Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
Not a member yet
2462 research outputs found
Sort by
Knowledge transfer in heritage cultural craft, damask weaving
No full textThe hand weaving of damask is no longer a craft that is commonly learned and very few books on the subject have been published in the last century. Damask weaving still exists among private practitioners, but what happens to the knowledge when nobody knows how to dress a loom and weave anymore? The aim of this study is to describe and compare damask weaving from a learning perspective in order to generate knowledge of how damask weaving is described in the literature and how the knowledge is communicated to increase understanding of the learning process and to generate a theoretical understanding of practical knowledge transfer. The method used is a literature study and open interviews with people who teach damask weaving. The study shows that the literature does not provide enough information on how to dress and weave damask. The interviews give a deeper understanding of the practical knowledge. The analysis shows that it is difficult to use only cognitive reading as interpretation from the body and hands are needed and the different steps need to be dissected in detail.The hand weaving of damask is no longer a craft that is commonly learned and very few books on the subject have been published in the last century. Damask weaving still exists among private practitioners, but what happens to the knowledge when nobody knows how to dress a loom and weave anymore? The aim of this study is to describe and compare damask weaving from a learning perspective in order to generate knowledge of how damask weaving is described in the literature and how the knowledge is communicated to increase understanding of the learning process and to generate a theoretical understanding of practical knowledge transfer. The method used is a literature study and open interviews with people who teach damask weaving. The study shows that the literature does not provide enough information on how to dress and weave damask. The interviews give a deeper understanding of the practical knowledge. The analysis shows that it is difficult to use only cognitive reading as interpretation from the body and hands are needed and the different steps need to be dissected in detail
Crafting research communication in building history: Interactive article
No full textThis research is presented through an interactive application. A virtual reconstruction based on the remains from a medieval stave church is used as a case study to re-establish the historic building as a tangible place and assemblage. Augmented by virtual reality, the research focuses on the sensuous aspects of the stave church as a whole—where architecture, artefacts, light, and materials interact—through the movements of approaching, entering, and dwelling. The research output is a virtual reconstruction, or a virtual diorama, that “re-members” the stave church elements and re-contextualises contemporaneous religious artefacts that have been dismembered and diffused in various exhibitions and deposits. The contribution in this research is methodological, seeking to test and provide a case to discuss how non-traditional research outcome can be crafted to elicit the sensuous aspects of research and still attend to the rigor of science. We seek to methodologise the digital artefact as a research output but also as a means for testing hypothesis and observing the effects when enacting the environment. The connection to the craft sciences concerns both the empirical material, the wooden stave church as a crafted object, and the exploration of an interactive application as a research output or hermeneutic device in the research process.This research is presented through an interactive application. A virtual reconstruction based on the remains from a medieval stave church is used as a case study to re-establish the historic building as a tangible place and assemblage. Augmented by virtual reality, the research focuses on the sensuous aspects of the stave church as a whole—where architecture, artefacts, light, and materials interact—through the movements of approaching, entering, and dwelling. The research output is a virtual reconstruction, or a virtual diorama, that “re-members” the stave church elements and re-contextualises contemporaneous religious artefacts that have been dismembered and diffused in various exhibitions and deposits. The contribution in this research is methodological, seeking to test and provide a case to discuss how non-traditional research outcome can be crafted to elicit the sensuous aspects of research and still attend to the rigor of science. We seek to methodologise the digital artefact as a research output but also as a means for testing hypothesis and observing the effects when enacting the environment. The connection to the craft sciences concerns both the empirical material, the wooden stave church as a crafted object, and the exploration of an interactive application as a research output or hermeneutic device in the research process.
Three Observations on Filming Tactility and Movement in Crafts-based Practice : A Preliminary Investigation
No full textThis film makes three observations on the filming of tactility and movement in order to adequately convey tacit knowledge in embodied ways. The author, Wuon-Gean Ho, studied the craft of traditional woodblock printmaking in Japan, and demonstrates planning, carving and printing of a woodblock print.
