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Læring i teknologifag: Opplæringen for yrker innenfor industriteknologi for å møte kravene til det 21. århundrets arbeidsliv og kompetansebehov
Get PDFIn the light of the technological evolution of Industry 4.0, learning factories have emerged as a crucial platform for developing technological competence. However, there has been growing concern that the human aspect and the significance of sustainability are being overlooked. In this discussion, we have explored six different articles that address various aspects of learning factories. We have also critiqued the limitations inherent in Industry 4.0 and proposed the concepts of Industry 5.0 and Society 5.0, which emphasize innovation and a more human-cantered approach.
As an alternative to the traditional definition of a learning factory, we have developed a new definition that considers these aspects: "A learning factory is a learning environment where processes and technologies are based on a real industrial area that allows a direct approach to value chains, production, and work processes. Learning is anchored in a business-organizational context and incorporates shifts in society and the economy. Sustainability and innovation are central, with balancing economic development in light of societal and climate challenges being part of the learning factory\u27s context. The learning factory is based on didactic thinking with an emphasis on experiential and problem-based learning. A philosophy of continuous improvement is developed through the participants\u27 own actions and interactive involvement." This definition is designed to guide our empirical work with the learning factory at Raufoss. The intention is that it can contribute to a more holistic and future-oriented understanding of the learning factory as a vocational didactic concept.I lys av den teknologiske utviklingen i Industri 4.0 har læringsfabrikker blitt en viktig arena for å utvikle teknologisk kompetanse. Men det har vært en økende bekymring for at det menneskelige aspektet og betydningen av bærekraft har blitt oversett. I denne diskusjonen har vi tatt utgangspunkt i seks ulike artikler som omhandler forskjellige aspekter av læringsfabrikker. Vi har også kritisert begrensningen som ligger i Industri 4.0 og trukket inn konseptene Industri 5.0 og Samfunn 5.0 som legger vekt på innovasjon og en mer menneskeorientert tilnærming.
Som et alternativ til den tradisjonelle definisjonen av læringsfabrikk, har vi utviklet en ny definisjon som tar hensyn til disse aspektene: "En læringsfabrikk er et læringsmiljø, hvor prosesser og teknologier er basert på et ekte industriområde som tillater en direkte tilnærming til verdikjeder, produksjons – og arbeidsprosesser. Læringen forankres i en virksomhetsorganisatorisk sammenheng og tar opp i seg skiftene i samfunn og økonomi. Bærekraft og innovasjon er sentralt, der balansering av økonomisk utvikling i lys av samfunns- og klimautfordringer er en del av læringsfabrikkens kontekst. Læringsfabrikken er basert på didaktisk tenkning med vekt på erfarings – og problembasert læring. Kontinuerlige forbedringsfilosofi utvikles gjennom deltakernes egne handlinger og interaktive involvering." Denne definisjonen er utformet for å guide vårt empiriske arbeid med læringsfabrikken på Raufoss. Intensjonen er at den kan bidra til en mer helhetlig og fremtidsrettet forståelse av læringsfabrikk som yrkesdidaktisk konsept
Fra utenforskap til innenforskap med Skole på Byggeplass
Get PDFIn this article, a specific vocational training initiative is explored, namely ‘School on the Construction Site” (Skole på Byggeplass/SPB in Norwegian); a vocational education program in building and construction developed and offered through a collaboration between Veidekke Entreprenør and Akershus County Municipality at Jessheim Upper Secondary School. The initiative is aimed at young individuals who, for various reasons, have not been able to complete their upper secondary education. The purpose of the article is to investigate which elements can explain why this program is largely successful in getting young people to complete upper secondary school? Analytically, the article draws on a capability approach, linking quality of life to freedom and empowerment. The article is based on a qualitative study in which we interviewed six young individuals who