Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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AestPra – a Meta-methodology for Art and Craft
No full textA vast number of research methods have been developed in recent decades to strengthen the creative arts as disciplinary fields. There is an obvious need for specific methods for the creative arts that established academic scientific methods do not cover. Aside from developing and proposing new research methods, there is a need to map and position specific methods for the creative arts in ways that demonstrate how these methods are connected to other established methods within the academic scientific landscape. In this article that is based on my PhD research in ceramic art processes, I introduce AestPra, a meta-methodology used as a tool in aesthetic practice-based research, where knowledge from explorative processes is emphasised. The AestPra methodology includes a network of approaches, various methodologies, methods and strategies. The concept of aesthetic awareness is central and can be defined as an open attitude and sensitivity towards the interaction between the form and body through the material. Examples from the thesis ‘Grip, to get a grip of form: Concrete and abstract comprehension of form’ are used to shed light on the various aspects of the mode involving reflexive, materialised and data-oriented research processes. AestPra supports the combination of various methods that bring aesthetic, and embodied knowledge into play and that generate links between concrete experiences and theories.A vast number of research methods have been developed in recent decades to strengthen the creative arts as disciplinary fields. There is an obvious need for specific methods for the creative arts that established academic scientific methods do not cover. Aside from developing and proposing new research methods, there is a need to map and position specific methods for the creative arts in ways that demonstrate how these methods are connected to other established methods within the academic scientific landscape. In this article that is based on my PhD research in ceramic art processes, I introduce AestPra, a meta-methodology used as a tool in aesthetic practice-based research, where knowledge from explorative processes is emphasised. The AestPra methodology includes a network of approaches, various methodologies, methods and strategies. The concept of aesthetic awareness is central and can be defined as an open attitude and sensitivity towards the interaction between the form and body through the material. Examples from the thesis ‘Grip, to get a grip of form: Concrete and abstract comprehension of form’ are used to shed light on the various aspects of the mode involving reflexive, materialised and data-oriented research processes. AestPra supports the combination of various methods that bring aesthetic, and embodied knowledge into play and that generate links between concrete experiences and theories
Ultralyd-veiledet venekateterisering: En empirisk studie
No full textIntroduction: In CT examinations, contrast agents are administrated in order to increase the contrast between different tissues and improve visualization of pathology. Safe contrast injection requires access via a catheter inserted into a suitable peripheral vein that can endure contrast flow. Peripheral vein cannulation can be difficult to obtain. Veins can lie deep in the tissue, be thin, porous or otherwise challenging to cannulate. The study aimed to get an insight into radiographers’ experiences with use of ultrasound-guided peripheral venous catheterization (USGPVC), and how this has affected their perception of workflow when performing contrast-enhanced CT-examinations.
Methods: Semi-structured, individual interviews were conducted with seven radiographers from three different hospitals in Norway, all with experience with USGPVC. An interview guide was designed based on case studies before and after access to USGPVC. Thematic analysis was used to categorize and analyze the data material.
Results: The thematic analysis showed three main themes: 1) Lack of time related to the workload throughout the day, and how the radiographers experienced access to US-device affected this. 2) Practical application of the PVC admission and what opportunities USGPVC offers the radiographers. 3) Patient care, and how the radiographers experience the USGPVC affects the quality of their work.
Conclusion: The informants experienced a positive change in workflow in the CT-laboratory after they gained access to an US-device. They experienced an increased sense of control, mastery and time efficiency and this resulted in improved patient flow and increased professional pride.Introduksjon: Ved CT-undersøkelser gis kontrastinjeksjon for å forbedre gjengivelsen av blodkar, organer, svulster mm. Perifer venepunksjon kan være vanskelig, av ulike anatomiske årsaker. Sikker kontrast-injeksjon krever adgang via et kateter, lagt inn i et ‘tilstrekkelig godt blodkar’. Vener kan ligge dypt i vevet, være tynne, porøse, ligge anatomisk vanskelig til; eller på andre måter være vanskelig. Målet var en empirisk studie med kartlegging av erfaringer med ultralyd-veiledet perifert venekateter (UL-PVK), i stedet for frihånds-innlegging.
