Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Pupils’ experiences of learning analytics visualizations in supporting self-regulated learning in an elementary school classroom
No full textThe importance of self-regulated learning (SRL) has become increasingly apparent. Further, technology-enhanced learning provides novel ways to support this while different technologies have changed the learning environments. The aim of this study was to investigate the perspectives of 5th–6th grade pupils on learning analytics and self-regulated learning during a phenomenon-based learning module in a blended learning environment. A total of 89 pupils participated in the learning module and were observed. Furthermore, ten pupils were interviewed after completing a learning module. A qualitative content analysis was conducted. The results revealed that, overall, pupils experience of self-regulated learning and learning analytics was positive. The pupils perceived the digital learning and learning analytics as functional and motivating, and some pupils stated that it helped their learning. Also, the pupils became increasingly self-directed during the study module. However, setting goals and managing to follow them appeared to be quite difficult for many of the pupils. The findings imply that a learning management system, which is built to support self-regulated learning may support the development of pupils’ self-regulation and guide their ability to learn independently as well as with their peers
Digital Youth Work in Flanders: practices, challenges, and the impact of COVID-19
No full textThe pandemic had a considerable impact on youth work in Flanders, as many face-to-face activities had to shift online out of necessity. For many youth organizations, this was their first encounter with digital youth work, either online or in a blended format. Despite this recent boom in digital youth work practices, the concept is not new. It was first mentioned in the 2017 conclusions on smart youth work[1] by the Council of the European Union. Digital youth work is defined as using and discussing digital media/technology in different types of youth work situations, whilst still adhering to the goals, values, and principles of general youth work (Council of the European Union, 2019). While some Flemish youth work organizations focused specifically on digital media before COVID-19, the pandemic has accelerated the uptake of digital youth work. This paper examines the effects of COVID-19 on youth work in Flanders. It explores the challenges and opportunities, using the quick-scan-method to map relevant organizations.
[1] “[I]mplementing smart youth work enables young people and youth workers to, based on existing experiences and seeking new connections and means, create innovative solutions (including digital solutions) for coping with both current problems and new challenges. Smart youth work activities are based on the needs of young people and youth workers, and take into account developments in society and technology, including globalisation, networking and e-solutions” (Schlümmer, 2018)
Covid-19 og krisehåndtering i de nordiske forvaltningene
No full textDette nummeret av NAT handler om de nordiske forvaltningenes krisehåndtering iCovid-19 pandemien. Gjennom fem vitenskapelige artikler, to fagartikler og en bokmelding drøfter forfatterne hvordan krisehåndteringen har påvirket eller blitt påvirket av beredskap, demokratisk legitimitet, flernivåstyring, iverksetting, kommunalt selvstyre, lederskap, lovlighet, meningsskaping, organisering, rettferdighet, rutiner, samordning, strategi, tillitog tilsyn–for å nevne noen av stikkordene
Kritiske blikk på myndighetenes krisehåndtering
No full textDette er en bokmelding av Helge Renå: Krisehåndtering i et organisasjonsperspektiv: politiinnsatsen 22. juli (Cappelen Damm 2022) og Frode Fanebust med Marie Smith-Solbakken: Katastrofe og korrupsjon: det skjulte spillet etter Aleksander L. Kielland-ulykken (Res Publica, Oslo 2022
Vattentäta strategier: Långsiktig planering av eftersatt underhåll av kommunal infrastruktur
No full textThe following article aims to investigate strategies that municipalities with neglected maintenance use to deal with the so-called maintenance debt. In Sweden, maintenance is generally neglected in terms of municipally owned infrastructure. Future reinvestment and investment needs are great, as is well known. Despite written steering documents and policies regarding good financial management, long-term neglected maintenance is a condition for municipalities of different sizes and different parts of Sweden and previous research emphasizes that it is very unusual for municipalities to succeed in reversing long-term neglected maintenance. However, the municipality of Skellefteå is unique in the sense that, despite different forms of financing for water and sewerage and street, the municipality has succeeded in managing its fixed assets in