The first observation is that an alteration of the time-base of the film and subsequent manipulation of the soundscape can provide embodied affects. Secondly the film refers to the effect of mirror-touch-synaesthesia with close macro shots and intimate angles. Thirdly, the use of a birds’ eye point of view, with the hands of the artist in the same anatomical position as the viewers’ hands, enables the gaze of the viewer to mimic that of the maker, conveying haptic knowledge through poetic means.The voiceover to the film is made with deliberate reference to ASMR videos that engender a sense of intimacy. The non-objectivity of the recording process is commented upon. The conclusion is that constructed scenarios might convey more than real-time truthful indexical footage
Perspectives on aesthetics and vulnerability through the life stories of five young men
No full textThis article examines what five young men in vulnerable positions tell about their experiences with aesthetics and actualises aesthetics in the context of health and life skills, emphasised in the Norwegian curriculum (2020). For research purposes, an interview with an indirect approach is used to gain insights into these young men’s experiences and lives by allowing them to fully play the roles as storytellers. According to the young men’s stories, their experiences with aesthetics can be presented through three categories of findings: (1) the connection between their life situations and aesthetics, (2) their emotional moments of aesthetic experiences and (3) their experiences of aesthetics as meaningful phenomena. Furthermore, the findings are discussed against aesthetic theory, which highlights how emotions can be experienced, reflected, symbolised, expressed and sorted out through aesthetics. Thus, a picture of aesthetic experiences is drawn as emotional processes.This article examines what five young men in vulnerable positions tell about their experiences with aesthetics and actualises aesthetics in the context of health and life skills, emphasised in the Norwegian curriculum (2020). For research purposes, an interview with an indirect approach is used to gain insights into these young men’s experiences and lives by allowing them to fully play the roles as storytellers. According to the young men’s stories, their experiences with aesthetics can be presented through three categories of findings: (1) the connection between their life situations and aesthetics, (2) their emotional moments of aesthetic experiences and (3) their experiences of aesthetics as meaningful phenomena. Furthermore, the findings are discussed against aesthetic theory, which highlights how emotions can be experienced, reflected, symbolised, expressed and sorted out through aesthetics. Thus, a picture of aesthetic experiences is drawn as emotional processes
Yrkesfaglig vurderingspolicy: Gjenstridige problemer og motstridende forventninger
No full textAssessment in vocational education and training (VET) is a relatively unexplored theme in assessment research. The assessment roles and responsibilities of VET teachers are challenging to codify in educational policies, leading to policymaking processes where social issues cannot be solved in an efficient or definitive manner. This study uses thematic analysis (Clarke & Braun, 2017) to investigate the expectations for VET teachers in Norwegian policy documents. In order to understand the dilemmas inherent in VET assessment policies, we draw on two bodies of knowledge: a) research on teacher assessment literacy and b) the concept of wicked problems (Rittel & Webber, 1973). The research question guiding this study is: How do national policies frame the expectations for VET teachers’ assessments? We identified five frames in the policy documents. VET teachers are expected to 1) negotiate legal requirements, 2) educate young people for social participation, 3) use assessment to support learning and motivation, 4) qualify a workforce for the future, and 5) become VET teachers. We discuss how conflicting expectations for VET teacher assessment may lead to a fragmentation of assessment responsibilities, threaten validity in assessment, and raise the question of what constitutes appropriate content in professional development.Vurdering i yrkesfag er viet forholdsvis lite plass i forskning. Yrkesfaglærere i videregående opplæring skal kvalifisere kompetente fagarbeidere for fremtiden, utdanne demokratiske samfunnsborgere og støtte unge menneskers faglige, sosiale og personlige utvikling. Der er imidlertid utfordrende å tyde hvordan policymakere mener yrkesfaglærere skal håndtere dette komplekse oppdraget. Denne studien bruker tematisk analyse (Clarke & Braun, 2017) for å undersøke hvordan forventninger til yrkesfaglærere i videregående opplæring fremstilles i fem norske utdanningspolitiske dokumenter. For å forstå de dilemmaene som preger yrkesfaglig vurderingspolicy, trekker vi på to kunnskapsgrunnlag: a) forskning på