Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
Not a member yet
2462 research outputs found
Sort by
Accessory spleen. A diagnostic challenge. Case Study.
No full textIntroduction: Accessory spleen, also called supernumerary spleen, is a generally benign and asymptomatic condition, characterized by the location of splenic tissue outside the spleen. Its prevalence has been reported between 10% to 30% of the population. Materials and Methods: Patient evaluated for recurrent urinary tract infection in which a computed tomography urography without contrast was requested, incidentally finding an accessory spleen.
Results: Clinical case report and diagnostic imaging challenge.
Conclusions: The accessory spleen is a condition of congenital origin, relatively frequent for which it should be considered in the spectrum of the differential diagnosis of acute abdomen and intra-abdominal masses since its timely diagnosis can avoid unnecessary surgeries
Not-knowing-in-advance: Trying to think and see as if not doing a PhD.
No full textIn this piece, the writer offers up a tentative exemplification of how reframing a thesis in terms of what it can do rather than what it is has the potential to generate a joyful-artful engagement with the PhD process and to engender a more response-able relationship with the world. By refusing to engage in the dis-abling processes prescribed by institutional expectations of doctoral study, the act of writing emerges as a powerful antidote to the constraints of the neoliberal, neurotypical, university. Exploring a mode of expression that intertwines text and image, the writer enacts Erin Manning’s philosophical projects of research-creation, artfulness and thought-in-motion
The three-headed lecturer: Perspectives on the lecturer’s role in co-activity in design, art, and craft education
No full textThis article discusses education in clay and embroidery and reflects on exercises used for these activities in the Teacher Training Programme in Design, Art, and Crafts at Oslo Metropolitan University, Norway. In the study, the students participated in a practice-based qualitative research project, during which they collaborated in material-based activities. Collaboration and productivity were important for the students’ learning outcomes. They worked with personal and unique artistic expressions. By using co-activity methods, their learning outcomes became enriched. This article includes the students’ reflections on the education and their experiences with co-activity in the practical work. In general, personal qualities, such as participant patience, manual skills, creativity, and artistic abilities, were stimulated through practical teaching and guidance. Furthermore, the discussion between the students, and with the lecturer, became significant for the results of the assignment. Adapting practical teaching is a challenge in academia. Limited time for training and large student groups influence and limit the academic level of learning attained. As lecturers, we experience these challenges. To uncover the lecturers’ distinct roles in progression and interaction in an education context, we use the a/r/tography methodology; artist, researcher, teacher, not only to reflect on and examine the three separate roles but also to understand the connection between these roles and the benefits of combining them.This article discusses education in clay and embroidery and reflects on exercises used for these activities in the Teacher Training Programme in Design, Art, and Crafts at Oslo Metropolitan University, Norway. In the study, the students participated in a practice-based qualitative research project, during which they collaborated in material-based activities. Collaboration and productivity were important for the students’ learning outcomes. They worked with personal and unique artistic expressions. By using co-activity methods, their learning outcomes became enriched. This article includes the students’ reflections on the education and their experiences with co-activity in the practical work. In general, personal qualities, such as participant patience, manual skills, creativity, and artistic abilities, were stimulated through practical teaching and guidance. Furthermore, the discussion between the students, and with the lecturer, became significant for the results of the assignment. Adapting practical teaching is a challenge in academia. Limited time for training and large student groups influence and limit the academic level of learning attained. As lecturers, we experience these challenges. To uncover the lecturers’ distinct roles in progression and interaction in an education context, we use the a/r/tography methodology; artist, researcher, teacher, not only to reflect on and examine the three separate roles but also to understand the connection between these roles and the benefits of combining them
Fagdidaktisk modell; – bidrag til «den gode oppgaven»?
