale dokumentasjons-systemer ivaretas gjennom læringsanalyse drøftes også. Studien er gjennomført i en periode med pandemi og implementering av Fagfornyelsen, den siste læreplanreformen i norsk utdanning. Vi utfordrer allikevel til å tenke nytt rundt yrkesfagdidaktikk
Navigating the Hyphen: Reflexive Positionality in Migrant Research
No full textThis study explores the complexities of researcher positionality within migration research, focusing on Zimbabwean migrant teachers in South Africa. Employing an autoethnographic approach, it examines the fluid insider-outsider dynamics shaped by overlapping identities and socio-political contexts. Drawing on concepts such as translocational positionality and intersectionality, the research highlights how shifting positionalities influence both the research process and knowledge production. Reflexivity is central to addressing power dynamics and ensuring epistemic justice by centring the voices of marginalised groups. The study contributes to migration research by problematising traditional insider-outsider binaries and emphasising the ethical significance of transparency. Ultimately, this research calls for a nuanced understanding of positionality, demonstrating its importance in producing credible and inclusive knowledge that respects the lived experiences of migrant communities
Maps and Territory: Templates for exploring and comparing religious traditions in Norwegian upper secondary religious education
No full textThis study investigated the implementation of the LK20 educational reform by comparing how three religious education teachers incorporated two core elements of the upper secondary curriculum into their teaching. The focus was on the two digital/paper-based templates (forms) that the educators created to scaffold students’ exploration and comparison of religions. These templates, along with transcripts of video-recorded lessons, were first analyzed using thematic qualitative text analysis. Subsequently, the data were examined hermeneutically as two primary cases, one of which was analyzed as two interrelated subcases. These analytical methods were used to evaluate the overall scope of the materials while closely examining and comparing the teachers’ templates and how they contextualized them orally during lessons. One teacher employed Ninian Smart’s seven dimensions of religion as the foundational model for her template. The other two teachers collaboratively developed a template focused on specific aspects of religions, including history, rituals, deities, worldviews, and potential sources. Furthermore, the template emphasized the management of exploration and effective communication concerning feedback. During their presentations, all teachers referenced elements associated with the World Religions Paradigm and the interpretive approach, albeit in different ways. Finally, they introduced tasks to contextualize and prepare students for engagement with the templates
Immigrant parents’ experiences and perspectives on the early childhood education stages in Nordic contexts: A qualitative review and meta-synthesis
No full textTo explore the state of research on immigrant parents’ experiences in early childhood education (ECE) stages, we conducted a literature review through a qualitative meta-synthesis of 22 studies. Guided by sociocultural theory, which emphasizes the co-construction of meaning and the interplay between individual agency and social context, the synthesis highlights both the barriers immigrant parents face and opportunities for enhancing inclusion and support within Nordic ECE contexts. While the articles acknowledge these challenges, they also found that some parents increasingly appreciate Nordic ECE values and practices over time. Communication emerges as a central theme in the reviewed literature; it deeply impacts the integration process of immigrant parents in Nordic ECE systems. Synthesized findings across the studies highlight communication as a key factor shaping parents’ experiences within the categories of “initial experiences and adaptation,” “parental concerns,” and “cultural and social integration.” The review reveals a predominance of host-country researchers, the majority being female, with minority groups underrepresented, which could potentially lead to biases. Despite methodological limitations that impact the understanding of immigrant parents\u27 experiences, the studies offer valuable insights into the parents’ reported experiences and provide a foundation for improving inclusivity and understanding in Nordic ECE
Choreographer/researcher/teacher: Developing a/r/tography as an approach to dance pedagogy at Stockholm University of the Arts in a professional learning community of teachers
No full textThis article follows the becoming a/r/tographic of four colleagues working within the field of dance pedagogy at Stockholm University of the Arts. The four colleagues – Tone, Camilla, Stina, Madelaine - are part of a larger professional learning community of staff that together have carried out a 3-year long change project restructuring the BA program in dance pedagogy. As a result, the BA has been given an a/r/tographic approach, emphasizing the entangled positions of the artist, researcher, and teacher in dance pedagogy. Another result is the open course A/r/tography in theory and practice in higher education (7.5 ects), which was developed to qualify staff to work through a/r/tography. The four authors of this article were all involved in the first round of the open course, Tone as course teacher, and Camilla, Stina, and Madelaine as staff-students. The course is the entanglement from which they have explored the question that guides this article: How is a/r/ography being developed for the field of dance pedagogy in the context of Stockholm University of the Arts in an ongoing collaborative learning community of teachers? Their exploration is based in a diffractive methodology, thinks-with theory from a/r/tography and expanded choreography, and has resulted in three a/r/tographic expositions on Research Catalogue. The insights arrived at are discussed as: values; performative pedagogy; expanded choreography; a researching approach as choreographers/researchers/teachers; and professional development of staff in higher dance education.
