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To slip out of the geometric straitjacket: Using the tunnel method to promote irregularity in wallpaper patterns
Get PDFThe tunnel method is a technique employed in the design of wallpaper patterns to facilitate the hanging process while maintaining the integrity of the pattern. It can be utilised in both the reconstruction of historical patterns and the creation of new ones. I have explored the potential of this method since 2006, and in my latest project, I had the opportunity to document its application in Swedish wallpaper studios and endeavour to understand its historical background regarding cultural and printing conditions. By testing the effect of applying the method to wallpaper patterns, I explored its possibility of generating distinctive effects within the pattern when the wallpaper is installed. In this way, the user can actively participate in determining the degree of variation in the pattern during the installation process, either by embracing serendipity or by making deliberate choices. The purpose is to promote wallpaper patterns with greater variation and wallpapers made from sustainable materials. Although this investigation led to several different ways of utilising the tunnel method, there is still much to be explored in this field. By sharing my work, I aim to motivate more people to explore the potential of the tunnel method. Notably, the communication of its functionality to customers and its integration within the cultural context remain limited
From an Embodied Understanding to Ethical Considerations during Creative Practice
Get PDFThis paper discusses material-based creative processes in the context of higher education. The focus is on the ethical aspects related to material considerations during the iterative phases of personal projects. We explore how personal feelings and an embodied understanding of the material world influence decisions on how and why we engage with different materials during creative processes. Recent trends in material-based research aim to explore the relationships between humans and materials, examining them as equal members in research and thus challenging the top-down perception of materials as mere resources for human needs. However, this kind of approach to research and material-based creative practices requires ethical considerations that reach not only the human but also the non-human world. In this paper, we open this discussion by examining design students’ creative processes, which unfold an understanding of ethics in relation to non-humans. We build on data consisting of documentation, reflections and outcomes derived from the creative processes of four MA-level students and discuss a number of complementing ethical guidelines for art, culture and earth systems. The paper uses ‘ethically disturbing moments’ as an analytical tool for looking into students’ material choices in their creative processes. The four selected processes open up a personal connection to materials that results in ethical considerations during the creative practice and thus reveal the need for discussing material-focused ethics in the context of craft, design and art education. Personal aspects related to materials are discussed as embodied understanding and are seen to affect the ethics of engaging with materials
MOSAIC: designing context-appropriate methodologies for mapping craft skills
Get PDFCraft teaching and learning are evolving today at an unprecedent pace, driving the need for skills that increasingly fuse tradition with innovation. However, mapping craft skills is complex, due to both the multiplicity of factors determining skill development and the uncertainty surrounding future developments. In this paper, we present the methodological approach designed for the MOSAIC project,
an ambitious Erasmus+ that addresses the need for skills in arts and crafts through research, creation of innovative craft training, and the establishment of a craft observatory. Firmly grounded within the field of craft science research, the methodology is rooted in the theory of practice and deploys a participatoryprocess to further explore crafts skill needs. However, to the purpose of this article, we focus on a particular methodological aspect, that is, how we use cultural mapping to explore the complex craft skillecosystem and analyse the rich data sets collected through a mixed set of instruments. Cultural mapping involves the systematic collection, documentation, and analysis of information about cultural assets – here: craft skills – within specific geographic areas or communities. In MOSAIC, we use cultural mappingas an approach to establishing an analytical continuum between top-down (e.g. legislation) and bottom-up (e.g. industry) approaches to the analysis of skill needs in MOSAIC partner countries. This approach isa good example of a context-appropriate research strategy that reaches beyond the borders of disciplines. As such, it fosters a holistic approach to craft science research that speaks to craft researchers, educators, and policymakers
Experiences of technostressors during the Covid-19 pandemic among Finnish comprehensive school teachers
