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University Teacher´\u27s Relational Competence in Online Teaching: A Microscopic Relational Analysis
Get PDFUniversities have strengthened their capacity to conduct teaching online since the COVID-19 pandemic, yet online teaching poses new challenges for teacher-student relationships (TSR). International research emphasizes the significance of TSR for learning, but there is a lack of research on how TSR is built in digital classrooms. This paper discusses teachers’ relational competence as manifested in online teaching. Microscopic Relational Analysis (MRA) was used to explore a university teacher’s relational competence, focusing on nonverbal communication. The analysis shows how changeable and vulnerable the TSR can be. This is a characteristic of TSR in teaching face-to-face, but it is hardly expected of TSR in online teaching. In addition, the study indicates that teachers’ nonverbal communication is an important feature in this context. The MRA suggests that a teacher’s sensitivity to detecting a student’s subtle cues is crucial for successful online TSR. Further, it is suggested that teachers’ relational competence is manifested along five patterns, where respectful communication during the student’s turn is essential. Overall, the study suggests the importance of teachers’ relational competence in fostering a positive and supportive digital learning environment and highlights the need for teacher training and professional development programs to enhance teachers’ relational competence in online teaching
Gränsöverskridande verksamhet i Tornedalen: från pragmatism till juridifiering?
Get PDFThis article examines what the so-called legalization has meant for the cross-border activities between Finland and Sweden in the Torne Valley. The issue is viewed from the perspective of two regulatory processes that took place around the turn of the millennium: the establishment of a joint municipal body governed by public law and the replacement of the 1971 border river agreement with a new agreement between Finland and Sweden in the Torne Valley. The study uses a method that can be called history-oriented systematization and contextualization. This means that the study seeks to systematize the regulation and the material used in the preparation of the regulation, as well as to contextualize the regulation, i.e. to place it in its historical context. After the end of the Cold War, at least in the West, there was a belief that state borders would become less and less important and that we were heading towards a post-national era. There was also much discussion about the possibilities of realizing the idea of the so-called ‘Europe of the Regions’. The study showed that the prevailing legal views at the time rather emphasized the importance of the border and made it more difficult to develop the cross-border activities in the Torne Valley. At the end of the article, it is discussed whether there has already been a certain transition from the judicialization of the turn of the millennium towards some kind of neo-pragmatism, which is perhaps increasingly influenced by the changing political realities.Denna artikel undersöker vad den så kallade juridifieringen har inneburit för den gränsöverskridande verksamheten mellan Finland och Sverige i Tornedalen. Frågan betraktas utifrån två regleringsprocesser som ägde rum kring millennieskiftet: inrättandet av ett gemensamt kommunalt offentligrättsligt organ och ersättandet av 1971 års gränsälvsöverenskommelse med en ny överenskommelse mellan länderna i Tornedalen. I studien används en metod som kan kallas historieorienterad systematisering och kontextualisering. Det betyder att studien eftersträvar att systematisera regleringen och det material som användes i förberedningen av regleringen, samt att kontextualisera regleringen, dvs. att placera den i sitt historiska sammanhang. Efter kalla krigets slut fanns åtminstone i väst en tro på att statsgränser skulle bli allt mindre viktigare och att vi var på väg mot en post-nationell era. Det diskuterades även mycket om möjligheterna att förverkliga idén om det så kallade "Regionernas Europa". I studien framkom att de då rådande juridiska uppfattningarna snarare underströk betydelsen av gränsen och försvårade utvecklandet av den gränsöverskridande verksamheten i Tornedalen. I slutet av artikeln diskuteras huruvida det redan har skett en viss övergång från millennieskiftets juridifiering mot någon slags ny-pragmatism, som kanske allt mer än tidigare influeras av de förändrade politiska realiteterna
Estonian and Finnish teachers’ experiences of textile craft purposes in basic education