accordance with good financial management in recent years. Based on the concept pair strategy and tactics and through interview and document studies, we intend to investigate which strategies Skellefteå municipality developed to reverse a long-term neglected maintenance. The results show that by working on the basis of two overall strategies, the maintenance strategy and the collaboration strategy, the municipality has succeeded in reversing neglected maintenance in both areas. While the maintenance strategy is about managing fixed assets in accordance with good financial management and developing fixed assets in a conscious way of housekeeping, the collaboration strategy is about how the municipality has chosen to organize the relevant activities to facilitate cross-sectoral work. All in all, the strategies chosen by Skellefteå can be a source of inspiration for other municipalities in the work of managing maintenance debt within the water and sewerage as well as streets and roads. However, it is worth emphasizing that each individual municipality has its contextual challenges such as climate, topography, economy, and population density, that contribute to the need to translate selected strategies into its own municipality\u27s conditions.Följande artikel har till syfte att undersöka strategier som kommuner med eftersatt underhåll använder för att komma till rätta med den så kallade underhållsskulden. I Sverige är underhållet generellt eftersatt vad gäller kommunalt ägd infrastruktur. Framtida reinvesterings- och investeringsbehov är stora, vilket är välkänt. Trots framskrivna styrdokument och policyer avseende god ekonomisk hushållning är långvarigt eftersatt underhåll ett tillstånd för kommuner i olika storlekar och olika delar av Sverige och tidigare forskning framhåller att det är mycket ovanligt att kommuner lyckats vända långvarigt eftersatt underhåll. Dock är Skellefteå unikt i det avseendet att kommunen, trots olika finansieringsformer för VA respektive gata, lyckats med förvaltning av sina anläggningstillgångar i enlighet med god ekonomisk hushållning under senare år. Utifrån begreppsparet strategi och taktik och genom intervju- och dokumentstudier ämnar vi undersöka vilka strategier Skellefteå kommun utvecklade för att vända ett långvarigt eftersatt underhåll. Resultaten visar att genom att kommunen arbetat utifrån två övergripande strategier, vårdastrategin och samverkansstrategin lyckats vända eftersatt underhåll inom båda områdena. Medan vårdastrategin handlar om att förvalta anläggningstillgångar i enlighet med god ekonomisk hushållning och att utveckla anläggningstillgångar på ett medvetet hushållningssätt handlar samverkansstrategin om att på vilket sätt kommunen valt att organisera de berörda verksamheterna för att underlätta tvärsektoriellt arbete. Sammantaget kan de strategier som Skellefteå valt, vara en källa till inspiration för andra kommuner i arbetet med att hantera underhållsskulden inom VA samt gator och väg. Värt att understryka är dock att varje enskild kommun har sina kontextuella utmaningar såsom klimat, topografi, ekonomi och befolkningstäthet som medverkar till att det är nödvändigt att översätta valda strategier till den egna kommunens förhållanden.Följande artikel har till syfte att synliggöra strategier som kommuner med eftersatt underhåll använder för att komma till rätta med den så kallade underhållsskulden. I Sverige är underhållet generellt eftersatt vad gäller kommunalt ägd infrastruktur. Framtida reinvesterings- och investeringsbehov är stora. Trots framskrivna styrdokument och policyer avseende god ekonomisk hushållning är långvarigt eftersatt underhåll ett tillstånd för kommuner i olika storlekar och olika delar av Sverige och tidigare forskning framhåller att det är mycket ovanligt att kommuner lyckats vända långvarigt eftersatt underhåll. Dock är Skellefteå unikt i det avseendet att de, trots olika finansieringsformer för VA respektive gata, lyckats med förvaltning av sina anläggningstillgångar i enlighet med god ekonomisk hushållning under senare år. Utifrån begreppsparet strategi och taktik och genom intervju- och dokumentstudier ämnar vi synliggöra vilka strategier Skellefteå kommun utveckla för att vända ett långvarigt eftersatt underhåll. Resultaten visar att kommunen arbetat utifrån två övergripande strategier – vårdastrategin och samverkansstrategin och lyckats vända eftersatt underhåll inom båda områdena. Medan vårdastrategin handlar om att förvalta anläggningstillgångar i enlighet med god ekonomisk hushållning och att utveckla anläggningstillgångar på ett medvetet hushållningssätt handlar samverkansstrategin om att på vilket sätt kommunen valt att organisera de berörda verksamheterna för att underlätta tvärsektoriellt arbete. 
Sebastian Godenhjelm, Eija Mäkinen & Matti Niemivuo (red.): Förvaltning och rättssäkerhet i Norden. Utveckling, utmaningar och framtidsutsikter. Svenska litteratursällskapet i Finland 2022. (352 s.)