completed the SPB training to gain insights into their perspectives and experiences with the initiative. Additionally, we interviewed three employees from SPB to understand the organization, as well as the intentions and frameworks behind it. The results highlight specific conversion factors and elements at various levels that have been crucial for the youths in the training program. These are particularly linked to the start-up phase, the classroom environment, the classroom management, and the educational content. Among other things, SPB succeeds in providing close and comprehensive follow-up, practice-based teaching, predictable expectations and frameworks, as well as consistent individual adaptation. The findings also indicate a shared agreement on both the structure and intentions behind SPB, influencing the desired outcomes and the approach to driving the youths towards their goals. Finally, the article discusses the possibility of transferring elements from SPB to other contexts or vocational training initiatives.I denne artikkelen utforskes et konkret yrkesfaglig opplæringstiltak, nemlig Skole på Byggeplass (SPB); en fagarbeiderutdanning innen bygg- og anleggsteknikk, som er utviklet og tilbys i et samarbeid mellom Veidekke Entreprenør og Akershus fylkeskommune ved Jessheim videregående skole. Tiltaket er rettet mot ungdommer som av ulike grunner ikke har klart å fullføre videregående opplæring. Formålet med artikkelen er å undersøke hvilke elementer som kan forklare hvorfor SPB i stor grad lykkes med å få ungdommer til å fullføre videregående opplæring. Analytisk trekkes det veksler på en kapabilitetstilnærming, som knytter livskvalitet til frihet og empowerment. Artikkelen er basert på en kvalitativ studie, der vi har intervjuet seks ungdommer som har gjennomført opplæringen på SPB, for å få innsikt i deres perspektiver og erfaringer med tiltaket. I tillegg har vi også intervjuet tre ansatte på SPB, fordi vi ønsket innblikk i organiseringen samt intensjoner og rammer som ligger bak. Resultatene viser hvilke konkrete konverteringsfaktorer og elementer på ulike nivåer, som har vært av vesentlig betydning for ungdommene i opplæringstilbudet. Disse er spesielt knyttet til oppstartsfasen, klassemiljøet, klasseledelse og det pedagogiske innholdet. Blant annet lykkes man i SPB med å gi tett og helhetlig oppfølging, praksisnær undervisning, forutsigbare forventinger og rammer, samt gjennomgående individuell tilpasning. Resultatene viser også at det er en felles enighet om både rammene og intensjonene bak SPB, og at dette påvirker hva man ønsker å oppnå, samt måten man betrakter hva som er nødvendig å gjøre i praksis for å drive ungdommene frem mot målet. Til slutt drøftes muligheten for å overføre elementer fra SPB til andre kontekster eller yrkesfaglige opplæringsprogrammer.
The transformative potential of textbooks: Food waste knowledge and pedagogical text styles in Finnish Home Economics, Geography, and Biology textbooks
Get PDFEducation is recognized as crucial in addressing unsustainable practices, such as food waste. One of the aims of interdisciplinary food education in basic education is to promote sustainable food waste behavior, which can be promoted by transformative learning. This study examined how food waste is addressed in nine Finnish basic education textbooks. The content related to food waste and the pedagogical style of the texts were analyzed from home economics, biology, and geography textbooks designed for secondary level education (grades 7–9, age 13–16). The results were analysed to assess their potential to promote transformative learning. All of the textbooks approached the topic of food waste from the perspective of their own subject, and none presented it as an interdisciplinary phenomenon. Home economics textbooks focused on students\u27 perspectives, emphasizing food waste reduction and waste sorting. Geography textbooks frequently explored the topic in the context of the food supply chain or at a global level, while biology textbooks primarily addressed the sorting of food waste. The textbooks primarily used a neutral text style focusing on information transmission. In some contexts, a persuasive style was employed to encourage critical thinking and action. The participative style, which encourages active student engagement, was utilized the least in all textbooks, and primarily for exercises. By integrating learning-supportive text styles (such as participative and persuasive), including student tasks related to food waste, and fostering an interdisciplinary understanding of food waste, textbooks have the potential to transform student learning and engagement in sustainable food practices
