Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Contagious Sapiosexuality: Dreaming Conference Seduction as Ethics of Qualitative Research
No full textIn this paper we engage Baudrillard’s (1979/1990) writings on seduction to ‘dream up’ seduction as an ethical and generative-destructive force of qualitative research. Beginning with a dreamy conference seduction, we argue that seduction keeps us qualitative researchers thinking, moving, risking, and being passionate about our work and each other. As a playful, sometimes frivolous, yet deeply terrifying process, seduction moves us beyond ourselves and into theoretical unknowns; enables us to risk ourselves in ethically listening to others’ truths. We show and argue that conferences can be ripe spaces for the spread of contagious sapiosexuality and urge qualitative researchers to experiment and play with conference seductions
Quality of Pre-School Teacher Education in Ethiopia and its Implication for Quality Learning Outcomes
No full textThis study looks at the quality of preschool teacher education in Ethiopia in view of three basic components: curriculum relevance, profiles of teacher educators, and the selection and recruitment of candidates. The study adopted a case study design guided by competency-based teacher development theory and collected data through documentary analysis (the curriculum and recruitment guideline), and interviews of five professionals. The findings showed that the preschool teacher education curriculum has alignment gaps in four major aspects: (a) the preschool teacher education curriculum focused on subject area contents rather than on holistic child development, (b) the preschool teacher education curriculum overlooked motor skills as well as socio-emotional development categories, and (c) languages of instructions at preschool teacher education and preschool level are different (English and mother tongue respectively). Besides, invited professionals from other departments offer 36 of the 42 courses but lacked appropriate professional orientation and experiences to prepare the less capable candidates admitted to the program. Accordingly, policy intervention to make appropriate amendments in the curriculum, staff profiles and practicum components, and further research on views of graduates and relevant stakeholders were identified as areas of further endeavors
Learning Outcomes in HMD-VR: a Literature Review
No full textWhile the educational technology has developed to the point that Extended Reality (XR), including immersive Virtual Reality (VR) can be used in education, the learning outcomes of these technologies in the large scale is still quite unknown. This literature review aims to take a comprehensive look to the field of immersive VR in to find out where the learning outcomes of HMD-VR stands out, and how they compare to other technologies and methods. The main result of this paper is that while HMD-based Virtual Reality Learning Environments (VRLEs) may not be superior compared to other technologies such as desktop-based VR environments regarding direct learning outcomes, a clear indication towards increased learning motivation and engagement can be seen
Assessing university students’ study-related burnout and academic well-being in digital learning environments: A systematic literature review
No full textPrevious research suggested a strong connection between students’ experiences of traditional learning environments and study-related burnout (Brown et al., 2012; Chen et al., 2017; Meriläinen, 2014; Kuittinen & Meriläinen, 2014). However, digital learning environments and how they can pedagogically support students’ well-being remain, in many respects, an unexplored area (Ruokamo et al., 2016; Lewin & Lundie, 2016). Moreover, pedagogical assessment, including how it can support students’ academic well-being, often lags behind the latest technological developments (Spector, 2014; Popenici & Kerr, 2017; Bates et al., 2020; Holmes et al., 2019; Luckin et al., 2016).
This research systematically reviews the literature relevant to study-related burnout and academic well-being in digital learning environments. It is done by surveying articles published between 2012 and 2021. First, the findings suggest that there is a body of studies focusing on certain dimensions of study-related burnout. Second, students’ well-being in digital learning environments is less studied and relies mostly on emotional achievement theory and research on academic emotions. Finally, supporting students’ academic well-being through digital assessment is mostly enabled through formative assessment, but it is moving toward artificial intelligence and game-based assessment. Thus, more research is needed on the subject
Covid Governance: A Transition from Democracy to Bureaucracy
No full textAlthough a general lockdown was never implemented in Iceland during the pandemic of SARS-COV-2 some lenient versions of lockdowns were put in place. Restrictions on gatherings, restrictions on businesses, testing and house arrests of people entering Iceland and prohibition of entry into Iceland of citizens of non-EEA/EFTA countries were among the measures put into effect by the authorities. These measures were never debated in parliament. Instead, they were stipulated in regulations issued by the respective government ministers, referring to legislation in force, mainly the very general broad terms of the Act on Health Security and Communicable Diseases.
Almost one year into the period of these restrictive measures the parliament approved amendments to the Act on Health Security and Communicable Diseases, addressing some of the main restrictive measures that had been in force for many months and defining concepts that had become key ingredients in the numerous decrees of the executive branch.
In one incident a court has ruled unlawful a regulation of the Minister of Health that ordered a forced confinement of travellers in a special facility by the State and demanded their immediate release. Other measures stipulated in regulations of the executive branch are not beyond reproach.
