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The Influence of User-oriented Design Research on Framing: A Case Study of Including Patient Perspectives in Bio-Medical Engineering
Get PDFThe concept of framing has been used as a creative and constructive tool in the design process. This study provides new insights into frames and framing as a tool for understanding disciplinary differences in multidisciplinary collaborations where design research is included. With an increasing focus on patient participation in the design of health and assistive technology, the importance of considering the users\u27 perspectives cannot be overstated. However, bridging the gap between different disciplinary practices of framing problems that incorporate user experiences and values is a challenge. A case study of the (project name)(xxxx) research project was selected to investigate the practical implications of insights on mobility from a focus group interview with lower-limb prosthetic users. A follow-up ideation workshop with an interdisciplinary group of researchers from the project xxxx was used as the starting point for exploring different disciplinary perspectives. The research contributes to the concept on framing by demonstrating how examining relevant perspectives from the literature provides valuable insights into different ways of framing in the design process
Editorial
Get PDFThis issue of RERM includes four papers that boldly attempt to propose ways in which educational research practices, traditions and methods might be enacted differently. They take seemingly foundational research methods (reviewing literature, ethnographic observation, walking methodologies) and transform them in to something less familiar that invite our readers to stutter and reappraise how else research might be done and with what outcomes.
Firstly, researching from Danish inner cities, Staunæs and Vertelyte draw on affect theory and a concern with moods and felt pedagogies in education to explore how hopes and anxieties are woven through school objects and architecture. Through minor interventions the authors propose that there are abundant possibilities to improve the inclusion of racialized students in the inbetween, and often pathologised spaces of school. This holds the potential to radically shift perceptions, prejudices and behaviours that are not always identifiable but that can be sensed through the minor gesture. The authors attend to the significance of language and what happens through translation and diffractive readings. They stress that concepts that travel require careful consideration when transposed into alternative geopolitical contexts. They take Ahmed’s ‘happy objects’ as a case in point to make visible the specificities of local context and what that means for advancing theory that can pay closer attention to time and space.
The next two papers address ways in which literature reviews – a staple element to any research project – can be up-ended and reimagined when post-foundational theories and practices are put to work. Naomi Pears-Scown makes use of Baradian theoretical concepts to think-with literature rather than merely review what is already known and organize a corpus of knowledge into useful categories. Through literature cartographies, Pears-Scown develops a mapping strategy that makes visible her affective engagement with literature through the crafting of found-poems which tell stories of the ways in which place shapes approaches to arts therapy in various geopolitical contexts. This novel approach to engaging with and encountering literature disrupts received wisdom about how literature should be reviewed and instead invites the reader to sit with the discomforts of expanding how literature stories can be told.
In resonance with Pears-Scown, the next paper written by co-authors Boks-Vlemmix and Aspfors, offers a similar challenge to orthodoxies surrounding what a literature review is and how it should be undertaken. In their experimental piece the authors offer glimpses into what gets generated when the emphasis concerns processes and practices of doing a literature review rather than what it represents. Like the previous paper, the authors are inspired by a cartographic approach that holds the potential to map the processes involved in becoming deeply immersed and affect with a body of literature. They take literature on Teacher Educator Professional Learning as a case in point to explore how mapping and tracing entangled concepts can generate unanticipated insights and present new lines of thought.
Finally, Louisa Allen explores the potential of smell, with all the senses and beyond the human, for educational research. She takes the reader on ‘smellwalks’ which presented themselves as an unlikely research method during pandemic lockdown. Allen provides detailed accounts of the ways in which smellwalks came into being in a small coastal town in Aotearoa-New Zealand and enabled a deep exploration of pandemic-transformed life at a daily and local level. The paper offers a theoretical examination of smellwalk methodology as a means to consider smell through multisensory conceptualisations where human senses are understood as distinct but overlapping. Further, the paper theorises the act of smelling as unbounded and ultimately, always more-than-human. A series of research moments are examined to demonstrate how smelling involves a multisensory experience that emerges with/through the material landscape.