læreres vurderingskompetanse og b) begrepet «wicked problems» (Rittel & Webber, 1973). Studien spør: Hvordan rammer nasjonale retningslinjer forventningene til yrkesfaglæreres vurderinger? Vi identifiserer fem politiske innramminger som fremstiller ulike, og tidvis motstridende forventninger til yrkesfaglæreres vurderer-oppdrag. Policymakere forventer at yrkesfaglærere kan 1) forhandle mellom juridiske krav, 2) utdanne unge mennesker til sosial deltakelse, 3) bruke vurdering for å støtte læring og motivasjon, 4) kvalifisere en arbeidsstyrke for fremtiden, og 5) bli profesjonelle lærere. Vi diskuterer hvordan motstridende forventninger til yrkesfaglærers vurderer-oppdrag fremstilles i policy og undersøker hvilke grep policymakere tyr til for å fremstille slike komplekse, sosiale og økonomiske utfordringer som håndterbare. Videre peker vi på hvilke implikasjoner slike grep kan ha for relevans, kvalitet og validitet i vurdering i yrkesfag
Introducing the PEAT model to frame professional digital competence in teacher education
No full textThis paper puts forward a case for using the PEAT model in teacher education, a framework designed to capture the different dimensions of teachers’ professional digital competence (PDC). The model arose from an Erasmus+ funded project exploring digital competence in teacher education. While existing frameworks and conceptualisations of teachers’ digital competence exist, this paper argues that the PEAT model has unique affordances and characteristics. This paper outlines the importance of digital competence before exploring how it is currently conceptualised in teacher education. Following this, some of the current frameworks encapsulating the elements of teachers’ professional digital competence are briefly presented. Finally, the paper presents the PEAT framework and discusses its unique affordances
Awareness and knowledge of cyberethics: A study of preservice teachers in Malta, Norway, and Spain
No full textThis paper explores the awareness and knowledge of cyberethics held by pre-service teachers across three European countries. The study was conducted via an online survey and yielded 1,131 responses from pre-service teachers in Malta, Norway, and Spain. The facets of cyberethics included in this study focused on behaving responsibly online, safeguarding privacy, respecting copyright, seeking consent of friends before posting images or videos on social media platforms, and considering their professional identity as future teachers when posting online. The findings indicate that pre-service teachers reported relatively similar levels of competence in applying copyright and respecting privacy rules with pre-service teachers in Malta and Norway reporting higher degrees of knowledge and awareness than their counterparts in Spain. Malta had the most participants who reported that they always considered the potential impact that posting media online may have on their professional teaching career, followed by Norway. Spain had the largest number of pre-service teachers who stated that they rarely or never thought about this impact on their teaching career. This indicates a lack of awareness of behaving in an exemplary manner online in a more public and professional capacity. Our findings highlight the need for pre-service teachers’ knowledge of cyberethics to be prioritised during Initial Teacher Education (ITE), especially at such a time when their professional identity is being shaped. A clear tension was noted between the perceived knowledge or competence and the declared practices of some pre-service teachers concerning the cyberethics items featured in the study. In light of our findings, we recommend that all ITE programmes include digital competence and cyberethics components in their curricula. This would enable pre-service teachers to develop an emerging professional and digital identity to face the challenges of becoming teachers in the 21st century
Med videofilm som reiskap: Eit kollegasamarbeid om å utvikle handverksundervisning
No full textDenne artikkelen handlar om erfaringar frå eit felles FOU-prosjekt der ein høgskuletilsett lærer ein kollega å dreie leire. Læringssituasjonen blir støtta med sjølvobservasjon gjennom videofilm. Målet for arbeidet er å utvikle kunnskap om potensialet i videofeedback som ein medierande reiskap i dialog mellom kollegaer, men også mellom enkeltindivid – material og analoge verkty. Korleis erfarer eit kollegapar at videofeedback (VFB) kan utvikle refleksjon over handverksundervisning, der situasjonen er dreiing i leire? Metoden er skildra som autoetnografisk. Forskarane sine erfaringar er samla i tekstloggar, skrivne etter studie av videofilmane. Analysen er gjort etter inspirasjon frå analysemetoden meiningsfortetting (Kvale & Brinkmann, 2015), og kjem til gjennom tre faser: Gjennomlesing og temaidentifisering, frå tema til koder, og frå koder til meiningsfortetting. Artikkelen fokuserer på tre forhold der VFB ser ut