Exploring Child Standpoint Theory in Early Childhood Education: A Pathway for Cross-Cultural Comparisons
Get PDFThis empirical study in Bangladesh explores the potential of Child Standpoint Theory in constructing and reconstructing the child in early childhood education (ECE) and its role in facilitating cross-cultural comparisons in and of ECE systems. The comparative gaze is considered for ways of scholarly investigation in the context of ECE system messiness. The paper suggests viewing children as relational ethnographic units of comparisons for comparing the conditionality, contextual elements, and temporality of each child\u27s education across cultures through a three-fold approach. Spanning method and theory, the approach combines the notion of the entangled researcher and the comparative case study tool of tracing with Child standpoint theory. Findings are presented through a comprehensive visualization of a ‘child’ going through the ECE system during a day as a pathway to deeper analysis of facets underpinning ECE from a bottom-up rather than top-down approach
High School Teachers’ Adoption of Generative AI: Antecedents of Instructional AI Utility in the Early Stages of School-Specific Chatbot Implementation
Get PDFIn 2023, the breakthrough of generative artificial intelligence (AI) led to its adoption. While some teachers expressed frustration over pupil misuse of generative AI, others advocated for the availability of a school-relevant chatbot for pupil use. In October 2023, a local chatbot intended to meet that goal was launched by Oslo Municipality. After six weeks, an investigation was conducted to examine how 246 teachers perceived the opportunities and limitations of this new technology. The examination used structural equation modelling to explore antecedents of instructional AI utility. The analysis shows that the pathway between instructional self-efficacy and AI utility has the highest positively charged value, while the pathways between management and AI utility have low numerical value. This last finding can be interpreted as the influence of untapped management potential and must be seen in the context of the fact that no guidelines for the use of AI in schools existed when the survey was conducted. In addition, the pathway between colleague discussion and AI utility has relatively low numerical values. The potential for learning through discussion among colleagues can be utilized to an even greater degree. The pathway between management and colleague discussion is remarkable. Implications are discussed
Skulptøren som rytmeanalytiker
Get PDFA sculptor is a practitioner, and in this study, the sculptor\u27s practice as a process is focused. Through this study, the practitioner as a rhythm analyst also becomes a researcher of his own practice. The work process is linked to a sculpture of the football trainer Nils Arne Eggen. The study\u27s analytical question is: How can a sculptor\u27s process with form, movement, material, and timespace be understood in a rhythm-analytical perspective? The term rhythm is understood as the philosopher Henri Lefebvre has described the term as a tool in rhythm analysis. An analysis is carried out by intertwining extracts from the sculptor\u27s thinking texts, conversations, image collages, and theoretical-philosophical reading of concepts related to rhythm as well as to agential realism. There is rhythm in form, movement, and material, rhythm in the sculptor\u27s bodily intra-action with the sculpture, as well as the site-specific rhythm and the timespace created by placing the sculpture on a plinth outdoors. By reading the rhythmic aspects of the sculptor\u27s thinking texts and in conversations with him, through concepts from agential realism, choices in the work process are analysed. The analytical points are collected in four braids. Rhythm as \u27meta-sense\u27 makes visible performative potentials articulated as intertwinings comprising the sculptor\u27s thinking, bodily affects, and energy, as well as the materiality of the timespace of the working process.