Together these papers offer important ways to reappraise approaches to research methodology in education that have become so deeply embedded that they unwittingly shape conventional expectations of how research should be done, has always be done. Each of these papers offer exciting invitations to interrupt this routine way of thinking. Respond to the invitation to pause, to ask, must we do it that way? The way it has always been done? What happens if we question and dare to experiment with alternative approaches? When theory is mobilized through research that seeks to pursue alternative lines of inquiry, what then? When theoretical concepts are taken up in/to ‘foreign’ spaces what happens to them? How do they travel? What do they agitate? What do they make possible? Aligned with the aims of this journal, these papers individually and collectively, invite a pause to business-as-usual in educational research.
Jayne Osgood
Camilla Andersen
Mona-Lisa Angell
Ann Merete Otterstad
Editor
«Du kan ikke overse generasjon Z»: Hvilke holdninger har nordmenn født 1995-2010 til arbeidslivet?
Get PDFGenerational theory, which describes how Boomers, X, Y and Z differ from each other in terms of attitudes and values, has become a recurring theme in popular culture. The discussion often centres on what the characteristics of new generations mean for working life. "You can\u27t ignore Generation Z", a Norwegian management magazine recently stated, and then presented advice on how to deal with employees born between 1995 and 2010 (Skrede, 2020). The media, consultants and researchers are all concerned about how companies should now organise themselves to recruit the youngest people and get them to perform at their best. In several countries, generation-based management has become a niche in business counselling, the core of which is that employees should be managed in specific ways based on their generational affiliation. Generational theory assumes that it is possible to isolate the effect of year of birth on individuals\u27 attitudes and behaviour. However, the evidence for such a relationship is uncertain. The existence of homogeneous generations is disputed, as are the usual descriptions of them. In this article, we use Norwegian survey data from a master thesis (Slåtto & Tande, 2021) to investigate whether a sample from Generation Z has attitudes towards work that a) conform to five common stereotypes and b) differ significantly from the responses of a diverse and significantly older control group (40-67 years). The two groups\u27 mean responses are compared using t-tests. The findings show that Generation Z only resembles the stereotype in some respects, and that the differences between younger and older people are smaller than popular variants of generational theory would suggest. The spread in the responses was only in a few cases significantly smaller in the Generation Z group.Generasjonsteori som beskriver hvordan boomers, x, y og z skiller seg fra hverandre med hensyn til holdninger og verdier, er blitt en gjenganger i populærkulturen. Diskusjonen dreier seg ofte om hva særtrekk ved nye generasjoner betyr for arbeidslivet. «Du kan ikke overse generasjon Z», slo et norsk ledermagasin nylig fast, for så å presentere råd om håndtering av arbeidstakere født 1995-2010 (Skrede 2020). Generasjonsteori forutsetter at det er mulig å isolere effekten av fødselsår på individers holdninger og atferd. Men holdepunktene for en slik sammenheng er usikre. I denne artikkelen bruker vi norske surveydata fra 2021 til å undersøke om et utvalg fra generasjon Z har holdninger til arbeid som a) samsvarer med fem utbredte stereotypier og b) skiller seg signifikant fra svarene til en eldre kontrollgruppe (40-67 år). De to gruppenes gjennomsnittsvar sammenlignes ved hjelp av t-tester. Funnene viser at generasjon Z bare på enkelte punkter ligner stereotypen, dernest at forskjellene mellom yngre og eldre personer er mindre enn populærvarianter av generasjonsteori skulle tilsi. Spredningen i svarene var kun i få tilfeller signifikant mindre i generasjon Z-gruppen.