No full textI kunst og håndverk er arbeidsoppgaven en læringsoppgave eleven eller studenten bruker tid på for å lære faget. Arbeidsoppgaven er verkstedsbasert, – praktisk og estetisk. Det er ikke tradisjon for lærebøker i dette faget, hvilket innebærer at læreren bruker tid på didaktisk planlegging og gjennomføring, med arbeidsoppgaven som grunnlag for læring. Artikkelen spør: Hvilke didaktiske kategorier bør inngå i en fagdidaktisk modell til støtte for planlegging og gjennomføring av arbeidsoppgaven, slik at den kan vise seg som «den gode oppgaven»? Det benyttes et semantisk teorisyn for utvikling av fagdidaktisk modell (Kvernbekk, 2005). Malcolm Ross (1978) sin modell for undervisning i kunstfagene danner bakgrunnen for utvikling av ny modell. Med utgangspunkt i læreplanen Kunnskapsløftet 2020, og fagets tradisjonelle byggesteiner (Nielsen, 2019) gjør artikkelen rede for tre grupper didaktiske kategorier i ny fagdidaktisk modell. Modellen bygger på Klafkis danningsteori (Klafki i Straum, 2018). Det argumenteres for hvordan kategorier utfyller hverandre etter Klafkis prinsipp for kategorial danning. Ny fagdidaktisk modell, Tegneblyanten, har en ekstralingvistisk størrelse som form av en tegneblyant, fagets fremste kommunikasjonsredskap i prosess så vel som produkt.I kunst og håndverk er arbeidsoppgaven en læringsoppgave eleven eller studenten bruker tid på for å lære faget. Arbeidsoppgaven er verkstedsbasert, – praktisk og estetisk. Det er ikke tradisjon for lærebøker i dette faget, hvilket innebærer at læreren bruker tid på didaktisk planlegging og gjennomføring, med arbeidsoppgaven som grunnlag for læring. Artikkelen spør: Hvilke didaktiske kategorier bør inngå i en fagdidaktisk modell til støtte for planlegging og gjennomføring av arbeidsoppgaven, slik at den kan vise seg som «den gode oppgaven»? Det benyttes et semantisk teorisyn for utvikling av fagdidaktisk modell (Kvernbekk, 2005). Malcolm Ross (1978) sin modell for undervisning i kunstfagene danner bakgrunnen for utvikling av ny modell. Med utgangspunkt i læreplanen Kunnskapsløftet 2020, og fagets tradisjonelle byggesteiner (Nielsen, 2019) gjør artikkelen rede for tre grupper didaktiske kategorier i ny fagdidaktisk modell. Modellen bygger på Klafkis danningsteori (Klafki i Straum, 2018). Det argumenteres for hvordan kategorier utfyller hverandre etter Klafkis prinsipp for kategorial danning. Ny fagdidaktisk modell, Tegneblyanten, har en ekstralingvistisk størrelse som form av en tegneblyant, fagets fremste kommunikasjonsredskap i prosess så vel som produkt
‘Please tell me about an idea you would love to realise’: – an exploration of abandoned ideas in design education
No full textChoosing to pursue one design idea usually requires leaving several others behind. As a design teacher, I have experienced this at close range making me curious about what design students choose not to do and why. In this study, I look at my students’ design ideation from the perspective of care and look at the reasons for them abandoning their design ideas. Through this perspective, I will probe the role that the notion of risk plays in students’ management or processing of ideas. The findings are based on an empirical study using students’ reflections on abandoned ideas as data. Such explorations can bring some of the regulations that students are subjected to into the foreground, thus exposing how the educational system and teachers like myself affect the students’ sense of freedom, hampering their ability to experiment with their ideas. Creating awareness about students’ abandoned ideas in new and attentive ways can play an active role in strengthening the students’ contact with and ownership of their hopes and motivations. This can make a difference in the ongoing negotiations, re-negotiations and struggles about what good design education ought to be
VET and the “Competency-Tetris”: Inclusion of Whom, to What, and Where?
