OsloMet Periodika
Not a member yet
2463 research outputs found
Sort by
Emerging Professional Identity Formation: Exploring Coloniality in the Rehabilitation Professions
Get PDFThis paper explores professional identity formation in undergraduate education. The paper positions professional identity formation within coloniality. A qualitative case study was conducted using critical theory as a guiding conceptual framework. Data collection included document reviews, observations and arts-based research methodologies. We present a case study of a speech-language pathology student, Aqueelah, transitioning from a traditional clinical placement to a learning site which encourages the development of an emerging practice. The paper focuses on how Aqueelah forms her emerging professional identity through her learning. We foreground the concept of “centring the self” as essential in developing patient-centred care and challenge coloniality of being embedded in clinical education. The paper argues that liminal spaces are necessary to allow students to explore different ways of thinking and doing to support new ways of being. The paper advocates for arts-based methodologies and critical reflection as essential pedagogic tools in shaping professional identity
Working as an ECE Professional During Covid-19 in Austria: Demands and Resources Profiles and Their Relations With Exhaustion and Work Engagement
Get PDFThe current study explores patterns of intraindividual demands and resources of ECE professionals in Austria during covid-19 by adopting a person-centred analytic approach. Latent Profile Analyses reveal three distinct subgroups (high demands/low resources vs. moderate demands/high resources vs. high demands/moderate resources). Results show that individuals assigned to the subgroup, which is characterized by moderate demands and high resources are less exhausted and show higher work engagement, than individuals assigned to the other subgroups. Individuals classified in the high demands and moderate resources are also less exhausted and more engaged than the individuals in the high demands and low resources group
Challenging creativity constraints: Three design studios in craft teacher education
Get PDFIn this design and development research, we revisit the term affordance and explore its contribution to understanding and facilitating collaborative designing in educational settings. Collaborative designing requires students to frame the design task and generate their design ideas by constructing the problem and solution together. We focused on various design challenges – that is to say, creativity constraints – during collaborative designing. Our research entailed three design studios focusing on authentic design tasks with supplied resources. The design tasks were a part of the compulsory first-year courses in Craft Studies at a university. The first design studio consisted of workshops in which student teams constructed toys based on children’s drawings. In the second design studio, the teams designed functional three-dimensional textile puzzles for visually impaired children, and in the third design studio, they produced wearable sea creatures for groups visiting the SEA LIFE aquarium. The study revealed how the creativity constraints and particular sources of inspiration facilitated students’ progressive design processes. The outcomes of the design tasks varied from simply reproducing the elements of the inspiration sources to more complex approaches through which ideas were further developed. We concluded that a balance between openness and the constraints of collaborative design tasks needs careful consideration.
Keywords: affordance, collaborative design, constraints, creativity, design task, learning environmentIn this design and development research, we revisit the term affordance and explore its contribution to understanding and facilitating collaborative designing in educational settings. Collaborative designing requires students to frame the design task and generate their design ideas by constructing the problem and solution together. We focused on various design challenges – that is to say, creativity constraints – during collaborative designing. Our research entailed three design studios focusing on authentic design tasks with supplied resources. The design tasks were a part of the compulsory first-year courses in Craft Studies at a university. The first design studio consisted of workshops in which student teams constructed toys based on children’s drawings. In the second design studio, the teams designed functional three-dimensional textile puzzles for visually impaired children, and in the third design studio, they produced wearable sea creatures for groups visiting the SEA LIFE aquarium. The study revealed how the creativity constraints and particular sources of inspiration facilitated students’ progressive design processes. The outcomes of the design tasks varied from simply reproducing the elements of the inspiration sources to more complex approaches through which ideas were further developed. We concluded that a balance between openness and the constraints of collaborative design tasks needs careful consideration.