Get PDFThis study investigates the purpose of craft education and how this purpose manifests according to Estonian and Finnish textile craft teachers. Semi-structured interviews were conducted with eight teachers. The interview transcriptions were analysed using a qualitative content analysis method, resulting in seven main categories that revealed how the purpose of learning crafts manifests in compulsory basic education. According to the teachers, besides enhancing learning practical skills and how to use hands more skilfully, consistent craft making also enhances students’ versatile thinking; generates holistic practices; nurtures confidence, perseverance and sense of responsibility; shapes mature ways of expressing feelings; develops personal authenticity; and promotes social connectedness
Remember the Future: Prehistoric Design and Sustainability
Get PDFThe starting point of this study is the prehistoric “teganoschemo” archaeological find of the Syros-Keros civilization in the Aegean Sea. These artifacts have been causing debates among archaeologists as their raison d\u27être is still contested. The aim of this study is to bring a prehistoric ontological model of design and craft to contemporary design practices. In order to explore such alternative ontologies, we turn to the past and address themes of death and life embodied in these prehistoric artifacts. As we leave Modernity behind and transition towards Sustainment, a new ontology for Design is necessary. By understanding the ontological framework of prehistoric designers, we aim to create propositional artifacts that exemplify what design can be. The propositional artifacts created act as different phases in a research-through design process that aims to investigate how design operates within an alternative system of values
Et kunnskapsfag med samfunnsrelevans : Retorisk analyse av professor Nielsens faste spalte i tidsskriftet Form
Get PDFLiv Merete Nielsen has worked hard and passionately to build a strong research field and excellence in design education from kindergarten to doctoral level. In this article we analyse 64 \u27LMN has the word\u27, Professor Nielsen\u27s regular column in the educational journal FORM in the period 2010–2022. Through a rhetorical analysis, we identify her fights and ambitions on behalf of the Norwegian school subject Art and crafts. Nielsen’s critique of the former school subject Forming as centred on self-expression and hostile to knowledge is clearly stated and to set a new direction becomes both a political and an academic project. A Swedish book from the 1970s is a foundation in Nielsen\u27s work as she turns the school subject Arts and crafts into a knowlegde-based subject with social relevance. Three topoi are activated in Nielsen\u27s regular column when she explains the contributions of the school subject to society 1) Visual competence for participation, 2) Create and demand sustainable solutions and 3) Craft competence as a basis for vocational education and everyday life. Liv Merete Nielsen har jobbet iherdig og lidenskapelig for å bygge et sterkt forskningsfelt og en utdanning med høyt faglig trykk innen design, kunst og håndverk fra barnehage til doktorgradsnivå. I denne artikkelen analyserer vi 64 ‘LMN har ordet’, professor Nielsens faste spalte i det fagdidaktiske tidsskriftet FORM i perioden 2010–2022. Gjennom en retorisk analyse identifiseres kampsaker og ambisjoner på grunnskolefagets vegne. Nielsens oppgjør med det isolerte, individsentrerte og kunnskapssvekka formingsfaget kommer tydelig frem i hennes tekster, og blir både et fagpolitisk og akademisk prosjekt. Arven fra Sverige er et fundament i Nielsens arbeid for å utvikle skolefaget Kunst og håndverk til et kunnskapsfag med samfunnsrelevans. Gjennom tre topoi, 1) Visuell kompetanse for medvirkning, 2) Skape og kreve bærekraftige løsninger og 3) Håndverkskompetanse som grunnlag for yrkesfaglig utdanning og hverdagsliv, synliggjøres nyanser og vinklinger som Nielsen aktiverer når hun forklarer grunnskolefagets bidrag til samfunnet
Hilsen
Get PDFI den lange tiden jeg har kjent Liv Merete, er det arbeidet med konferansen DRS//cumulus Oslo 2013, med å etablere en PhD-grad og den selvoppnevnte gruppen GrøntMet som jeg husker best. Du er alltid målrettet, men samtidig lyttende og innstilt på å få til løsninger.
Takk for din stå-på-vilje i vanskelige situasjoner og ditt uoppslitelige humør
Hilsen til Liv Merete Nielsen på 70-årsdagen
Get PDFProfessor Emerita Liv Merete Nielsen har i en årrekke vært svært sentral i arbeidet ved Institutt for estetiske fag.
Dette strekker seg fra satellittsendinger i forhold til Reform 94 og arbeidet som høgskolelektor på 90-tallet via en periode som doktorgradskandidat og førsteamanuensis, til slutt som professor ved instituttet. Hun har trukket i tråder, løftet studenter og kollegaer, bygget forskningsgrupper, nettverk og frontet viktige saker for instituttet og faget. I tillegg har hun påtatt seg store oppgaver knyttet til utvikling av læreplaner, stadig med et blikk for strategi og vekst for fagområdet design, kunst og håndverk.