No full textThe purpose of the article is to empirically analyse how the idea of inclusion is portrayed within the boundaries of the “Competency-Tetris”: a metaphor that should not be confused with the Tetris® game but used to theoretically capture individualised, competency-based, and managerially governed Vocational Education and Training (VET). We argue that the meaning of social inclusion within and through VET is unclear and vested by the human capital doctrines and the neoliberal assumptions from which it is derived. Whom does inclusion in VET involve, and to what and where does inclusion take place? Employing a design-based research approach, we used abductive applications to analyse data produced through participatory ethnographic observations (N=32) and interviews (N=12). The results identified four abstracted themes: (1) Fitting the workforce auction; (2) Multi-professional support trajectories; (3) Inclusion of qualification measures; and (4) Social and cultural learning communities. The first three abstracted themes suggest that the Competency-Tetris is a social divider of students based on a “go-forward” engine with social engineering at its fore. That is, the desired boundaries between VET and work are not strengthened, and the question of enabling equal learning for all students faces a U-turn. Thus, the economic value accumulated in competency-based qualification measures is accentuated. The latter abstracted theme identifies a different, albeit obscured, aspiration: human encounters requiring dignity, mutual respect, social generosity, and developmental sustainable ecology are increasingly approached as part of, within, and through VET
Social-Health Operators as Mediators in E-Health System
No full textThe E-health scenario within health systems has been modifying the relationship between curing and caring, and affecting the professional health landscape. This study has investigated changes in the e-health professional sector by focusing on the lowest healthcare occupation in Italy, that of social-health operators. The relationship between social-health operators and older adults has been analysed through a micro-sociological approach. The hypothesis leading the research have been the following: 1) the lowest occupation would assume a key role in dealing with the process of guaranteeing digital literacy in the e-health system, becoming digital mediators within the e-health system; 2) social-health operators would play a new role in their relationship with patients. Findings have confirmed both hypotheses, suggesting further development in the e-health professional sector and outlining a possible path for social-health operators towards an upgrading process as pre-professionals, fully legitimised by their hybrid status as both social and health care professionals
Challenging creativity constraints: Three design studios in craft teacher education
No full textIn this design and development research, we revisit the term affordance and explore its contribution to understanding and facilitating collaborative designing in educational settings. Collaborative designing requires students to frame the design task and generate their design ideas by constructing the problem and solution together. We focused on various design challenges – that is to say, creativity constraints – during collaborative designing. Our research entailed three design studios focusing on authentic design tasks with supplied resources. The design tasks were a part of the compulsory first-year courses in Craft Studies at a university. The first design studio consisted of workshops in which student teams constructed toys based on children’s drawings. In the second design studio, the teams designed functional three-dimensional textile puzzles for visually impaired children, and in the third design studio, they produced wearable sea creatures for groups visiting the SEA LIFE aquarium. The study revealed how the creativity constraints and particular sources of inspiration facilitated students’ progressive design processes. The outcomes of the design tasks varied from simply reproducing the elements of the inspiration sources to more complex approaches through which ideas were further developed. We concluded that a balance between openness and the constraints of collaborative design tasks needs careful consideration.
Keywords: affordance, collaborative design, constraints, creativity, design task, learning environmentIn this design and development research, we revisit the term affordance and explore its contribution to understanding and facilitating collaborative designing in educational settings. Collaborative designing requires students to frame the design task and generate their design ideas by constructing the problem and solution together. We focused on various design challenges – that is to say, creativity constraints – during collaborative designing. Our research entailed three design studios focusing on authentic design tasks with supplied resources. The design tasks were a part of the compulsory first-year courses in Craft Studies at a university. The first design studio consisted of workshops in which student teams constructed toys based on children’s drawings. In the second design studio, the teams designed functional three-dimensional textile puzzles for visually impaired children, and in the third design studio, they produced wearable sea creatures for groups visiting the SEA LIFE aquarium. The study revealed how the creativity constraints and particular sources of inspiration facilitated students’ progressive design processes. The outcomes of the design tasks varied from simply reproducing the elements of the inspiration sources to more complex approaches through which ideas were further developed. We concluded that a balance between openness and the constraints of collaborative design tasks needs careful consideration.