Rettelse: I tabell 2, s. 8, skal det lengst til høyre i raden som gjelder påstand 6 ikke stå «Ja», men «Nei, signifikant forskjell i motsatt retning». I første avsnitt på s. 9 skal det derfor stå at fem av de signifikante forskjellene gikk i motsatt retning av hva hypotesene tilsa, og at svarene kun i tre tilfeller (påstand nr. 1, 4 og 5) var som forventet. Feilen svekker ikke artikkelens konklusjoner, men underbygger dem ytterligere
Education Beyond Green Growth: Regenerative Inquiry for Intergenerational Responsibility
Get PDFDespite the continued popularity of education for sustainable development (ESD) and expanded calls for educators to inspire hope in the face of the climate and nature emergency, scholars from varied disciplines and knowledge systems have pointed to the disavowed social and ecological costs of the promise that we can continue pursuing infinite economic growth on a finite planet. In this article, we offer an alternative approach to education grounded in a regenerative inquiry methodology. Regenerative inquiry can prepare people to honestly confront the limits and harms of “green growth” and support them to “grow up” by expanding their capacity to navigate complexity and uncertainty and activating a sense of intergenerational responsibility. We also offer an example of how this methodology was mobilized in the context of a year-long transdisciplinary program focused on the climate and nature emergency
Review on pedagogical practices for computational thinking in teacher education: Characterizing an emerging field
Get PDFAs computational thinking (CT) enters school curricula, and research on teaching of CT emerges, the time has come to spotlight CT in teacher education (TE). To this end, we conducted a literature review on CT in TE for STEM subjects with particular focus on research into pre-service teachers’ (PSTs) learning of pedagogical practices. We found 31 articles addressing CT in TE for STEM subjects between 2012 and 2023, applying qualitative, quantitative, and mixed methods, mainly with smaller sample sizes. Almost all describe teaching interventions with research on PSTs’ CT skills or attitudes. Only five articles include research questions explicitly addressing pedagogical practices for learning to teach CT. However, 13 articles explicitly describe such pedagogical practices and another seven implicitly do so. The review shows that the practices for teaching CT is an under-researched area, and the field lacks a common language and systematic research approaches. However, we do find that TE has clear ambitions for teaching PSTs about pedagogical practices as well as CT skills and attitudes
The Shadows of Internationalisation: Conceptual Lens and Policy Perspectives
Get PDFThis forum proposes the use of concept of “shadows” in the analysis of internationalisation policies to make visible the decision-making processes and practices appearing at all levels of internationalisation policies. We focus on the problematic effects appeared at the intersect of internationalisation policies implemented by the countries perceived academic values differently on example of Finland as the EU member state and pre-war Russia. We consider these effects as preventing equal access to quality higher education and life-long learning for all (SDG4, target 4.3). The forum conceptualises the lessons of the EU/Finnish-Russian internationalisation for further usage the suggested theoretical lens in policy implementation in other countries developed their own internationalisation policy on different value basis. This study address to what happens when the internationalisation policies promoted European view on fundamental academic values, are implemented with such policies in the countries where these values are perceived in another way. We answer the question of how and why the shadows of internationalisation appear and have an impact at a macro-, meso-, and micro-level, and conceptualize them for future policy improvement. The forum discusses the implications of internationalisation policies from the practice perspective and what might be learnt by the stakeholders previously involved in these cooperation partnerships
A Systematic Review of Research on Learning Writing Skills Using Gamification
Get PDFMultimodal interactive text genres, such as games, have gained wide popularity, while the reading of written texts has decreased among today’s youth, affecting their writing skills as well. In this systematic review, we investigate how games can be beneficial in writing learning. By combining and analysing the results of 11 academic articles on the gamification of writing learning, we discuss how games can support pupils’ writing processes while promoting transmedia skills. The immersive aspects of games can encourage young writers’ sense of agency, fluency and internal motivation. Games also encourage verbal rehearsal and collaborative creation. Additionally, games seem to promote idea generation, character development and other narrative and personal-imaginative genre features, while in factual writing, games can also develop an incoherent writing attitude. While the results seem rather encouraging, there is a lack of discussion regarding how the transfer of learning can be supported
Job demands and resources of information and technology use among teachers in Germany: A group concept mapping study
