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Craft knowledge and sustainability : a case study in historical cultivation methods
Get PDFHistorical gardens and green cultural environments maintain and transmit parts of our biocultural heritage. The gardener\u27s maintenance and cultivation work affects both the content and our experience of these environments. While modern management methods in many cases are necessary to fulfil requirements for the work environment and efficiency, we want to investigate the extent to which alternative/traditional working methods can contribute with other qualities and with solutions for more sustainable management. Garden and Landscape Crafts bachelor\u27s programme students at the Department of Conservation are practicing a lost craft skill by participating in a comparative cultivation experiment to gain an understanding of historical methods and their relation to the present, as well as the future development and revitalisation of sustainable historical environments
Editorial I. Perspectives on Design Literacy: Building on the DLIN symposium October 2022
Get PDFThe Perspectives on Design Literacy special issue features selected peer reviewed articles discussing the Design Literacy concept in relation to a specific area of design education. Thus, the special issue provides the design research community with a useful reference point on which to further knowledge development related to Design Literacy and it update as a framework to examine for example what it means to be Design Literate. The Perspectives on Design Literacy special issue covers contributions exploring Design Literacy in diverse contexts including the educational level covering primary, secondary and Higher Education as well as different national educational context. The special issue provides a useful reminder that Design Literacy as with other types of literacies should gain a greater prominence withing the design research community to support development of general and professional education to prepare future citizens to navigate designed artificial world which is becoming increasing automated through the rapid deployment of the AI
Knowledge of radiation protection among dental students in a medical college, Nepal
Get PDFIntroduction: Radiation protection is a core component of radiographic practice and provides optimal patient safety and control of radiation hazards. In this study, we aim to determine the knowledge of radiation protection among dental students in a medical college, in Nepal.Materials and methods: Bachelor’s degree dental final year students studying at Gandaki Medical College (GMC), Pokhara, Nepal were included in this study. A questionnaire survey tool was developed by consulting with two lecturers of medical imaging technology who have more than 10 years of experience. 10 multiple-choice questions (MCQs) were handed to each participant. Each correct answer was given a “1” score and each incorrect answer was given a “0” score. There were no negative markings. The knowledge score was categorized as <60 % inadequate, 60–80 % adequate, and 80–100% excellent. Data were coded and analyzed in IBM SPSS statistics, version 28, Chicago, United States. The normality of the data was checked by using the Shapiro-Wilk test. The equality of variance was assessed by Levene’s test. The p-value was set at a 5% level of significance. Two sample ttest was applied since the data followed a normal distribution.
Results: A total of 16 dental students, 5 males, and 11 females, 22.06±0.77 mean age, 20-23 age range were included in this study. Participants did not have prior training in radiation protection. The mean knowledge of radiation protection score was 52.5%, 5.25±1.52, with a maximum score of 8 and a minimum 3 of which was inadequate. There was a statistically significant difference in knowledge according to gender, p=0.01, t(14)=2.92. The mean response was 60% (adequate) for 21-year-old participants and was inadequate at other ages.
