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Æstetiske læreprocesser: At arbejde sanseligt med en designproces
Get PDFDenne artikel behandler begrebet æstetiske læreprocesser i relation til voksnes æstetiske arbejde i en række tekstile håndværksfag og tager sit udgangspunkt dels i teorien om de æstetiske grundregler og læreprocesser og dels i eksempler fra praksis, som er hentet fra mit arbejde som lektor på professionsbacheloruddannelsen i tekstildesign, -håndværk og formidling på Københavns Professionshøjskole. Begrebet æstetiske læreprocesser er en bred betegnelse for den proces, der foregår, når et æstetisk indtryk opleves og bearbejdes sanseligt og analytisk enten i form af en æstetisk erkendelse eller et æstetiske udtryk. For at understøtte dette begreb yderligere inddrages teorier om kreativitet og læring, idet det sanselige, æstetiske arbejde er tæt forbundet med såvel det legende og eksperimenterende som de grundlæggende faglige kompetencer inden for et håndværksfag. I mine eksempler arbejder de studerende med tekstile fag som beklædning, strik, broderi og tekstiltryk, men de generelle didaktiske og æstetiske overvejelser har en sådan karakter, at de lader sig udbrede til andre dele af det håndværksfaglige felt. Keywords: æstetik, æstetiske læreprocesser, æstetiske grundregler, æstetisk virksomhed, kreativitet, leg, sanselighed.Denne artikel behandler begrebet æstetiske læreprocesser i relation til voksnes æstetiske arbejde i en række tekstile håndværksfag og tager sit udgangspunkt dels i teorien om de æstetiske grundregler og læreprocesser og dels i eksempler fra praksis, som er hentet fra mit arbejde som lektor på professionsbacheloruddannelsen i tekstildesign, -håndværk og formidling på Københavns Professionshøjskole. Begrebet æstetiske læreprocesser er en bred betegnelse for den proces, der foregår, når et æstetisk indtryk opleves og bearbejdes sanseligt og analytisk enten i form af en æstetisk erkendelse eller et æstetiske udtryk. For at understøtte dette begreb yderligere inddrages teorier om kreativitet og læring, idet det sanselige, æstetiske arbejde er tæt forbundet med såvel det legende og eksperimenterende som de grundlæggende faglige kompetencer inden for et håndværksfag. I mine eksempler arbejder de studerende med tekstile fag som beklædning, strik, broderi og tekstiltryk, men de generelle didaktiske og æstetiske overvejelser har en sådan karakter, at de lader sig udbrede til andre dele af det håndværksfaglige felt. Keywords: æstetik, æstetiske læreprocesser, æstetiske grundregler, æstetisk virksomhed, kreativitet, leg, sanselighed
Å leve som a/r/tograf – et nordisk perspektiv: Introduksjon
Get PDFThis special issue of Nordic Journal for Art & Research is devoted to the arts-based methodology a/r/tography, as it is understood and conducted in the Nordic countries. Living as an a/r/tographer—a Nordic perspective enlightens the a/r/tographic space between the artist (a), researcher (r), and teacher (t) as well as between the personal or individual and the social—such as communities of practice. In this introduction, the four editors reveal the background and history of the special issue and shortly present the 13 peer reviewed articles in its first part. They also give newcomers a short introduction to the field and discuss some of the core topics relevant to their editorial work. The aim for the issue is to contribute to knowledge that shed light on the distinctive position that characterizes the work of academic staff in the arts in the Nordic teacher educations. However, the article submissions revealed and interest in a/r/tography far beyond teacher education, and the editors chose to include nearby a/r/tographic contributions too. This is a position which develops distinctive competences in its participants, but also a position with demanding work tasks in different directions.
Photo: Ann-Hege Lorvik WaterhouseDette temanummeret av Nordic Journal for Art & Research retter seg mot den kunstbaserte metodologien a/r/tografi slik den blir forstått og arbeidet med i de nordiske landene. Å leve som a/r/tograf – et nordisk perspektiv belyser de a/r/tografiske koblingene som skapes i de bevegelige mellomrommene mellom kunstner, forsker og lærer (A-rtist/R-esearcher/T-eacher), og som involverer det individuelle og personlige så vel som det sosiale, for eksempel i praksisfellsskapet. I denne innledningen forteller de fire redaktørene om bakgrunnen og historien til temanummeret. De presenterer også kort de 13 fagfellevurderte artiklene i denne første delen, introduserer feltet for eventuelle nye lesere og trekker kort fram noen kjernetematikker som ble relevante i redaksjonsarbeidet. Målet med temanummeret er å bidra til kunnskap som kan kaste lys over det særegne ståstedet som karakteriserer arbeidet til akademisk ansatte som jobber kunstfaglig i de nordiske lærerutdanningene. De innsendte artiklene viste at interessen for a/r/tografi strekker seg langt utenfor både lærerutdanninger og kunstfag, og redaktørene har derfor valgt å inkludere noen andre nærliggende a/r/tografiske tekstbidrag også.
Foto: Ann-Hege Lorvik Waterhous
Student Teachers’ Study Profiles — Longitudinal Perspective to Research-Based Teacher Education
Get PDFThis study examined student teachers’ study profiles and achievement levels from selection through to the bachelor’s phase of their teacher education programmes. The latent profile analysis revealed two student teacher study profile subgroups associated with varying study achievement levels from the first three years of the teacher education programme. In a more detailed examination, the results revealed that the main differences occur during the bachelor’s phase of the teacher education programme, wherein student teachers are learning to understand the research-based teaching profession and how to conceptualise theories and more independently learn to write their bachelor’s theses. A gender comparison between subgroups revealed that male student teachers were more likely to be allocated to the less research-oriented subgroup and female students to the highly research-oriented subgroup. These findings are discussed with regard to how teacher education programmes could better support different learners
The role of CT in prognosis prediction in COVID-19 patients
Get PDFIntroduction: The aim of the present study was to summarize and evaluate previously published scientific studies examining whether computed tomography (CT) of the thorax can predict the COVID-19 prognosis. The purpose is to clarify whether CT can predict the COVID-19 prognosis, and also if a CT examination can predict whether the patient will be admitted to the intensive care unit (ICU) or not.