 
Research Innovation: Advancing Arts-based Research Methods to Make Sense of Micro-moments Framed by Dementia
No full textIn this article we discuss how to develop methodological tools to guide social innovation in the arts and health movement. We approach this question by making research within Artful Dementia Research Lab as transparent as possible by 1) describing study designs 2) presenting arts-based datasets, and 3) giving insight into what we define as aesthetic analysis. We outline four premisses of situated art intervention research and what it can add to practice-led research. We close with an invitation to the reader to further discuss how to make arts-based research methods more visible and bringing them to the table of established research standards.In this article we discuss how to develop methodological tools to guide social innovation in the arts and health movement. We approach this question by making research within Artful Dementia Research Lab as transparent as possible by (1) describing study designs 2) presenting arts-based datasets, and 3) giving insight into what we define as aesthetic analysis. We outline four premisses of situated art intervention research and what it can add to practice-led research. We close with an invitation to the reader to further discuss how to make arts-based research methods more visible and bringing them to the table of established research standards
Co-designed Embroidery: Student Projects in Art and Design Education
No full textThis article studies three phases in a project with embroidery and pieces of textile involving students in a specialized teacher training programme in design, arts, and crafts at OsloMet – Oslo Metropolitan University (OsloMet). In an incremental research project spanning over a six-year period the project was developed and changed systematically in collaboration with the students.
The embroidery project phases demonstrate how students are included in action research and how research-based teaching is completed in the first year of teacher education. The observed results from the projects all use photographs as documentation to analyse the organisation of the education and seeks to reveal differences between the methods of cooperation and collaboration. The research question concerns how these practice-based experiences in embroidery can become empirical data for research. The empirical data underline the role of the lecturer as both artist, researcher, and teacher in influencing the dynamics of the groups but also trying to nurture artistic outcomes. Furthermore, the experiences become part of critical reflections on the art teacher’s practice or perhaps in response to her professional development review.This article studies three phases in a project with embroidery and pieces of textile involving students in a specialized teacher training programme in design, arts, and crafts at OsloMet – Oslo Metropolitan University (OsloMet). In an incremental research project spanning over a six-year period the project was developed and changed systematically in collaboration with the students.
The embroidery project phases demonstrate how students are included in action research and how research-based teaching is completed in the first year of teacher education. The observed results from the projects all use photographs as documentation to analyse the organisation of the education and seeks to reveal differences between the methods of cooperation and collaboration. The research question concerns how these practice-based experiences in embroidery can become empirical data for research. The empirical data underline the role of the lecturer as both artist, researcher, and teacher in influencing the dynamics of the groups but also trying to nurture artistic outcomes. Furthermore, the experiences become part of critical reflections on the art teacher’s practice or perhaps in response to her professional development review
Attending to the Ethical Orientation of Health and Care Regulators: The Pursuit of Coherence Between Care Quality, Professionalism and Regulation in the UK
No full textThis paper offers an empirically informed ethical analysis of the recent history of health and social care regulation in the UK focused especially on the contributions made by the Professional Standards Authority for Health and Social Care. The paper is largely organised around two broad questions: First, in what respects can regulation support, mobilise and model professionalism and professional identity? Second, nested within this, given that regulation can support the professional identities of diverse practitioners can it, at the same time, help enable coordination across, and integration of, health and social care activities? These concerns, we suggest, highlight the value of viewing professional regulation in the context of the broader collaborative zeitgeist in health and care and as shaping the ethical landscape for professionals. We thereby make a case for the value of attending to the ethical orientation of professional regulation
Decolonial methodology and reflexive wrestles of whiteness
No full textThis article explores some of the challenges encountered when being a white researcher engaged in research that aims at contributing to social justice for marginalized, indigenous and racialized people and perspectives. Drawing upon a combination of theoretical investigations and practical experiences made during the process of a PhD study, the author offers reflections on what implications taking on a decolonial perspective might have for how a white researcher can possibly approach questions of social and cognitive justice without reinscribing privilege or resorting to self-righteousness. Inspired by Pillow (2015), the author argues that in order to do this, reflexivity need not only be interpretive, but also genealogical, and allow for a “reflexivity of reflexivity”. Furthermore, it is argued that the decolonial stance brings self-reflexivity and ethics together through centring relations as key in accounting for positionality
The Research Literacy of Professionals: Reconciling Evidence-Based Practice and Practical Wisdom
No full textThere is widespread agreement that the art/science dichotomy is obsolete; professional practice must accommodate both experience-based judgment and evidence-based tools. However, there is little agreement on what this reconciliation entails, partly because we lack a conceptualization of the professional agency involved. What kind of intellectual ability is needed for the translation of research into practice? This article argues that we need a new conception of research literacy, where the distinct issues of application to practice are addressed. By first replacing the art/science dichotomy with a craft model of professional practice, the article explains how research literacy should be conceived as a virtue that preserves the integrity of the domain of expertise. This virtue is served by a set of sensitivities that enable professionals to embed evidence-based tools into practice in a collaborative and situationally attuned way. The craft-oriented conception of research literacy is explored with examples from medicine and teaching