Vi takker henne for bidraget og vi gratulerer henne så mye med 70-årsdagen
Hjertelig takk, Liv! : for godt samarbeid i 31 år – så langt
Get PDFThe first time we met was when you interviewed me about my master\u27s thesis on Selbu-knitting in 1992, you as editor of the journal Forming i skolen, now called Form. At the time, I was a new employee at SLFO, while you had already worked there for 8 years. The first thing we collaborated on was Reform 94 for upper secondary school, me as continuing education manager at VEIF and you as professionally responsible for continuing and inservice education courses for teachers in upper secondary school. The National office for inservice teacher training courses, which at the time was responsible for training teachers in Norway, had received NOK 1 million and we got the whole pot, because we were the only ones who already had the plans ready for inservice teacher training courses. Many who did not previously have the competence to teach the subject Drawing, shape and colour in upper secondary school, gained it overnight in connection with the restructuring of the school structure. But they had to get a six-month unit, 30 credits, in Drawing, shape and colour to be able to teach the subject. This applied, among other things, to hairdressers, because Drawing, shape and colour became a basic course for that subject, as well. In order for this study offer to become nationwide, we created 15 local study centres around the whole country. The teachers on these courses were to a large extent former PPU students of yours. In addition, we started distance learning with live TV lectures with some of the leading professionals at the time. This was in collaboration with Arild Boman at the University of Oslo, and the broadcasts went on TV-Norge, which did not itself have daytime broadcasts at the time. So, the course participants at all the course locations could watch the broadcasts, but so could anyone else who happened to switch on TV-Norge. We kept getting comments from other people who had seen us on TV.Første gang vi møttes var da du intervjua meg om hovedfagsoppgaven min om selbustrikking i 1992, du som redaktør for tidsskriftet Forming i skolen, det som nå heter Form. Da var jeg nytilsatt på SLFO, mens du allerede hadde jobba der i 8 år. Det første vi samarbeidet om var Reform 94 i videregående skole, jeg som etterutdanningsleder på VEIF og du som faglig ansvarlig for etter- og videreutdannings-kurs for lærere i videregående skole. Statens lærerkurs, som den gangen var ansvarlig for kursing av lærere i Norge, hadde fått 1 million kroner og vi fikk hele potten, fordi det bare var vi som allerede hadde planene klare for etter- og videreutdanninger. Mange som ikke tidligere hadde kompetanse til å undervise i Tegning, form og farge i videregående skole, fikk det over natta i forbindelse med omstrukturering av skolestrukturen. Men de måtte få en halvårsenhet, 30 studiepoeng, i Tegning, form og farge for å kunne undervise i faget. Det gjaldt blant annet frisører, fordi Tegning, form og farge ble grunnkurs også for det faget. For at dette studietilbudet skulle bli landsdekkende, opprettet vi 15 lokale studiesteder rundt i hele landet. Lærerne på disse kursene var i stor grad tidligere PPU-studenter av deg. I tillegg satte vi i gang fjernundervisning med direktesendte TV-forelesninger med noen av de ledende fagpersonene på den tida. Dette var i samarbeid med Arild Boman på Universitetet i Oslo, og sendingene gikk på TV-Norge, som ikke hadde sendinger sjøl på dagtid på den tida. Så kursdeltakerne på alle kursstedene kunne se sendingene, men det kunne også alle andre som tilfeldigvis slo på TV-Norge. Så vi fikk stedig kommentarer fra andre folk som hadde sett oss på TV
Re-hackling flax before spinning: Using questions as a method of understanding
Get PDFFlax is a traditional plant used to make textiles. Flax, like all natural fibres, is a material with variations. Knowledge of a crafting process can be obtained by studying artefacts and all available documentation and by being present in a craft tradition and society of spinning. A craftsperson will make many small decisions during their work. How do we gain knowledge about handling materials, and how do we preserve the intangible skills relevant to a craft? This performance article aims to make visible specific knowledge of material, tools and working methods for re-hackling flax. The text and performance illustrate the perspective of a reflecting craftsperson. By asking questions about the work process, critical decisions regarding crafts will be highlighted. This approach will help preserve and transmit craft skills within flax processing
A Multidisciplinary Approach to the Development of Thermal Clay Modules
Get PDFThis study focuses on the idea that industrial production methods, combined with a craft-based approach, enable the production of distinctive expressive thermal functionalities. We developed extruded modules based on a hands-on explorative craft approach in parallel with virtual simulations to explore how heat and cold are transported dynamically through building modules. This paper discusses the developed method and process used in a multidisciplinary approach that combines the quality of craft-based practice with architecture, engineering and programming, focusing on how craft practitioners experiment with material, technique and aesthetics in such a multidisciplinary approach. In this study, immediate concrete design proposals demonstrated a helpful way of establishing common ground for multidisciplinary collaboration. Concrete design proposals are pivotal in addressing the suggested design’s advantages and disadvantages and clarifying the differences and potentials between the specialisations in question. Based on the initial design proposals, it was clear how the craftsperson’s previous experiences within crafts practice quickly led to the identification of realisable solutions based on experimental setups and aesthetic solutions and, at the same time, was able to foresee possible complications