Conclusion: The knowledge of radiation protection should be improved among dental students. Adequate course materials and training should be included in their curriculum. Radiation protection national regulations should be implemented as soon as possible
“I Stay Because of My Students“: Urban Lower Secondary School Teachers\u27 Experiences of Belonging at Work
Get PDFThis study explores urban lower secondary school teachers’ sense of belonging, focusing on their relationships with students and their work experiences. Despite heightened interest in students’ sense of belonging in educational settings, empirical research on teacher belonging – especially in the context of urban lower secondary education – remains sparse. The limited focus on teachers’ experiences of belonging at work is paradoxical, given their crucial role in fostering student belonging and the global challenges regarding the recruitment and retention of teachers. While previous research on belonging has underscored its importance for job satisfaction, professional identity development, and motivation at work, there has been a lack of focus on understanding how student-teacher relationships specifically influence teachers’ experiences of belonging to their school. This study draws from interviews and observational data to gain a deeper understanding of teachers’ day-to-day practice. It gives voice to the reflections and experiences of teachers and leaders. The findings emphasize the critical role of reciprocal student–teacher relationships through three interrelated themes. Relationships of this nature not only foster student development but also enhance teachers’ sense of belonging. The study also highlights the importance of supportive collegial relationships. In particular, teachers report strong experiences of belonging when their identity as teachers and individual contributions resonate with their school’s values and educational goals
«The students like me less in digital lectures»: - The teachers’ experiences of teaching in digital learning environments with large groups of students during the COVID-19 pandemic
Get PDFThe COVID-19 pandemic actualized teaching in digital learning environments and brought a steep learning curve for teachers in higher education. Several studies focusing on students’ experiences of this period have gradually emerged, but there has been less on how teachers experience digital learning environments. Hence, the purpose of this empirical study was to gain knowledge about how teachers experienced online teaching of large groups during the pandemic. Two group interviews were conducted with experienced teachers. The main finding was that teaching in digital environments leads to a type of digital apathy. The teachers experienced black screens and a lack of response from students, having a negative effect on them. They become tired, demotivated, and drained of energy. They experienced losing their qualities as lecturers, becoming boring, and being less free in what they could say. Breakout groups were easy to manage, but many students would leave when these were introduced. Teaching in digital learning environments seemed to lead to a comfortable distance, which posed a risk for both students and teachers to become resigned. Therefore, this teaching format may be more demanding than teaching in physical environments. The interviews were conducted at a time when teaching in digital learning environments was novel, and the informants’ expectations may have been characterized by traditional teaching. Their experiences may be different in the long run
Knowledge Transfer through Public-Private Development Partnerships: Sustainability of TVET Interventions in Ethiopia and Zambia
Get PDFThis article aims to add to the body of literature on knowledge transfer in Technical and Vocational Education and Training (TVET) focusing on the core stakeholders’ experiences in Public-Private Development Partnership (PPDP) in Ethiopia and Zambia. The qualitative case study comparatively examines practices and barriers to promoting knowledge transfer in two TVET programmes in Ethiopia and Zambia— both applied a similar PPDP model. The study draws on data generated through semi-structured interviews based on narratives perspective. Key informants were purposively selected from among stakeholders who were directly involved in the two initiatives. The data analysis process follows thematic analysis. The results show that anchoring the PPDP initiatives with the nationally mandated Ministry and broadening coalition with the private sector are critical in transferring knowledge into the national TVET systems. Knowledge transfer through PPDPs is challenged by difficulties of retaining staff the initiatives have invested and partnering with a model school isolated from a TVET system that the PPDP intends to influence. This article points to consideration of local schools’ prior experience of delivering similar programmes in order to insert new programmes into TVET systems. In Ethiopia, new TVET interventions are installed in a country and school not familiar with the knowledge field contrary to the programme in Zambia which was built on the existing programme. The successful transfer of PPDP interventions and their sustainability, it is argued, requires implementation of the initiatives with sound knowledge of the local context, and application of adaptive practices that encourage collaboration with diversified and committed local stakeholders
Addressing SDG16.2: Eliminating violence towards children – An applied theatre approach
Get PDFWe offer a case study of a long-running Aotearoa New Zealand-based applied theatre programme, Everyday Theatre. As both academics and Everyday Theatre practitioners, we explore how the programme addresses the aspirations of the United Nations’ Sustainable Development Goal (SDG) 16.2, which is centred on eliminating violence towards children. Our reflections are informed by the qualitative data collected in our ongoing discussions as facilitators, our reflective journals, teacher evaluations of the programme, and a series of collaborative research workshops. We investigate the role and place of the drama conventions of teacher-in-role, pre-text, aesthetics, and framing. They are potent constituents of participatory theatre practice that can provoke both students and teachers to collaboratively conceptualise themselves and each other as active, responsible, critical, and empathetic agents for social change. These explorations throw light on how applied theatre practice can form small but significant contributions to engendering opportunities for students and teachers to consider how they could change their own future narratives, creating more socially cohesive local communities, and, in this way, addressing SDG 16.2.