Photo: Camilla Reppe
Entangled Ekphrastics: Proliferating Modes of (Post) Qualitative Inquiry Through Liminality and Research-Creation
No full textIn this article, we articulate a research-creation process called entangled ekphrastics as an emergent response to -isms: racism, capitalism, colonialism, heteropatriarchalism, speciesism, and nationalism. Our collective gathered virtually, engaged with artwork, and co-created (entangled) poems. This research-creation process generated profound appreciation for disrupting conventions of traditional qualitative inquiry, pushing the boundaries of activism and artivism in the present moment. We wonder about how responding to the present through entangled ekphrastics moves us toward theoretical liminality, hospicing the crises of the present, and midwifing a future together
Sparse and Selective: Digital Responsibility Practices in Lower Secondary English Classrooms in Norway
No full textDespite broad agreement that schools should support students in becoming digitally responsible citizens, research suggests that this dimension of students’ digital competence remains underdeveloped, even in highly digitalised educational settings. Addressing this issue, the present study explored the prevalence and characteristics of digital responsibility practices in Norwegian lower secondary schools’ English classrooms. Utilising a tracing comparative logic, it examined classroom practices over time, following the same student cohorts across Grades 8 and 10 (ages 13–15). Video recordings from 63 naturally occurring English lessons and 9 teacher interviews were quantitatively and qualitatively analysed. The findings indicate that digital responsibility was the least prevalent dimension of digital competence across both grades, with teachers rarely seizing opportunities for students to gain insight into – or to reflect on – digital responsibility and seemingly de-prioritising progression across grades. Instead, digital responsibility instruction primarily occurred in response to student queries and was often overshadowed by the teaching of functional digital skills. The findings suggest the need to support English teachers in better integrating digital responsibility into classroom practices
Pædagogik og didaktik på erhvervsuddannelser med almene og erhvervsrelaterede perspektiver
No full textDanske erhvervsuddannelser har en dobbelthed indbygget i erhvervspædagogik, da uddannelserne både har et alment uddannelsessigte og et erhvervsrettet sigte. Derfor er formålet med artiklen at bidrage til en indsigt i denne dobbelthed på baggrund af den måde, demokrati er skrevet ind i VET. Der står i Erhvervsuddannelsesloven, at uddannelsen skal ”bidrage til at udvikle de uddannelsessøgendes interesse for og evne til aktiv medvirken i et demokratisk samfund”. Da der ikke er formelle retningslinjer for, hvorledes demokrati kan didaktiseres anlægger artiklen en induktiv tilgang på baggrund af aktionsforskning på en social- og sundhedsskole. Gennem et år mødes en gruppe undervisere, en leder samt en forsker, og det empiriske materiale er dialoger, logbøger, observationer fra undervisning samt interviews.
Artiklen spørger til, hvorledes undervisere didaktisere formålets formulering om demokrati, og dette analyseres på baggrund af tre tilgange: 1) Bernsteins begreb om rekontekstualisering, 2) Illeris´ model for læring og arbejdsmønstre samt 3) forståelsen af demokratibegrebet. Resultaterne viser, at formålet ikke er velkendt, men at alle finder måder at didaktisere demokrati på. Deltagerdemokrati er den mest dominerende forståelse af demokrati. Variationen er stor i forhold til dobbeltheden og balancen mellem det almene og det erhvervsrettede, men alle undervisere tænker i begge dele i lyset af elevers selvtillid, deltagelse, inklusion, dannelse samt borgerperspektiver. Didaktiseringen varierer også i forhold til fordeling mellem deltagerstyring og lærerstyring samt i forhold til erkendelsesformer. På baggrund af disse forskellige rekontekstualiseringer i erhvervspædagogik peger artiklen på de grundlæggende udfordringer i forholdet mellem teori og praksis i vekseluddannelser, og der argumenteres for, at de kontekstnære didaktiseringen har fordele, og at skoler og læreruddannelse har centrale opgaver for at understøtte dette.Danish vocational education and training, VET, have a duality built into vocational pedagogy, as education has general and vocational purposes. Therefore, the article aims to contribute to understanding this duality based on the notion of democracy. The Vocational Education and Training Act states that education should “contribute to developing the educational seekers’ interest in and ability to actively participate in a democratic society.” Since there are no formal guidelines for how democracy can be taught, the article takes an inductive approach based on action research at a social and healthcare college. A group of teachers, a leader, and the researcher met for a year and generated empirical data that includes dialogues, logbooks, teaching observations and interviews.