Get PDFThe Covid-19 pandemic caused significant changes to teachers’ work, including a rapid switch to remote teaching. This increased the role of ICT in teachers’ work and made teachers susceptible to technostress. In this study, we aimed to identify ICT-related stressors (i.e., technostressors) in comprehensive school teachers’ work in Finland during the Covid-19 pandemic. The data, consisting of answers to two open-ended questions, were gathered as part of a questionnaire (n=361), and qualitative content analysis was applied. Based on the analysis, technostressors were divided into five categories: rapid ICT adoption, technological inadequacies, ICT-related pedagogical challenges, limitations in social interaction, and multichannel communication and availability pressure. The findings indicate that schools were not prepared for the pandemic-induced online teaching, which showed in inadequate resources and support for teachers. Moving forward, schools could reduce technostressors by, for example, organizing technical and pedagogical support, developing shared practices to decrease the digital communication load and availability pressure, and fostering interaction and collaboration in online environments
Governed co-creation is pseudo co-creation – an obstacle for real change
Get PDFDenne artikel undersøger tesen: Styret samskabelse er pseudo-samskabelse og er en forståelsesmæssig hindring til reel samskabende adfærd. Tesen bliver underbygget gennem en intern og en ekstern kritik af begrebet styret samskabelse. Den interne kritik tager udgangspunkt i artiklen Samskabelse – en typologi (2016) skrevet af Jens Ulrich, hvori begrebet styret samskabelse bliver introduceret. Den interne kritik viser, at styret samskabelse som begreb ikke kan betragtes som samskabelse med udgangspunkt i Ulrichs egen overordnede definition på samskabelse. Den eksterne kritik tager udgangspunkt i den antagelse, at meningsfulde begreber udpeger unikke processer og kan adskilles fra andre lignende begreber. Den eksterne kritik viser, hvorledes Ulrichs udlægning af (styret) samskabelse hverken udpeger unikke processer, eller gør det muligt at adskille begrebet fra lignende begreber som eksempelvis samarbejde. Derfor er begrebet styret samskabelse ikke handlingsanvisende og kan ikke bruges som guide til at ændre adfærd. Dette præsenterer en udfordring for alle, der har en ambition om at bruge styret samskabelse som proces til at løse de problemstillinger, som velfærdssamfundet står overfor.This article examines the thesis: Governed co-creation is pseudo cocreation and is an obstacle to understanding real co-creative behavior. The thesis is supported by an internal and an external critique of the concept of governed co-creation. The internal critique is based on the article Co-creation – a typology (2016) written by Jens Ulrich, in which the concept of governed co-creation is introduced. The internal critique shows that governed co-creation as a concept cannot be considered co-creation based on Ulrich\u27s overall definition of co-creation. The external criticism is based on the assumptions that meaningful concepts designate unique processes and can be distinguished from other similar concepts. The external critique shows how Ulrich\u27s interpretation of (governed) co-creation neither identifies unique processes nor makes it possible to separate the concept from similar concepts such as cooperation. Therefore, the concept of governed co-creation is not actionable and cannot be used as a guide to change behavior. This presents a challenge to anyone who has the ambition to use governed co-creation as a means to solve the problems facing the welfare society
Bærekraftig utvikling på yrkesfag: hvilket grunnlag gir læreplanene for undervisning som skaper bærekraftsbevissthet?
No full textThis article aims to highlight and create awareness about the curriculum\u27s emphasis on sustainable development for students in vocational education in Norway. In the Education Act, there is a stated goal that students and apprentices should be able to act ethically, be environmentally conscious, and hence make sustainable choices within their profession. Based on this, this study examines the extent to which the curriculum of two vocational education programs facilitates this by supporting the development of students’ sustainability consciousness. The data material consists of the Core curriculum, the curriculum for the subjects of the two vocational education programs Healthcare, child and youth development, and Technology and industry. The curricula have been analyzed using the analytical framework for sustainability consciousness, which has been adapted to the Norwegian context. The results show that there are some differences both between the different curricula and within the curricula for subjects as well as between the two education programmes. The differences consist, among other things, in the number of competence objectives linked to sustainable development and whether the majority of these are in the program subjects or joint subjects. At the same time, there are some similarities, such as the fact that the social dimension is most emphasized, that the curricula to a small extent