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Abstrakt og poetisk multiplananimasjon : Et a/r/tografisk utviklingsarbeid om kroppsliggjort kunnskap
Full text linkThis multimodal article presents a work of artistic research in which the author explores abstract and poetic multiplane animation. Methodologically, the research is situated within a/r/tography, with a theoretical framework grounded in theories of embodied knowledge. Through photo documentation, written text, and animation film, the study reveals the embodied knowledge of multiplane animation as both a technique and an artistic form of expression, highlighting its potential in educational settings with children in kindergarten and primary school. Additionally, the article examines how animation can foster new and expanded understandings of the connections between materials and technology, contributing to a material-digital practice aligned with children\u27s embodied ways of learning. The research question addressed is: What embodied knowledge about multiplane animation can be developed through artistic exploration, and what learning potential exists in exploratory and creative work with multiplane animation together with children? This question is discussed through three categories: (1) Abstract multiplane animation as a poetic movement; (2) Multiplane animation as a spatial collage; (3) Multiplane animation as slow knowledge and slow craft.Denne multimodale artikkelen bygger på et kunstnerisk utviklingsarbeid der forfatteren har arbeidet utforskende med abstrakt multiplananimasjon. Undersøkelsen plasseres metodologisk innenfor a/r/tografi, og teorier om kroppsliggjort kunnskap anvendes som læringsteoretisk rammeverk. Gjennom fotodokumentasjon, skriftlig tekst og animasjonsfilm synliggjøres kroppsliggjort kunnskap om multiplananimasjon som teknikk og kunstnerisk uttrykksform, og dens potensiale i en læringssammenheng med barn i barnehage og grunnskole. I en videre sammenheng undersøkes animasjonens mulighet til å utvikle ny og utvidet kunnskap om koblinger mellom materialer og teknologi, og utgjør et bidrag til en ny material-digital praksis som ivaretar et helhetlig læringssyn. Forskningsspørsmålet som stilles er; Hvilke kroppsliggjorte kunnskaper om multiplananimasjon kan utvikles gjennom kunstnerisk utforsking? Spørsmålet drøftes gjennom følgende tre kategorier: (1) Abstrakt multiplananimasjon som en poetisk bevegelse; (2) Multiplananimasjon som en romlig collage (3); Multiplananimasjon som langsom kunnskap og langsomt håndverk
Exploring Design Literacy in Socially Responsible Design Education: A Rural Planning and Design Course in Perspective
Full text linkStudents majoring in design have the important responsibility of implementing the Chinese national rural revitalisation strategy in their future careers. The Rural Planning and Design course at Shandong University of Art & Design (SUAD) is a contributes to the cultivation of students\u27 quality of responsibility. The design of this course adheres to the national strategy and closely focuses on the cultivation of these responsibilities, which are integrated into the course syllabus and activities. Students in this course are required to go into the countryside, conduct in-depth investigations to determine what social problems the people face and then think independently, cooperate with each other, create and propose innovative design strategies to solve the problems. Multidisciplinary theoretical knowledge is integrated into the course to promote students’ design literacy, including collaborative innovation, critical thinking, communication and research skills. This article introduces this course in detail and uses it as a practical case through which to explore what kind of design literacy is needed, how to cultivate design literacy and its impacts on various practical challenges
The political child: An essay about life, philosophy, the political and science
Full text linkThis essay is an attempt to write un unruly force field in sustained expansions about the political child, life, philosophy, policies, and science. Unruly as in messy and stammering but open. Unruly about the political child as a force and carrier of immanence, unencumbered, and as an expression of a future. It implies a view of the child born with inalienable rights as a political subject and force of material and social transformation, and temporalities of writing being transformational techniques. Writing ultimately treated as an ecological practice and method that facilitates the production of collective subjectivities. Thinking the child, life, science, and the world politically means thinking with Chantal Mouffe’s (2015) concept agonism in combination with writing as continual Deleuze and Guattarian (2004a) becomings, active in life itself. There are thin walls between realisms, dreams and fabulations, and this essay is an attempt to strike a blow for freer, humorous, more philosophical, and political mindsets in our pedagogical sciences and imaginations. Therefore, there are also unruly words and sometimes not yet present
Potentials and Limitations of MOOCs in Vocational Teacher Education: Postgraduate Vocational Students’ Perspectives
Full text linkThe aim of this study is to explore vocational education student teachers’ (VTE students) experiences with massive open online courses (MOOCs) as digital learning resources in vocational teacher education. The study explores two research questions: 1) What potentials and limitations in MOOCs do VTE students perceive as a learning resource in vocational education and training (VET) and vocational teacher education (VTE)? 2) Through the lens of the Digital Competence Framework for Educators (DigCompEdu), how can MOOCs enhance VTE students’ specific digital competences?