No full textStrategic Compliance: A study of Professionals’ Responses to Sales Management Control
No full textThis study responds to the call for research on how different and often conflicting discourses co-exist in professionals’ everyday work experiences. The paper explores how professionals respond to sales management in the context of two professional service firms (PSFs). Based on a qualitative study of employees’ experiences of sales, our findings suggest that the professionals respond to sales management by engaging in strategic compliance, i.e., adhering to rules and expectations to achieve goals of professional advancement (financial, status, autonomy), which, in turn, reinforces their membership of the profession. We identified three modes of strategic compliance: career-, integration-, and survival-mode. This conceptual framework contributes with a deepened understanding of the complex relationship between professional work and sales management. Specifically, our study suggests that while strategic compliance may help professionals navigate the tensions between professional- and sales-ideals, it is also associated with struggle and normalizes sales as a part of professional work
Post-qualitative seductions: (Re)turning research(er) bodies
No full textThe contribution is an uncertain experiment; a series of fractured and fabulated video (re)turnings that tell on and in the seductive forces making (im)possible claims to know, and takes the form of fragmentary visual re-tellings of the becoming research(er) body. These visual re-tellings are assembled in video format and can be viewed at this link https://youtu.be/aulMQNEDhGo . This ‘paper’ contributes to ongoing debates that seek shifts from representationalist research foundations. The (re)turnings (the visual re-tellings) offered here pose questions of what is at stake for qualitative researchers in (dis)claiming the ‘I’ that legitimates them as researching bodies; they expose the limits of reason, the precarity of being thus – seduced by and in discipline, reason and rigor, and contained in and by bodies of research
A Tale of Three Lives: The seductions of a Research Fellow, a Pallid Harrier and a Collared Dove
No full textThe objective of this paper is to bring into the open some of the often implicit and/or improper forces of various kinds of seductions in doing (post)qualitative inquiry. To ask how we view and understand ourselves as professionals and animals with a desire to breed. Whether we are seduced by our own reflections or by the phenomena calling to be transformed – or always both
Dybdelæring i et yrkesfaglig perspektiv
No full textIn-depth learning is a key concept in the new overarching part of the curriculum in The Subject Renewal 2020. The purpose of this article is to highlight what in-depth learning can be in vocational upper secondary education, especially in the broad vg1 programs and how in-depth learning is taken care of in the new vg1 curricula.
This study sheds light on the following issue: What can in-depth learning be for vocational education in vg1? The issue is explored through the following research questions: a) How is in-depth learning taken care of in the vg1-curricula? and b) How can in-depth learning be understood in a vocational context at vg1?
This study examines in-depth learning as a concept, related to learning theories about the need for mastery, development of motivation, participation, critical thinking and vocational didactics. The study includes a document analysis of intention and management documents in The Subject Renewal. The study also includes a qualitative survey among members of the curriculum groups for vg1, to map their understanding of the concept in-depth learning.
Our analysis shows that the curricula at vg1 provide different guidelines for in-depth learning. The lack of common national guidelines for in-dept learning in the new curricula, places a great responsibility on the vocational teachers, for interpretation of the term, and for ensuring in-depth learning for first-year students in vocational education and training.
The concept In-depth learning is, by national authorities, barely concretized in vocational contexts. Neither research nor policy discusses challenges related to in-depth learning in vocational education programs in upper secondary education. This article is therefore a theoretical contribution to discussions concerning how in-depth learning can be understood and taken care of during the first year of Norwegian vocational education and training (vg1), seen in the light of other key guidelines in The Subject renewal.Dybdelæring er et sentralt begrep i fagfornyelsen og ny overordnet del av læreplanverket i Kunnskapsløftet 2020 (LK20). Denne artikkelen har til hensikt å synliggjøre hva dybdelæring kan være i yrkesfaglig videregående opplæring, spesielt i de brede vg1-programmene. Bakgrunnen for denne studien er tidligere forskning knyttet til relevans i fag- og yrkesopplæringen, som viser at mange elever og lærlinger ikke opplever yrkesrelevans i første år av fag- og yrkesopplæringen (vg1).
Artikkelen tar utgangspunkt i problemstillingen: Hva kan dybdelæring være for yrkesfaglig opplæring i vg1? Den utforskes gjennom forskningsspørsmålene: a) Hvordan er dybdelæring ivaretatt i læreplanen på vg1? og b) Hvordan kan dybdelæring forstås i en yrkesfaglig kontekst på vg1? Denne studien undersøker dybdelæring som begrep, sett i lys av læringsteorier om mestringsbehov, utvikling av motivasjon, medvirkning, kritisk tenkning og yrkesdidaktikk. Vi har gjennomført en dokumentanalyse av intensjons- og styringsdokumenter i fagfornyelsen. I tillegg har vi gjort en kvalitativ spørreundersøkelse blant medlemmer i læreplangruppene for vg1 for å kartlegge deres forståelse av dybdelæringens betydning i fagfornyelsen.
Vår analyse viser at læreplanene på vg1 gir ulike føringer for dybdelæring. At det ikke var en felles forståelse mellom medlemmene i læreplangruppene av hva dybdelæring betyr for yrkesfagene, kan redusere verdien av læreplanen som verktøy for å oppnå dybdelæring. Mangelen på felles nasjonale retningslinjer for dybdelæring i de nye læreplanene legger et stort ansvar på yrkesfaglærerne, for tolkning av begrepet, og for å sikre dybdelæring for førsteårselevene i fag- og yrkesopplæringen.
Dybdelæring er, av nasjonale myndigheter, i liten grad konkretisert i yrkesfaglige kontekster. Hverken forskning eller politiske føringer drøfter utfordringer knyttet til dybdelæring i yrkesfaglige utdanningsprogram i videregående opplæring. Denne artikkelen er derfor et kunnskapsbidrag til diskusjoner vedrørende hvordan dybdelæring kan forstås og ivaretas det første året i norsk yrkesopplæringen (vg1), sett i lys av andre sentrale føringer i fagfornyelsen