Get PDFSome teachers associate Information and Communication Technology (ICT) use with additional stress, referred to as technostress, while others seem to be able to utilize the advantages and potentials of ICT. There is a lack of research on how ICT experience is perceived as a threat or a positive challenge to well-being and how ICT specifically impacts the well-being of teachers in a positive way. Thus, the study aims to compile influencing factors of ICT use on teachers’ well-being and to gain knowledge on the role of the benefits of ICT. Furthermore, information about the interplay of factors is to be obtained. The group concept mapping (GCM) method was used with 14 in-service German teachers from different school types. They compiled, sorted and rated factors related to teachers’ well-being in the context of ICT use. The sorted factors were structured using non-metric multidimensional scaling and cluster analysis. Seventy-eight unique factors were generated and divided into 9 clusters. The resulting concept map (CM) provides an overview of the various factors and gives information about their interplay. In addition, the teachers rated clusters related to the positive effects on teachers’ well-being as more important than those related to negative effects. The results suggest that future studies should consider the positive effects of ICT on teachers’ well-being more extensively. Furthermore, the structure of the CM and the individual factors are linked to previous research. Limitations concerning the chosen method and sampling are discussed
Why Nordic National Audit Offices “flop” in the fight against corruption: A tactical and strategic perspective
Get PDFArtiklen undersøger de nordiske rigsrevisioners rolle i korruptionsbekæmpelse og konkluderer, at de generelt mangler mulighed for at afsløre korruption. På trods af deres opfattede rolle som nøgleaktører i kampen mod korruption, er deres metoder og juridiske rammer ikke designet til at opdage korrupte aktiviteter effektivt. Artiklen fremhæver en diskrepans mellem offentlighedens forventninger og rigsrevisionerne faktiske præstationer. Rigsrevisionerne koncentrerer sig primært på at sikre rigtigheden af regnskaber snarere end aktivt at bekæmpe korruption, hvilket skaber en forventningskløft. Forfatteren argumenterer for, at rigsrevisionernes kollektive identitet, præget af internationale standarder og en neoliberal tilgang, hæmmer deres evne til at opdage og bekæmpe korruption. Artiklen peger også på, at der mangler metodologiske værktøjer og juridiske beføjelser, hvilket gør det svært for rigsrevisionerne at tage hånd om korruption systematisk. For at forbedre deres effektivitet foreslår artiklen flere taktiske og strategiske ændringer, såsom bedre videns grundlag om korruptionsdynamikker, en styrket juridisk ramme og en klarere position i det politiske system, der øger gennemsigtigheden og ansvarligheden i den offentlige sektor.The article examines the role of the Nordic National Audit Offices in the fight against corruption and concludes that they generally lack in detecting corruption. Despite their perceived role as key actors in the fight against corruption, their methods and legal frameworks are not designed to detect corrupt activities effectively. The article highlights a discrepancy between the public’s expectations and the actual performance of the National Audit Offices. The National Audit Office concentrates primarily on ensuring the accuracy of accounts rather than actively fighting corruption, which creates an expectation gap. The author argues that the collective identity of the National Audit Offices, characterized by international standards and a neoliberal approach, inhibits their ability to detect and combat corruption. The article also points out that there is a lack of methodological tools and legal powers, which makes it difficult for the National Audit Office to deal with corruption systematically. To improve their effectiveness, the article proposes several tactical and strategic changes, such as a better knowledge base on corruption dynamics, a strengthened legal framework, and a clearer position in the political system that increases transparency and accountability in the public sector
School Counsellors’ Professional Practice in Health Promotion, Prevention and Remedial Work in Swedish Schools
Get PDFAccording to the Swedish Education Act, schools in Sweden must provide comprehensive student health services to foster an inclusive and conducive learning environment, promoting students’ well-being and knowledge development. As part of a multi-professional team, school counsellors are essential in achieving these goals. However, national guidance lacks details on the role of school counsellors in health promotion, prevention and remedial efforts. This study addresses this knowledge gap by examining aspects of school counsellors’ professional work using theories of professions. Open-ended answers in a survey distributed to school counsellors in Sweden were analysed through content analysis. Findings show that remedial work primarily focuses on individual students’ social issues through conversation-based interventions. Preventive work targets groups and the broader school environment, often involving tasks like policy development. Health promotion work stands out with its educational component, where school counsellors are involved in Life Competence Education, often in collaboration with other school professionals