The data material comprises assignments and reflection notes written by 100 VTE students in an add-on model of vocational teacher education after engaging with MOOCs. The data was analysed according to the steps in reflexive thematic analysis.
The findings were sorted into three overarching themes: potentials, limitations and frame factors. Potentials described by VTE students include flexibility, variety, activity, differentiated instruction, shareability and actuality, while limitations stated were related to interactions, relationship building, practical skills, tacit knowledge, Bildung and catchability. Frame factors, such as students’ and teachers’ preconditions and economic resources, were perceived as both potentials and limitations.
The findings illustrate that, as digital learning resources in VTE, MOOCs have many potentials, but also several limitations. Vocational teachers must be cognisant of when, where and for what purpose(s) MOOCs are beneficial learning resources. MOOCs cannot replace a physical presence in VTE or in VET but can be a valuable complement. To facilitate the development of students’ digital skills, VTE students must develop and strengthen their own professional digital competence. Despite criticisms that the European DigCompEdu framework does not accommodate the unique characteristics of vocational subjects, this study shows that DigCompEdu encompasses a wide range and captures central aspects of the multifaceted digital competence vocational education teachers need in order to educate future skilled workers for a diverse workforce.Formålet med denne studien er å utforske yrkesfaglærerstudenters erfaringer med massive open online courses (MOOCer) som digitale læringsressurser i yrkesfaglærerutdanningen. To forskningsspørsmål utforskes: 1) Hvilke potensialer og begrensninger oppfatter yrkesfaglærerstudenter at MOOCer som læringsressurs har i fag- og yrkesopplæring og yrkesfaglærerutdanning? 2) I lys av Digital Competence Framework for Educators (DigCompEdu), hvordan kan MOOCer styrke yrkesfaglærerstudenters profesjonsfaglige digitale kompetanse?
Datamaterialet består av arbeidskrav og refleksjonsnotater utarbeidet av 100 yrkesfaglærerstudenter ved yrkesfaglærerutdanningen etter å ha jobbet med MOOC. Dataene ble analysert i henhold til trinnene i refleksiv tematisk analyse.
Funnene ble sortert i tre overordnede kategorier: Potensialer, begrensninger og rammefaktorer. Potensialer beskrevet av yrkesfaglærerstudenter inkluderer fleksibilitet, variasjon, aktivitet, tilpasset opplæring, delbarhet og aktualitet, mens begrensninger som ble oppgitt var relatert til samspill, relasjonsbygging, praktiske ferdigheter, taus kunnskap, danning og fangbarhet. Rammefaktorer, slik som elevers og læreres forutsetninger og tilgang på økonomiske ressurser, ble oppfattet som både potensialer og begrensninger.
Funnene viser at bruk av MOOCer som digitale læringsressurser i yrkesfaglærerutdanningen har mange potensialer, men også flere begrensninger. Yrkesfaglærere må være bevisste på når, hvor og til hvilke formål MOOCer er gunstige læringsressurser. MOOCer kan ikke erstatte fysisk tilstedeværelse i yrkesfaglærerutdanningen og fag- og yrkesopplæring, men de kan være et verdifullt supplement. For å legge til rette for utvikling av elevenes digitale ferdigheter må yrkesfaglærerstudenter utvikle og styrke sin egen profesjonsfaglige digitale kompetanse. Til tross for at det europeiske rammeverket DigCompEdu har høstet kritikk for ikke å ivareta yrkesfagenes egenart, viser denne studien at DigCompEdu favner bredt og fanger opp mange sentrale aspekter ved den mangefasetterte digitale kompetansen yrkesfaglærere trenger for å utdanne fremtidens fagarbeidere til et mangfoldig arbeidsliv
Optimalisering av sanntids fjernveiledning under kursing i avansert ultralyd ved universitet: En aksjonsforskningsstudie : En aksjonsforskningsstudie
No full textIntroduction: Ultrasound-based diagnosis requires great expertise for reliability and accuracy, thus practical training is vital. Digital training can offer students the possibility of practical training in their local setups. However, there are critical issues that remote educators must address, particularly in advanced ultrasound training. The present study was therefore aiming at developing a suitable technical setup for supervision and education in tele-ultrasound that can be applied to a variety of advanced diagnostic and therapeutic areas.