The article asks how teachers implement the formulation of democracy, and this is analysed based on three approaches: 1) Bernstein’s concept of recontextualisation, 2) Illeris’ model for learning and work patterns, and 3) the understanding of democracy. The results show that the purpose is not well known, but everyone finds ways to teach with democracy didactically. Participatory democracy is its most dominant understanding. There is great variation about the duality and balance between the general and the vocational purpose. Didactic variation is seen when considering the shared the control by participants and teachers including forms of knowledge. Based on these different ways of recontextualisation in vocational pedagogy, the article argues that contextual didacticism has advantages that are central tasks for schools and teacher education to support.Danske erhvervsuddannelser har en dobbelthed indbygget i erhvervspædagogik, da uddannelserne både har et alment uddannelsessigte og et erhvervsrettet sigte. Derfor er formålet med artiklen at bidrage til en indsigt i denne dobbelthed på baggrund af den måde, demokrati er skrevet ind i loven. Der står i Erhvervsuddannelsesloven, at uddannelsen skal ”bidrage til at udvikle de uddannelsessøgendes interesse for og evne til aktiv medvirken i et demokratisk samfund”. Da der ikke er formelle retningslinjer for, hvorledes demokrati kan didaktiseres, anlægger artiklen en induktiv tilgang på baggrund af aktionsforskning på en social- og sundhedsskole. Gennem et år mødes en gruppe undervisere, en leder samt en forsker, og det empiriske materiale er dialoger, logbøger, observationer fra undervisning samt interviews.
Artiklen spørger til, hvorledes undervisere didaktiserer formålets formulering om demokrati, og dette analyseres på baggrund af tre tilgange: 1) Bernsteins begreb om rekontekstualisering, 2) Illeris´ model for læring og arbejdsmønstre samt 3) forståelsen af demokratibegrebet. Resultaterne viser, at formålet ikke er velkendt, men at alle finder måder at didaktisere demokrati på. Deltagerdemokrati er den mest dominerende forståelse af demokrati. Variationen er stor i forhold til dobbeltheden og balancen mellem det almene og det erhvervsrettede,. Didaktiseringen varierer i forhold til fordeling mellem deltagerstyring og lærerstyring samt i forhold til erkendelsesformer. På baggrund af disse forskellige rekontekstualiseringer i erhvervspædagogik argumenteres for, at den kontekstnære didaktiseringen har fordele, og at skoler og læreruddannelse har centrale opgaver for at understøtte dette
Grensekryssing i yrkesopplæringen i utdanningsprogrammet medieproduksjon og informasjonsteknologi: Yrkesdidaktiske muligheter og utfordringer
No full textThis study investigates how vocational teachers in the education program for media production and information technology (ITM) utilize the learning potential of students\u27 transition between school-based and workplace-based training. By applying the concept of boundary crossing, the analysis explores how vocational teachers can use the differences between learning arenas as a resource in their vocational didactic work. The study is based on data collected through a sequential mixed methods design, where a quantitative survey among vocational teachers in the education program was followed by ten semi-structured interviews.
The findings reveal that students\u27 boundary crossing provides opportunities for vocational didactics by continuing tasks from the enterprises in school, using real projects from working life, such as producing films and developing websites for specific companies and public organisations, in school training, and establishing contact with the enterprises, which contributes to updating the school-based training. However, teachers experience significant challenges due to a need for more time and resources, limiting their ability to support students. The quality of cooperation with enterprises varies, and the findings suggest that enterprises do not always contribute to the educational content In line with the teachers\u27 expectations. The study underlines the critical importance of allocating resources for teachers to follow up on workplace practices, developing more structured collaboration systems, and investigating differences between the first and second years of school-based training. The study contributes knowledge about the necessity of close cooperation between school and working life and the opportunities and challenges teachers encounter in their vocational didactic work to create coherence between the learning arenas.Denne studien undersøker hvordan yrkesfaglærere i utdanningsprogrammet for medieproduksjon og informasjonsteknologi (IM) utnytter læringspotensialet som skapes når elevene beveger seg mellom opplæring i skole og bedrift. Ved å anvende konseptet grensekryssing (boundary crossing) analyseres hvordan yrkesfaglærerne kan utnytte ulikheter mellom læringsarenaene som en ressurs i det yrkesdidaktiske arbeidet. Studien er basert på data innhentet gjennom et sekvensielt mixed methods-design hvor en kvantitativ surveystudie blant yrkesfaglærere i utdanningsprogrammet ble etterfulgt av ti semistrukturerte intervjuer.
Resultatene viser at elevenes grensekryssing skaper yrkesdidaktiske muligheter gjennom videreføring av arbeidslivspraksis i skolen. Eksempler på dette er reelle prosjekter fra næringslivet som å produsere reklamesfilmer og utvikle nettsider for navngitte bedrifter og offentlige virksomheter i skoleopplæringen, samt kontakt med bransjen som bidrar til oppdatert undervisning. Samtidig opplever lærerne betydelige utfordringer knyttet til mangel på tid og ressurser, noe som begrenser deres muligheter til å følge opp elevene.
Kvaliteten på samarbeidet med bedrifter varierer, og resultatene indikerer at bedriftene ikke alltid bidrar, slik lærene ønsker, til utdanningsinnholdet.
Studien peker på behov for å sikre ressurser til lærernes oppfølging av arbeidslivspraksis, utvikle mer strukturerte samarbeidssystemer samt å undersøke forskjeller mellom første og andre året i skoleopplæringen. Studien bidrar med kunnskap om betydningen av et tett samarbeid mellom skole og arbeidsliv og hvilke muligheter og utfordringer lærerne møter i det yrkesdidaktiske arbeidet med å skape sammenheng mellom læringsarenaene