describe work or competence aims related to attitudes and that many competence aims are implicit in relation to sustainable development. The implication is that although the curricula of the two education programs can, taken together, facilitate the development of students\u27 sustainability awareness, it requires that teachers emphasize the topic, make use of the curriculum\u27s room for action and implement the entire curriculum in teaching.Artikkelen har som mål å synliggjøre og skape bevissthet omkring læreplanens vektlegging av bærekraftig utvikling for elever på yrkesfag. I Opplæringslova er det et uttalt mål om at elever og lærlinger skal handle etisk og miljøbevisst og kunne ta bevisste bærekraftige valg. På bakgrunn av målet i Opplæringslova undersøker denne studien i hvilken grad læreplanen på to yrkesfaglige utdanningsprogrammer legger til rette for å støtte utviklingen av elevenes bærekraftsbevissthet slik at de er i stand til å handle etisk og miljøbevisst og ta bevisste bærekraftige valg. Datagrunnlaget består av overordnet del av læreplanen, læreplanene til de yrkesfaglige programfagene og fellesfagene på de to yrkesfaglige utdanningsprogrammene helse- og oppvekstfag og teknologi- og industrifag. Det er foretatt en innholdsanalyse av læreplanene ved bruk av et analytisk rammeverk for bærekraftsbevissthet som er tilpasset norsk kontekst. Rammeverket rommer elementene kunnskaper, ferdigheter og holdninger, i tillegg til den økonomiske, den sosiale og den miljømessige dimensjonen av bærekraftig utvikling. Resultatene viser at det er store forskjeller både mellom de ulike læreplanene og innat i læreplanene for fag samt mellom de to utdanningsprogrammene. Forskjellene består blant annet i antall kompetansemål koplet til bærekraftig utvikling samt om hovedtyngden av disse er i programfagene eller fellesfagene. Samtidig er det noen likheter som det at den sosiale dimensjonen er mest vektlagt, at læreplanene i liten grad legger opp til arbeid knyttet til holdninger, og at et stort antall kompetansemål er implisitte i forhold til bærekraftig utvikling. Implikasjonen er at selv om læreplanene på de to utdanningsprogrammene samlet sett kan legge til rette for å utvikle elevers bærekraftsbevissthet, så forutsetter det at lærere vektlegger temaet, utnytter lærerplanens handlingsrom og utøver hele læreplanen i undervisningen
Ringvirkninger av beskrivende radiografer ved bildediagnostisk avdeling: Ringvirkninger av beskrivende radiografer ved bildediagnostisk avdeling
No full textIntroduction: Reporting radiographers comprise a small occupational group in Norway. This is contrary to England, where they produce a significant proportion of the radiology reports. The system originates from the 1990s, and many previous studies have shown that reporting radiographers provide work of high quality. There are however few published studies on other effects from having reporting radiographers in diagnostic imaging departments. The purpose of this study was to find ripple effects experienced by reporting radiographers and radiographers in departments with a reporting radiographer.Methods: This study has a qualitative design. In-depth interviews were done with three reporting radiographers and three radiographers who worked together with reporting radiographers. The interview subjects worked at five different Norwegian hospitals. The interviews took place digitally, and the audio recordings were transcribed before analysis through systematic text condensation.Results: The analysis showed that radiographers experienced the reporting radiographers as easily accessible, and helpful with questions related to radiographic laboratory work. The reporting radiographers were used a lot for internal teaching in the department and felt that they increased awareness of their own and others\u27 knowledge. They are also being used as a resource outside their own department.Conclusion: Reporting radiographers have led to increased awareness of level of own knowledge among reporting radiographers and radiographers in the department. The reporting radiographers are acting like a missing link between the radiographers and the radiologists. Besides, their availability leads to more professional discussion and collaboration across different professions and departments.
Introduksjon: I Norge utgjør beskrivende radiografer en liten yrkesgruppe, til forskjell fra England hvor de utfører en betydelig andel bidediagnostiske beskrivelser. Ordningen ble startet på 1990-tallet, og det er gjennomført mange tidligere studier som viser at kvaliteten i arbeidet til beskrivende radiografer er god. Imidlertid er det få publiserte studier om andre effekter ved å ha en beskrivende radiograf på avdeling. Hensikten med studien var å finne ut hvilke ringvirkninger som oppleves ved avdelinger med en beskrivende radiograf.
Metode: I denne studien har vi brukt dybdeintervju som metode. Det ble gjennomført intervjuer med tre beskrivende radiografer og tre radiografer som jobbet sammen med beskrivende radiograf. Intervjuobjektene jobbet ved fem forskjellige norske sykehus. Intervjuene foregikk digitalt, og lydopptakene ble transkribert og deretter analysert gjennom systematisk tekstkondensering.