Methods: Using an action research approach including four cycles of action, we tested four technical setups with different software and hardware components across four ultrasound courses. Based on evaluation forms, written reflections, and two focus group interviews from the four cycles of action, respectively, we modified the setups to improve the technical solution for the next cycle.
Results: The initial set-up was using commercial video call apps via mobile phones. Although no additional equipment or expertise was required, it was precluded by the poor image quality and motion blur resulting from capturing the ultrasound image on the smartphone. Nevertheless, this solution is viable when quick clarifications are needed. Additional stabilization support in the second set-up did not provide satisfactory image quality. The best technical solution was found in the third set-up, using a frame grabber and Reacts, which allows simultaneous live streaming of the ultrasound screen image and two web cameras. However, the cumbersome software interface, the need for an expensive user license, and problems with the internet connection reduced the acceptability of this setup. The optimal setup in cycle four, was a reasonable frame grabber, and Zoom, which is free, has a simple user interface and can stream live audio-visual ultrasound data from the probe and user simultaneously. Its annotation function is also beneficial in supervision.
Conclusion: Through an action research approach including four cycles of action and thorough, subsequent evaluations, we found that a videoconferencing platform, such as Zoom, a computer, and a frame grabber connected to the ultrasound scanner was the optimal solution as this set-up is simple and affordable and is facilitating a good video-transmitted learning situation for students and supervisors. This technical set-up could therefore be suitable for a wide range of remote ultrasound courses
Futures Thinking in Middle School Science Textbooks: A Perspective from Japan
Full text linkThis research aims to illuminate the characteristics of "Futures Thinking" components within the interdisciplinary units of "Science, Technology, and Humanity" and "Nature and Humanity" and "Sustainable development" within Japanese middle school science textbooks. Grounded in pre-existing literatures, this research meticulously organizes the essential competencies of future-oriented thinking into three distinct components: "Envisioning the Future," "Predicting the Future," and "Planning for the Future." Each component is further broken down into more precise indicators. For "Envisioning the Future," indicators include perspectives on "Multiple Futures," the "Science of Future," and "Hope and Fears." For "Predicting the Future," we delve into the "Scenario" technique, alongside "Forecasting" and "Backcasting" strategies. "Planning for the Future" assesses the "Precautionary" approach, "Evaluating Action," and understanding "Risk and Changes." The research involved a cross-sectional analysis of content types (such as texts, diagrams) and contexts (individual, regional, national, and global), determining the presence or absence of these indicators. The findings reveal: (1) a more frequent articulation of these competencies within the "Science, Technology, and Humans" unit, (2) a scant representation of "Multiple Futures" and "Scenario" methods among the nine indicators, (3) a prevalence of explanatory text in presenting these concepts, and (4) a consistent inclination towards a global context in the textbooks\u27 narratives. These insights imply an extant gap within the current pedagogical tools, underscoring the importance of an expanded, multifaceted approach to teaching these competencies. The implications for future curriculum development and instructional strategies in middle school science education are profound, necessitating a more integrated approach that resonates with the uncertainties and possibilities of the future
Exploring the Potentials of Unplugged Activities: Developing Computational Thinking in Teacher Education
Full text linkThis paper explores the use of unplugged activities as a pedagogical approach for teaching computational thinking (CT) to student teachers at a Danish university college in the subject technology comprehension. Through an analysis of three cases—a toothbrushing routine, a political profiling quiz, and an interactive story creation—the study examines students’ learning experiences and engagement with CT concepts and practices. The paper employs a methodological approach rooted in participatory observation and visual ethnography. Data collection includes video recordings, audio recordings, post-class interviews, and artefacts created by the students.