Metode: Semi-strukturerte, individuelle intervjuer ble utført med syv radiografer fra tre ulike sykehus; alle hadde erfaring med UL-PVK. En intervju-guide ble designet med grunnlag i kasuistikker fra tida før og etter tilgang til ultralyd-assistert innleggelse av veneflon. Tematisk metode ble benyttet for gruppering av egenskaper, og analysere av datamaterialet.
Resultat: Den tematiske analysen viste tre hovedtemaer; 1) Tidspress knyttet til arbeidsmengden for arbeidsdagen, og hvordan radiografene opplevde at UL påvirket dette. 2) Praktisk anvendelse ved PVK-innleggelsen og hvilke muligheter UL-PVK gir radiografene. 3) Pasient-behandling, hvordan informantene opplever at UL-PVK påvirker kvaliteten i arbeidet.
Konklusjon: Informantene opplevde positiv endring i flyt på CT-programmet, etter de fikk tilgang på UL. De opplevde økt følelse av kontroll, mestring og tids-effektivisering; ringvirkninger som ga bedret pasientflyt og økt yrkesstolthet. 
Changing Cultural Conditions for Knowledge Sharing in the Teaching Profession: A Theoretical Reinterpretation of Findings Across Three Research Projects
No full textHow professionalism relates to developments in society has been widely discussed, and concepts such as “hybrid” and “connective” professionalism have been proposed to account for the way professionals interact with a range of actors and organisations beyond the professional realm. However, the critical role of knowledge-sharing practices for developing and maintaining professionalism has attracted less attention. Such practices have been conditioned by wider cultural dynamics, thus subjected to changes over time. In this paper, we present a theoretical reinterpretation of findings from three projects targeting knowledge-sharing practices in the Norwegian teaching profession over 14 years. We employ Knorr Cetina’s theory of epistemic cultures as nourished by the wider knowledge culture in society to analyse how changes in knowledge-sharing practices relate to cultural conditions. The paper contributes to current debates about professionalism by highlighting how connectivity and legitimacy depend on productive knowledge relations within and beyond professional boundaries
Students’ Interprofessional Collaboration in Clinical Practice: Ways of Organizing the Patient Encounter
No full textAs health care increases its focus on collaborative practice, universities must provide students with opportunities to learn how to collaborate with different professions and translate this knowledge into practice, known as interprofessional education. Simultaneously, researchers struggle to understand the full complexity of interprofessional education and must therefore conduct multiple-site studies, employ observational work, and apply theory throughout the research process.This paper draws on focused ethnographic fieldwork at two different sites focusing on how students organize collaboration during interprofessional clinical placements. Findings indicate that the way students organize their collaboration is intertwined with how patients were introduced during handovers and involved mobilizing knowledge as “betwixt and between” familiar student practices and unfamiliar clinical practices. Findings also show how authentic situations, artifacts and spatial features supported students to mobilize collaboration
Identifying Improvements in Teaching and Learning via Supervision Support: A Pragmatic Perspective
No full textThis article scrutinizes the professional support provided to teachers by supervisors to improve the teaching-learning process within the dimensions of learning behaviours and learning assessment in Ethiopian primary schools. The study employs a mixed-methods research design. The questionnaires were responded to by 382 in-service postgraduate diploma primary school principals and supervisors in the Educational Leadership and Management Department at Hawassa University. A semi-structured interview was conducted with 12 senior principals and supervisors. The results illustrate critical gaps in the supervision support to teachers for the improvement of learning behaviours and learning assessment. The study suggests that support-oriented supervision could play a significant role in assisting and improving the teaching and learning process. Hence, regional and federal governments should work together with development partners to enhance the competency of supervisory staff to provide enabling support to teachers and thus improve the quality of the teaching and learning processes in Ethiopian schools
Special issue title: Mattering seductions in undisciplined qualitative inquiry