Cover photo: Ole Martin Wold/ NTBEn skulptør er en praktiker, og i denne studien er skulptørens praksis som prosess i fokus. Gjennom studien blir praktikeren som rytmeanalytiker også forsker på sin egen praksis. Arbeidsprosessen er knyttet til en skulptur av fotballtreneren Nils Arne Eggen. Studiens analytiske spørsmål er: Hvordan kan en skulptørs prosess med form, bevegelse, materiale, og tidrom forstås i et rytmeanalytisk perspektiv? Begrepet rytme er forstått slik filosofen Henri Lefebvre har beskrevet begrepet som verktøy i rytmeanalyse. Analysen er gjennomført ved å flette sammen utdrag av skulptørens tanketekster, samtaler, bildecollage og teoretisk-filosofisk lesning av begreper knyttet til rytme og agentisk realisme. Det er rytme i form, bevegelse og materiale, det er rytme i skulptørens kroppslige intra-aksjon med skulpturen, samt (i) den stedsspesifikke rytme og det tidrom som skapes gjennom plassering av skulpturen på en sokkel utendørs. Gjennom å lese de rytmiske aspektene i skulptørens tanketekster, og i samtale med ham gjennom begreper fra agentisk realisme, analyseres valg i arbeidsprosessen. De analytiske poengene samles i fire flettverk. Rytme som ‘meta-sense’ synliggjør performative potensial artikulert som sammenflettinger omfattende skulptørens tenkning, kroppslige affekter og energi, samt materialiteten i arbeidsprosessens tidrom.
Forsidebilde: Ole Martin Wold/ NTB
The arts of attention and Oslo Architecture Triennale
Get PDFThis paper starts from a two-fold observation: firstly, that attention rests at the core of our environmental challenges; and secondly, that by becoming (more) attentive to the modified, transformed, and controlled urban environments in which we dwell, we may be better equipped to attend to these challenges. The paper therefore develops and introduces “an urban attention ecology” that seeks to expand our ability to attend to urban form in ways that open possibilities to critically address and creatively negotiate the ways in which cities are built and inhabited. The potentials and challenges of the urban attention ecology are thought through in a practice-based account of a broad range of critical spatial practices centring around the theme of degrowth. These practices took the form of performances, installations, and other artistic projects that the author gathered, developed and presented as curator of the Oslo Architecture Triennale 2019.
Cover photo: The Factory of the Future at the Norwegian Centre for Design and Architecture. OAT / Istvan Virag
BAD: Body – Art – Digital technology
Get PDFDuring the first lockdown in March 2020, I started running two to three times a week to a nearby beach. Since then, I have stopped each time about halfway, and have been filming the sea view from the same spot for 30 seconds with my mobile phone. The now over 550 films (October 2024) are stored on the digital platform Padlet that makes it possible to share with others. The project My stunning stream - Made with a little mischief (Skregelid, 2020-) makes use of a/r/tography which is a practice-based methodological approach that unites art, education, and research. A/r/tography explores art, research and education as forms of performative, explorative and lived inquiry, and thereby stretches the boundaries between these domains. This article draws attention to how the body and digital technology are entangled and interwoven in this project, and how this affective connectedness offers potentials for enabling ecological awareness in educational settings. It makes use of theories that consider bodies and technologies as united intra-actions and that are concerned with how to live your life in the world.
Photo: Libeth Skregeli
Finding objects, connecting dots: Exploring serendipity as interruptive artistic strategy for audience interaction in public spaces
Get PDFBetween 2017 and 2019, I created three temporary artistic interventions in public spaces in which passers-by could discover, interact with or ignore different materials related to libraries as social, public systems. During my work with the first, Expired Outdoors (2017), serendipity emerged as a principle I became interested in exploring further. In two consecutive installations, serendipity gradually manifested itself both as an interface between my installations and their audience and as a creative strategy guiding my choices of contexts and materials. Upon invitation from editor Olga Schmedling, in this article I discuss aspects of serendipity in the three projects, proposing to understand serendipity as instances of interruption rather than as accidental discovery
Researching public art and public space, part 2: Leder
No full textThis special issue is devoted to research on the changing paradigms of public art, and of public spaces. Today all art can be characterized as public since it is mediated via relational networks. The shift of paradigm from modernist art to contemporary art coincides with this shift of paradigm – from consumption to communication – in the sense that advanced art practices had already absorbed the change from individual mediation to relational networks. In the communication network of relations, artists and works are constitutive elements. Without the works and the artists, the relational network does not exist, and vice versa: Without the network of relations, neither artists nor works are made visible. This constitutive reciprocity of relations is decisive both for theorists doing research on public art and art in public spaces, as well as for artists who are doing research in public spaces