Cover image: photo by WOKANDAPIX on Pixaba
Kunstfaglig metodikk og sosial innovasjon i demensomsorgen: Erfaringer fra kunstintervensjon i eldreomsorgen
No full textIn this article, we highlight how arts-based practices in a residential care home can contribute to social innovation. We describe how arts-based methods have the potential to contribute to a more sustainable society where people living with dementia become equal citizens. The article is based on an eight years long lasting situated art intervention in a residential care home in Northern Norway from 2015 to 2022. We present our findings along four perspectives: the resident\u27s perspective, the artist\u27s perspective, the health worker\u27s perspective and the manager\u27s perspective. We find that co-creation in elderly care is challenging because aesthetic meetings need to be facilitated across departments, subjects, roles and routines. The following issues seem to be specifically challenging when it comes to co-creative work: 1) those who become involved need to step out of their comfort zone 2) health care and creative care are not valued as equally important in everyday live at the care home 3) knowledge about poetic-sensual meeting places is not internalized by the staff and 4) there is little room to develop a common understanding and language about aesthetic practices. These findings indicate that art methodologies need more attention within social innovation in elderly care.I denne artikkelen belyser vi hvordan kunstfaglig metodikk på en demensavdeling kan bidra til sosial innovasjon. Vi beskriver hvordan en slik metodikk har potensiale til å bidra til et bærekraftig samfunn der mennesker som lever med demens blir likeverdige medborgere. Artikkelen bygger på et åtteårig kunstintervensjonsprosjekt ved et sykehjem i en by i Nord-Norge. Vi presenterer våre funn langs fire idealtypiske konstruksjoner: beboerperspektivet, kunstnerperspektivet, helsearbeiderperspektivet og lederperspektivet. Vi finner at samskaping på sykehjem er utfordrende fordi en må rigge estetiske møter på tvers av avdelinger, fag, roller og rutiner. Det utfordrende i det samskapende arbeidet handler særlig om: 1) at alle som blir involvert må gå utover sin komfort sone 2) at stell og estetiske opplevelser ikke gjelder som likeverdig i hverdagen på sykehjemmet 3) at kunnskapen om poetisk-sanselige møtesteder ikke er internalisert i staben og 4) at det er lite rom for å utvikle felles forståelse og språk om estetisk praksis. Disse funnene peker på at kunstfaglig metodikk i form av samskapende estetiske prosesser trenger mer oppmerksomhet i sosial innovasjon i eldreomsorgen
Research Literacy and Teaching: The Peculiar Case of Research about Teaching about Research
Get PDFIn recent times, the relationship between research and teaching has often been framed in terms of experimental investigations demonstrating what are effective pedagogical techniques. However, this is only one of several influential models of that relationship. While research literacy plays a key role in all of them, these models vary according to the type of research knowledge and skill felt to be of value to teachers, and in how teaching and education are conceptualised. This can be illustrated by the diverse forms of educational action research, and by different interpretations of “reflective practice”. To further explore the role of research literacy, I examine the case of research on teaching about research methods, addressing the following questions: What role does pedagogical research play in research methods teaching? What might this tell us about the relationship between research and teaching more generally? What does it say about the notion of research literacy
Old Wine in New Wineskins: Professionalism and Managerialism in the Performance Appraisal Interviews of Pastors in the Church of Norway
Get PDFPerformance appraisal interviews are a distinct feature of modern work organisations. A generic organisational script, appraisals have also been adopted by traditional professions within old religious institutions. Based on the theory of institutional logics, this article aims at providing new knowledge about the interplay of professionalism and managerialism in pastoral appraisals. It addresses the following research question: How do professional and managerial logics intersect in performance appraisal interviews of pastors in the Evangelical Lutheran Church of Norway? This study clarifies the function, contents and ambiguity of appraisals by interviewing pastors and their leaders and analysing their experiences and expectations of appraisals. The author discusses how ideal-typical professional and managerial logics are demarcated and hybridised in appraisals. With the church in a state of transition, this study shows how the pastor profession constructs itself in appraisals by drawing on both logics yet primarily safeguarding professionalism