No full textReturning is a paradox; even more so as an orientation to(wards) the seductive forces that we return (to) throughout this special Issue. One can return and never return all at once. Return is like a wave; it turns itself – returns that never return to how it was in the beginning. There is no clearly identifiable beginning; there is no end or ending. This introduction desires to do exactly that: to fold our academic-writing-matter in the mess and mass of such academic workings. Theory and theoretical contexts seduce us and we would like to share some forces of that seduction with you, our readers. And yet! We sit in this writing with the (im)possibilities in such desires for sharing. Seduction might not communicate itself, might not show its character and elements, and it might not even produce something tangible and sharable. In such absence, will seduction be at work then? Will diffractive forces of seduction be muted and decapitated? Might the seduced and seductive body of academic-writing-matter matter in its absence? This introduction will … [hmmm! This impulse to identify a neat start, an originary point, operates as a such a strong force
Tolkningsfellesskap som kilde til koherens i fag- og yrkesopplæring: Perspektiver fra fylkeskommune og opplæringskontor
No full textThe purpose of this study is to investigate what the county authority and the vocational office consider barriers to creating coherence in vocational education and training and how they facilitate an interpretive community that can promote a comprehensive education course by implementing the curriculum for the Knowledge Promotion 2020. The term “coherence” is used in the professional literature to shed light on contexts at different levels. In this study, coherence is linked to the context in the content and structure of the training by illuminating the program design perspective on coherence. The theoretical framework of understanding is derived from school and organizational theory. Community of interpretation is, among other things, about understanding the reasoning behind others’ priorities and choices. This provides a better basis for creating a common understanding of the task of educating skilled workers across learning arenas, schools, and companies. A qualitative interview study of employees, with key tasks in the county municipality and training office, lays the foundation for the empirical data analyzed using a constant comparative analysis method. The study highlights three key barriers to achieving coherence: few fruitful arenas for collaborations between training arenas, different understandings of the curriculum, and limited authentic work tasks in the school part of the education. To promote a comprehensive training course, the participants work to systematize and target a more binding collaboration between school and company. They coordinate and clarify areas of responsibility through the preparation of guidelines, partnership agreements, and annual cycles. They offer teachers and company employees courses and internships to raise competence across the training arenas. The study concludes that network-building must be further developed through collaboration and dialogue and that this important work must be brought into communities of interpretation to achieve a common understanding of concepts, content, methods, and requirements for final competence.Formålet med denne studien er å undersøke hva fylkeskommune og opplæringskontor anser som barrierer for å skape koherens i fag- og yrkesopplæring, og hvordan de tilrettelegger for et tolkningsfellesskap som kan fremme et helhetlig opplæringsløp ved implementering av Læreplanverket for Kunnskapsløftet 2020 (LK20). Begrepet koherens benyttes i faglitteratur til å belyse sammenheng på ulike nivå. I denne studien kobles koherens til sammenheng i opplæringens innhold og struktur gjennom å belyse programdesignperspektivet på koherens. Den teoretiske forståelsesrammen hentes fra skole- og organisasjonsteori der begrepet tolkningsfellesskap har en sentral plass. Tolkningsfellesskap handler blant annet om å forstå resonneringene bak andres prioriteringer og valg. Dette gir et bedre grunnlag for å skape en felles forståelse for oppdraget om å utdanne fagarbeidere på tvers av opplæringsarenaene, skole og bedrift.
En kvalitativ intervjustudie av ansatte, med sentrale oppgaver i fylkeskommune og opplæringskontor, legger grunnlaget for det empiriske datamaterialet som er analysert ved hjelp av konstant komparativ analysemetode. Studien viser tre sentrale barrierer for å oppnå koherens i et programdesignperspektiv: for få fruktbare arenaer for samarbeid mellom skole og bedrift, ulik forståelse av læreplanverket samt begrenset med autentiske arbeidsoppgaver i skoledelen av opplæringen. For å fremme et helhetlig opplæringsløp jobber deltakerne med å systematisere og målrette et mer forpliktende samarbeid mellom skole og bedrift. De koordinerer og tydeliggjør ansvarsområder gjennom utarbeidelse av retningslinjer, partnerskapsavtaler og årshjul. De tilbyr lærere og bedriftsansatte kurs og hospitering hvor målet er kompetanseheving på tvers av opplæringsarenaene. Studien konkluderer med at nettverksbygging må videreutvikles gjennom samhandling og dialog og at dette viktige arbeidet må bringes inn i tolkningsfellesskap. Dette er for å oppnå en felles forståelse av begrep, innhold, metoder og krav til sluttkompetanse når LK20 skal implementeres i perioden 2020-2022
Hvordan innvirker nettbasert studieform på studentenes motivasjon, aktivitetsnivå og læringsutbytte? : Utvikling og innføring av nettbasert studiemodul i nukleærmedisin for radiografstudenter