Resultat: Radiografene opplevde de beskrivende radiografene som lett tilgjengelige, og behjelpelige ved spørsmål knyttet til radiograffaglig arbeid på lab. De beskrivende radiografene ble brukt mye til internundervisning på avdelingen og følte selv at de er med på å bevisstgjøre egen og andres kunnskap. Det kom også fram at de beskrivende radiografene fungerer som et bindeledd mellom radiografer og radiologer, og de blir også brukt som en ressurs utenfor egen avdeling.
Konklusjon: Beskrivende radiografer på avdelingen har ført til økt bevisstgjøring av eget kunnskapsnivå både blant de beskrivende radiografene og radiografene. De fungerer også som et bindeledd mellom radiograf og radiolog. Samtidig fører deres tilgjengelighet til flere faglige diskusjoner og tverrfaglig samarbeid på tvers av profesjoner og avdelinger
On a Mission to Break Ground for a More Democratic School System
Get PDFThe importance of building democratic competency in the face of current global challenges cascades down into national curricula. Illustratively, in 2020, Norway introduced a new national curriculum that conveyed an expectation that students should experience a democratic school society in practice. In response to this new curriculum, in 2019, an upper secondary school in Norway decided to embark on a mission to develop and implement a new pedagogical model. The ambition was to increase the students’ sense of codetermination and participation in school, the local community, and society at large. Subsequently, an interdisciplinary pedagogical model has been in development at the school, in which the subject content is organized according to overarching topics. These topics are presented to students as quests called learning missions.
Through in-depth interviews with teachers and leaders currently working on developing the new pedagogical method at the school, the current article investigates the challenges and opportunities the participants encountered in this process. The data have been coded through a stepwise deductive-induction method and analyzed using Bernstein’s concepts of classification and frame. The participants identified the inflexible organizational structures of the school—such as the school administrative system, the building, assessments, and the set timetable—as aspects that made it challenging for the school to depart from the dissemination-based approach to education. Inversely, the implementation of interdisciplinary topics in the Norwegian National Curriculum is one example of a structural change that the participants thought had opened up more flexibility. However, the participants experienced that this flexibility was not extended into the regulations controlling how time is spent in school or the assessment forms. Hence the article concludes that structural changes are necessary to enable the growth of pedagogical models that can increase students’ codetermination, active participation, and real-life experiences in schools
Culturally responsive assessment in compulsory schooling in Denmark and Iceland - An illusion or a reality? A comparative study of student teachers’ experiences and perspectives
Get PDFThis paper explores and compares student teachers’ experiences and perspectives on culturally responsive assessment in compulsory schooling in Denmark and Iceland. The study’s theoretical framework draws on scholarship on culturally responsive assessment. The data was derived from fourteen interviews with Danish student teachers and ten interviews with Icelandic student teachers. As per the selection criteria, all participants had to be in the final stages of their education process, meaning they had completed their on-site schoolteacher training and most courses in their teacher education programme. During the interviews, the participants reflected on pre-instructional, formative, and summative assessment practices with cultural diversity in mind. Furthermore, they discussed the importance of assessing children’s well-being. In both countries, the participants demonstrated positive attitudes towards cultural diversity and expressed awareness of considering children’s cultural and linguistic backgrounds when assessing them. On the other hand, most participants expressed criticism of teacher education programmes for lacking attention to the topic of culturally responsive assessment, which resulted in their rudimentary understanding of the theoretical underpinnings
“I’ll take it with me all my life”: A case study of student teachers’ professional identity development
Get PDFSubstantial evidence has proved that teacher identity significantly influences teachers’ beliefs and choice of actions in their work, and teacher education contributes to the formation and development process. Based on the findings from analysing student teachers’ pedagogical creeds, this article explores the professional identity development of student teachers who have taken an international course at a Norwegian university. The major data sources are the participants’ pedagogic creeds, supplemented by focus-group interviews with one cohort of students. Findings indicate that identity development is an ongoing process, which can be influenced by different factors. Findings also show that the international course has a positive impact on student teachers’ identity development while writing a pedagogic creed can serve as a dialogical tool for their identity development. This case study provides implications for both international and local teacher education programs in Norway and beyond