Method: Traditional digital literature searches were performed in the Medline, Pubmed and Embase databases. Subsequent back- and forward citation-based searches were then conducted. A total of 17 studies were included according to preset inclusion and exclusion criteria.
Results: All 17 included articles were retrospective studies. The mean number of patients included was 219 (range: 28-901). Overall, the studies showed that CT-findings of abnormalities in the lung tissue may provide a possible COVID-19 prognosis determination. A total of 11 studies used a quantitative scoring system to evaluate the lung images. Based on the percentage of lung involvement, the ICU patients had a higher score compared with patients not admitted to the ICU. The pathology type with the highest predictive value was crazy paving pattern followed by vascular enlargement and air bronchogram. Pleural effusion and pleural thickening can help estimating the prognosis according to some of the studies.
Conclusion: The present study shows that CT can contribute to early diagnosis and predict the prognosis when using scoring systems or qualitative assessment of certain radiologic features which are more prevalent in critically ill COVID-19 patients
The power of social identity in shaping collaborative success in research teams : - a discussion paper
Get PDFInterdisciplinary research teams may from time to time face collaborative challenges due to many causes, e. g. various medical interests or professional background. Social identity theory offers a framework to understand these dynamics. Diverse interests or medical background can motivate and drive innovation and creativity in research projects but can also present challenges in term of communication and collaboration caused by different perspectives and traditions. This discussion paper focus on social theory related to team cohesion and collaboration, aiming to assist interdisciplinary teams in achieving collective and collaborative strengths
Global asymmetries in international doctoral education: Dissertations on education development in Africa at Finnish universities
Get PDFCritical discourses of internationalisation of higher education and decoloniality have motivated this study unfolding global asymmetries present in Finnish doctoral education in the field of educational sciences. The data are doctoral dissertations related to education development in Africa completed at Finnish universities between 2000–2021 (N=100). We first describe the regional distribution and educational contexts where the research is located through a content analysis. Second, we conduct a network analysis of the institutional affiliations of co-authors of article-based dissertations, supervisors, and examiners of the doctoral dissertations and map the institutional connections in doctoral education. Then we present and discuss the findings from the content analysis, the dissertation mapping, and the institutional network analysis against the discourses of internationalisation and decoloniality that influence doctoral education in Finland and beyond. Finally, we reflect on implications for internationalisation of doctoral education in internationalised contexts, especially in North-South collaborations
Media Literacy in Times of Crisis: First Results of the YO-MEDIA Project Handling the Voice of Educators, Teachers, and Journalists
Get PDFThe contemporary younger generation is facing a multitude of changes and adversities stemming from prevalent political, military, and pandemic crises that have garnered substantial attention in the media. In light of these circumstances, Media Literacy and critical thinking are paramount in navigating the influx of information and discerning veracity from misinformation. The rationale behind selecting this demographic as the focal point lies in the discernible trend wherein young individuals often peruse news content on their mobile devices with minimal contemplation, relying exclusively on social media platforms devoid of journalistic filtration. As delineated by various investigations, this juncture in their lives is pivotal to cultivating critical thinking skills. Such skills empower the youth to engage in autonomous thought processes, make informed decisions, and assess the repercussions of their actions. The contribution presents the outcomes of the interviews conducted in Italy, Spain, and Portugal within the project YO-MEDIA on Media Literacy in times of crisis, addressing the attention of educators, teachers, stakeholders, and journalists
Sketching across borders: Borderscapes through a/r/tography as living inquiry
Get PDFThis article explores borderscapes as multilayered or displaced geopolitical and cultural borders through a/r/tography as living inquiry. Art making (via cartoons), arts-related research, a/r/tography, and border studies constitute a broad interdisciplinary framework for the study. The starting point is that a/r/tography as living inquiry provides an approach where interdisciplinarity can be seen more in terms of a “rupture where in absence, new courses of action unfold”, than as “a patchwork of different disciplines” (Springgay et al., 2005, p. 898). Hence, the main research question asked is: What kinds of new actions and understandings develop with ruptures involving visual arts-related research and the borderscape notion featured in this project? The focus is on the cartoons that address borders from different perspectives. The a/r/tographic viewpoints of metaphor and metonymy, openings, and embodiment are used to analyze these cartoons, their making processes, and ruptures that are linked to them. Moreover, I use general vantage points such as playfulness and temporality (memory) in my analysis. What was learned from a/r/tography in this study is how an a/r/tographic viewpoint could help to specify the symbolic ruptures within the visual and theoretical understandings of borders. In addition, the idea of playful openings was developed here to overcome not only the visual ruptures in the cartoons, but also those ruptures that are caused by the limitations of memory. Consequently, four ruptures – symbolic, visual, internal, and temporal – were approached as new actions and understandings that help to reconsider the border theory. For instance, it became clearer how the idea of borderscape touches on shifts of perspectives (identities) besides border spaces and other border processes. Thus, the observations in this paper can be used in the future for developing the study of the diversity of the border studies conceptualizations. Furthermore, the article provides insights through which to rethink connections between arts, scholarly disciplines, learning, and living inquiry; inward and outwards, as well as back and forth in time.
Comic strip: Kari Korolaine