The analysis reveals possibilities as well as challenges experienced by students in their involvement in computational thinking activities, including algorithms, decomposition, and abstraction. These findings contest the oversimplified classification of activities as either \u27plugged\u27 or \u27unplugged\u27, suggesting that alternative factors hold more substantial importance. Subsequently, the paper explores the roles of self-efficacy and ‘be-greifbarkeit’ in students\u27 learning processes, thereby elucidating how students\u27 motivation and learning expectations, in conjunction with their tangible experiences and conceptual understandings, influence the development of their computational thinking competencies.
In conclusion, the study provides valuable insights for teacher educators, emphasising the need to consider the perceived complexity of the activity, including the students’ prerequisites for engaging with plugged and unplugged elements. It highlights the multifaceted nature of plugged and unplugged approaches, offering a nuanced perspective on their impact on students\u27 learning experiences in the field of computational thinking
Teacher competencies in job advertisements for teachers
Full text linkTeaching requires a diverse range of competencies. This study investigates teacher competencies articulated in job advertisements for teaching positions in Finland. Given the global teacher recruitment challenges, particularly in rural schools, and the regional differentiation within Finland, the study also examines the variations across rural, semi-urban, and urban municipalities. Data were collected from a centralized recruitment website, resulting in 596 job advertisements for class teacher positions. A deductive qualitative content analysis was performed using the individual teacher competencies defined in the multidimensional adapted process model of teaching (Metsäpelto et al., 2022) as a framework. The findings highlight the prevalence of teacher competencies related to knowledge base of teaching and learning, social skills, and personal orientations. Notably, advertisements from rural municipalities featured fewer competencies compared to those from semi-urban and urban municipalities. By illustrating the desired teacher competencies in the field, this study provides a valuable tool for evaluating and developing teacher education goals and teacher recruitment strategies
The Digital Leap in March 2020 – Teachers Assessing Their Digital Competence After the Distance Learning Period
Full text linkThe Covid-19 pandemic and the emergency remote teaching (ERT) that it brought along in spring 2020, forced educators and educational institutions worldwide to quickly adapt to the technology needed for teaching and learning. This was situation in Finland too. Now, three years after the pandemic, when the extensive school closings and emergency remote teaching at least now are behind us, we wanted to find out how do the teachers assess their digital competence after the ERT period compared to the time before it. Based on the self-assessment questionnaire, teachers’ competence and their confidence in their own skills has increased, but in moderation. When looking at competence assessments compared to age, confidence and competence seem to decrease with age, teachers under age 30 being the most competent. In the period under review, competence has grown the most among people between the ages of 30 and 60. Although teachers\u27 activity in the use of information and communication technology in most of the lessons has somewhat increased, no remarkable change can be seen in students\u27 use of ICT in most of their lessons. Teachers are still the most active part in the use of technology in learning
Gamified App-based Well-being Interventions for Children and Young People: A Systematic Literature Review
Full text linkThis study examines gamified app-based well-being interventions (GABWI) for children and adolescents. It aims to guide app developers and policymakers in designing human-led and peer-supporting well-being interventions at a comprehensive school. The study explores these interventions’ features: goals; background theories; and gamification strategies. PRISMA systematic literature review guidelines were applied, and sixteen studies from 2017–2022 were analyzed.
The results underline that interactivity is essential for engaging children and adolescents in well-being apps, but offline connections in interventions are also necessary. Moreover, the study emphasizes the holistic approach including the combination of physical and mental aims in GABWI, and a strong theoretical background of interventions. The study showed that Self-determination Theory is prevalent in GABWI. However, Social Cognitive Theory may enhance tailored support, particularly for students with special needs. The study is situated in the context of Finland, considering the specific curriculum and health needs. Despite Finnish young people’s high overall fitness level, about 40 percent of pupils have low physical capacity, and a third of girls and a fifth of boys at the end of comprehensive school perceive their health as average or poor