Keywords: affordance, collaborative design, constraints, creativity, design task, learning environmen
Ramfaktorernas inverkan på (yrkes)lärarutbildares undervisningsarbete: En berättelsestudie inom korta lärarutbildningar vid ett svenskt universitet
No full textThis study is about six teacher educators’ descriptions of their teaching of (vocational) subject-specific didactics to teacher students at a university in Sweden. The analysis has been carried out categorically on the basis of material from two focus group interviews and with a narrative approach. Central to the narrative approach is the basic assumption that narratives are constructed together with and in relation to other people. The theoretical approach in the study is based on the concept of frame factors. We have assumed Hiim’s (2010) didactic relationship model, but use only the frame factors in her model. The study tries to answer the research question: What categories of teaching-related frame factors appear in the teacher educators’ descriptions of their teaching? The results comprise four categories and show that time, authorities, evaluation, and student base, aspects that are related to other factors in Hiim’s relationship model, govern their teaching. The conclusion is that the teacher educators try to create opportunities for their students, who are prospective teachers, to acquire teaching skills alongside an ongoing societal development, but this attempt is governed by frame factors that they themselves are unable to change.Denna studie handlar om sex lärarutbildares beskrivningar av sin undervisning av (yrkes)ämnesdidaktik på en kort lärarutbildning vid ett universitet i Sverige. Analysen har genomförts kategoriskt utifrån intervjumaterial från två fokusgruppsintervjuer och med ett narrativt förhållningssätt. Centralt i den narrativa ansatsen är grundantagandet att berättelser konstrueras tillsammans med och i relation till andra människor. Det teoretiska förhållningssättet i studien bygger på begreppet ramfaktorer. Vi har antagit Hiims (2010) didaktiska relationsmodell, men använder bara ramfaktorer utifrån hennes modell. Studien försöker besvara forskningsfrågan: Vilka kategorier av undervisningens ramfaktorer framträder ur lärarutbildarnas beskrivningar av deras undervisning? I resultatanalysen framträder fyra kategorier av ramfaktorer och analysen visar att tid, auktoriteter, utvärdering och studentunderlag, aspekter som är relaterade till andra ingående faktorer i Hiims (2010) didaktiska relationsmodell, styr lärarutbildares undervisning. Slutsatsen är att lärarutbildarna försöker skapa möjligheter för sina studenter, som är blivande lärare, att skaffa sig pedagogiska färdigheter i en pågående samhällsutveckling, men detta försök påverkas av ramfaktorer som de själva inte har möjlighet att förändra.Denna studie handlar om sex lärarutbildares beskrivningar av sin undervisning av (yrkes)ämnesdidaktik på en kort lärarutbildning vid ett universitet i Sverige. Analysen har genomförts kategoriskt utifrån intervjumaterial från två fokusgruppsintervjuer och med ett narrativt förhållningssätt. Centralt i den narrativa ansatsen är grundantagandet att berättelser konstrueras tillsammans med och i relation till andra människor. Det teoretiska förhållningssättet i studien bygger på begreppet ramfaktorer. Vi har antagit Hiims (2010) didaktiska relationsmodell, men använder bara ramfaktorer utifrån hennes modell. Studien försöker besvara forskningsfrågan: Vilka kategorier av undervisningens ramfaktorer framträder ur lärarutbildarnas beskrivningar av deras undervisning? I resultatanalysen framträder fyra kategorier av ramfaktorer och analysen visar att tid, auktoriteter, utvärdering och studentunderlag, aspekter som är relaterade till andra ingående faktorer i Hiims (2010) didaktiska relationsmodell, styr lärarutbildares undervisning. Slutsatsen är att lärarutbildarna försöker skapa möjligheter för sina studenter, som är blivande lärare, att skaffa sig pedagogiska färdigheter i en pågående samhällsutveckling, men detta försök påverkas av ramfaktorer som de själva inte har möjlighet att förändra