til å utvikle refleksjon over handverksundervisning i dette prosjektet:Dei teknologiske moglegheitene ved VFB hjelper læraren å sjå eiga “teoretisk” plattform. Den multimodale forma ved VFB framkallar kinestetiske og kroppslege minner. VFB fungerer som eit vitne, ei 3. stemme som påverkar det relasjonelle i samarbeidet.Denne artikkelen handlar om erfaringar frå eit felles FOU-prosjekt der ein høgskuletilsett lærer ein kollega å dreie leire. Læringssituasjonen blir støtta med sjølvobservasjon gjennom videofilm. Målet for arbeidet er å utvikle kunnskap om potensialet i videofeedback som ein medierande reiskap i dialog mellom kollegaer, men også mellom enkeltindivid – material og analoge verkty. Korleis erfarer eit kollegapar at videofeedback (VFB) kan utvikle refleksjon over handverksundervisning, der situasjonen er dreiing i leire? Metoden er skildra som autoetnografisk. Forskarane sine erfaringar er samla i tekstloggar, skrivne etter studie av videofilmane. Analysen er gjort etter inspirasjon frå analysemetoden meiningsfortetting (Kvale & Brinkmann, 2015), og kjem til gjennom tre faser: Gjennomlesing og temaidentifisering, frå tema til koder, og frå koder til meiningsfortetting. Artikkelen fokuserer på tre forhold der VFB ser ut til å utvikle refleksjon over handverksundervisning i dette prosjektet:Dei teknologiske moglegheitene ved VFB hjelper læraren å sjå eiga “teoretisk” plattform. Den multimodale forma ved VFB framkallar kinestetiske og kroppslege minner. VFB fungerer som eit vitne, ei 3. stemme som påverkar det relasjonelle i samarbeidet
Forskning på bredden av vetenskapsområdet
No full textDe flesta skolämnen har på universitetsnivån en moderdisciplin som värnar om forskningen i ämnets substansfrågor. Slöjd är ett skolämne som saknar en motsvarande moderdisciplin. Till exempel i Finland är slöjd ett eget vetenskapsområde, men placerat inom de pedagogiska vetenskaperna. Slöjd är dock ett mångfasetterat fenomen som behöver studeras i hela sin bredd för att utvecklas, inte enbart som ett skolämne. Syftet med denna artikel är att diskutera behovet av och utmaningar med forskning på bredden, d.v.s. forskning som tar fasta på både slöjdens kärna, den skapande processen och andra slöjdperspektiv. I artikeln diskuteras problematiken på ett teoretiskt allmänt plan. Den teoretiska diskussionen konkretiseras med tre utexaminerade masters reflektioner kring planeringen och genomförandet av en masteruppsats på bredden av vetenskapsområdet, d.v.s. forskning som inkluderar både en egen skapande process och pedagogisk/didaktiska perspektiv.De flesta skolämnen har på universitetsnivån en moderdisciplin som värnar om forskningen i ämnets substansfrågor. Slöjd är ett skolämne som saknar en motsvarande moderdisciplin. Till exempel i Finland är slöjd ett eget vetenskapsområde, men placerat inom de pedagogiska vetenskaperna. Slöjd är dock ett mångfasetterat fenomen som behöver studeras i hela sin bredd för att utvecklas, inte enbart som ett skolämne. Syftet med denna artikel är att diskutera behovet av och utmaningar med forskning på bredden, d.v.s. forskning som tar fasta på både slöjdens kärna, den skapande processen och andra slöjdperspektiv. I artikeln diskuteras problematiken på ett teoretiskt allmänt plan. Den teoretiska diskussionen konkretiseras med tre utexaminerade masters reflektioner kring planeringen och genomförandet av en masteruppsats på bredden av vetenskapsområdet, d.v.s. forskning som inkluderar både en egen skapande process och pedagogisk/didaktiska perspektiv
Design Process Models as Metaphors in Education Context
No full textWe argue that visual representations of design processes contribute toward social and material practices of design(ing). They are used as didactic devices. We will discuss them using metaphors to illustrate that they are active material devices of which circulation, production and consumption are informed and informing perceived complexities, ambiguities and paradoxes associated with design. We propose a follow-up study to investigate how teachers and designers use and interpret visual design process models. The reason is to identify how these models are informing what design is as we are interested to understand how these models are contributing to the development of Design Literacies.We argue that visual representations of design processes contribute toward social and material practices of design(ing). They are used as didactic devices. We will discuss them using metaphors to illustrate that they are active material devices of which circulation, production and consumption are informed and informing perceived complexities, ambiguities and paradoxes associated with design. We propose a follow-up study to investigate how teachers and designers use and interpret visual design process models. The reason is to identify how these models are informing what design is as we are interested to understand how these models are contributing to the development of Design Literacies