No full textBachelor\u27s degree in radiography is a high-tech health education. The subject nuclear medicine has been characterized by traditional and passive teaching methods with demotivated and inactive radiography students. As a tool to promote student activity, motivation, and learning, we developed and applied a new digital online teaching module in the subject nuclear medicine. In this study, we seek answers to how different learning resources, activities and especially how an online teaching module affect the student\u27s motivation, activity level and learning outcomes. We used an evaluation to obtain quantitative data from the radiography students\u27 assessments and to elaborate answers related to the questionnaire we conducted a group interview. The online modules were described as motivating, activating, and provided better learning outcomes. Moreover, exam-relevant tests, feedbacks, as well as structure and information were perceived as important factors for motivation, activity and learning outcomes. Our main findings suggest that use of an online module should be designed in a pedagogic and a didactic way that promotes the cognitive and social aspect of learning in relation to the topic.Bachelorutdanning i radiografi er en høyteknologisk helsefaglig utdannelse der emnet nukleærmedisin har vært preget av tradisjonelle og passive undervisningsformer med demotiverte og lite aktive radiografstudenter. Som et verktøy til å fremme studentaktivitet, motivasjon og læring har vi utviklet en nettbasert studiemodul i nukleærmedisin. I denne studien søker vi svar på hvordan den nettbaserte studieformen innvirker på studentetens motivasjon, aktivitetsnivå og læringsutbytte. Vi benyttet en spørreundersøkelse til å innhente data fra radiografstudentenes vurderinger om hvordan ulike læringsressurser og aktiviteter innvirker på motivasjon, aktivitetsnivå og læringsutbytte. For å få utdypende svar ble det gjennomført fokusgruppeintervju med informanter som hadde svart på spørreundersøkelsen. Resultatene fra spørreundersøkelsen viser at studentene ofte benytter ulike læringsressurser som de selv finner. Eksamensrelevante tester, tilbakemeldinger, samt struktur og informasjon oppfattes av studentene som viktige faktorer for motivasjon, aktivitet og læringsutbytte. De nettbaserte studiemodulene beskrives som motiverende, aktiverende og ga bedre læringsutbytte. Til slutt har vi sammenlignet eksamensprestasjonen i nukleærmedisin til studentene med og uten bruk av nettbasert studiemodul. Nettstudier bør utformes i lys av det pedagogiske og fagdidaktiske innholdet, hvor man tar i betrakting både de kognitive og sosiokulturelle perspektivene på læring
Young People as Empirical Experts of Participatory Research in the Age of Information Disorders
No full textThe main question discussed in this article is: how can young people, as empirical experts, inform the methodologies in studying digital media literacy? Discussion is rooted in a study based on youth consultation organized in Finland in May 2021. The aim of the youth consultation was to help researchers for the European ySKILLS project from three countries (Belgium, Czech Republic, Finland) plan a study on disinformation, conducted later in autumn of the same year. The youth consultation consisted of two parts: an online survey as a qualitative research tool, and an open semi-structured discussion. Based on the results of the youth consultation, it was possible to give recommendations for researchers of the ySKILLS research project. Most useful was information related to youth (not) understanding of algorithm-based communication of social media, which led to suggestions for an additional research question for the ySKILLS study. Overall, the analysis of the results of the youth consultation suggested that young people could act as empirical experts and advisors, especially in the planning stage of research on the uses of digital media and skills on digital media literacy. The next steps could be their consultation in a methodological sense, on how to study their age groups and what topics should be studied.  
Synopsis: Media Education in Autumn Colors
No full textThe 2021 Media Education Conference (MEC 2021 [ulapland.fi]) took place on top of Ounasvaara Hill in Rovaniemi from September 28–October 1, 2021. MEC (formerly NBE) is an informal and friendly conference that participants attend to exchange ideas and information dealing with media education, educational use of ICTs, and learning environments. MEC 2021 was organized by the Media Education Hub at the University of Lapland. The theme of MEC 2021 was “Media Education in Autumn Colors.” MEC 2021 also celebrated the 20th birthday of the Media Education Hub. MEC 2021 participants were invited to submit paper proposals to be published in this special issue of seminar.net.
The themes and topics of the ninth MEC conference dealt with a) media, digital, and information literacies; b) digital media in teaching and learning; c) playful learning; and d) media education, participation, and well-being