Keywords: affordance, collaborative design, constraints, creativity, design task, learning environmen
A Response to Thought in Motion
Get PDFRight in the middle: chaos. Or better put: chaoz. “A radically empirical, chaozmatic qualitative inquiry, then, is one that reckons with the quasi chaotic threshold of the middle—the middle of the method, the middle of the field, the middle of the muddle” (Bradley Robinson)
Tilrettelegging for dybdelæring og helhetlig yrkeskompetanse i helsefagarbeiderutdanningen
Get PDFPrevious research shows major relevance problems with a lack of coherence between theory and practice and between the content of the education and the work task in the profession. However, the curriculum reform The Subject Renewal 2020 emphasizes more in-depth learning and comprehensive vocational competence in the training of health care workers in Norway.The research questions were about what content can develop students\u27 in-depth learning and comprehensive professional competence and how practice can be organized at health-care-worker-education (HFA), seen from a work-life and student perspective. The empirical basis is based on group interviews and individual in-depth interviews (2018-2019).The results show a lack of coherence between the school and the working life on what characterizes relevant content and organization of the practical training at HFA. At the same time, the results point to the importance of content that emphasizes a comprehensive patient approach linked to comprehensive professional competence rather than school assignments that emphasize individual disciplines and procedures. The results also pointed to the organization of practices that involved a collective responsibility for the students because it provides better continuity, as well as broader and more varied practice experiences for the students.Mye av forskningen innenfor det profesjonspedagogiske og yrkespedagogiske fagfeltet viser store relevansproblemer. Her er det manglede koherens mellom teori og praksis, og mellom innholdet i utdanningen og den utøvende praksis i feltet. Samtidig legger læreplanreformen Fagfornyelsen 2020 mer vekt på dybdelæring og helhetlig yrkeskompetanse i opplæringen av helsefagarbeidere. Dette var bakgrunnen for en kvalitativ studie om hva som kan bidra til utvikling av dybdelæring og helhetlig yrkeskompetanse gjennom praksis i arbeidslivet for elever ved videregående trinn 2 (vg2) helsearbeiderfag (HFA). Forskningsspørsmålene handlet om hvilket innhold som kan utvikle elevers dybdelæring og helhetlige yrkeskompetanse, og hvordan praksis kan organiseres ved vg2 HFA, sett fra et arbeidsliv- og elevperspektiv. Empirigrunnlaget er basert på gruppeintervju av fire erfarne helsefagarbeidere som var praksisveiledere for elever i yrkespraksis, samt individuelle dybdeintervjuer av syv nyutdannede helsefagarbeidere fra ulike sykehjem (2018-2019). Resultatene viser mangel på koherens mellom skolen og arbeidslivet om hva som kjennetegner relevant innhold og organisering av praksisopplæringen ved vg2 HFA. Samtidig peker resultatene på viktigheten av innhold som vektlegger et helhetlig pasientsyn knyttet til yrkeskompetanse, i stedet for skoleoppgaver som vektlegger enkeltdisipliner og prosedyrer. Resultatene peker også på behov for en ny organisering av praksis, som innebærer et kollektivt ansvar for elevene på arbeidsplassen. Det fordi det gir bedre kontinuitet, samt bredere og mer varierte praksiserfaringer for elevene
University students’ Autonomous Sensory Meridian Response (ASMR) experiences in the light of a well-being theory
Get PDFAutonomous sensory meridian response (ASMR) is an atypical and multisensory phenomenon in which specific audio-visual stimuli elicit a pleasurable, head-oriented tingling sensation and feelings of relaxation. The purpose of this research was to analyze the ASMR experiences of university students in the light of well-being theory. Two-phased, in-depth semi-structured interviews were conducted with three Finnish university students who identified themselves as ASMR experiencers. Data were analyzed using interpretative phenomenological analysis. Coding was guided by the domains of well-being in the PERMA model: positive emotions, engagement, relationships, meaning, and accomplishment. The objective was to explore effect of students’ ASMR experiences on their well-being. The findings show that ASMR videos enhanced the well-being of the participants through mindfulness-like experience. The potential of ASMR videos to promote psychosocial wellbeing is intriguing, and this research provide new understanding about ASMR experiences and their meaning
Digital Youth Work in Flanders: practices, challenges, and the impact of COVID-19
Get PDFThe pandemic had a considerable impact on youth work in Flanders, as many face-to-face activities had to shift online out of necessity. For many youth organizations, this was their first encounter with digital youth work, either online or in a blended format. Despite this recent boom in digital youth work practices, the concept is not new. It was first mentioned in the 2017 conclusions on smart youth work[1] by the Council of the European Union. Digital youth work is defined as using and discussing digital media/technology in different types of youth work situations, whilst still adhering to the goals, values, and principles of general youth work (Council of the European Union, 2019). While some Flemish youth work organizations focused specifically on digital media before COVID-19, the pandemic has accelerated the uptake of digital youth work. This paper examines the effects of COVID-19 on youth work in Flanders. It explores the challenges and opportunities, using the quick-scan-method to map relevant organizations.
[1] “[I]mplementing smart youth work enables young people and youth workers to, based on existing experiences and seeking new connections and means, create innovative solutions (including digital solutions) for coping with both current problems and new challenges. Smart youth work activities are based on the needs of young people and youth workers, and take into account developments in society and technology, including globalisation, networking and e-solutions” (Schlümmer, 2018)
«Alle mann på dekk!»: Konkurrerende beredskapslogikker i organisering og ledelse av pandemihåndtering i sykehusene
Get PDFHospitals had to adapt quickly when the COVID-19 pandemic occurred in January 2020. This article analyses the organization of the crisis management of the pandemic at Oslo University Hospital (OUS). The analysis is based on theories that organization is processes of formation of meaning, and especially in the face of unexpected events. Crises stress tests the organization and can highlight important decision patterns and otherwise hidden underlying logics. Theories of emergency preparedness and management of crises distinguish between anticipation versus resilience. In the analyses of the OUS case, we identify two different emergency preparedness logics, planned and ad hoc emergency preparedness logic, which create tension in priorities and the choice of problems and solutions. The analysis is based on 19 in-depth interviews in three clinics at OUS between December 2020 and November 2021, as well as internal audits and documents from OUS and published works. The analysis shows that hospitals are plastic, flexible, and loosely coupled organizations, which are particularly suitable in crises, but which are challenging in normal operations. To learn from crisis management and develop robust hospitals for the future, a greater awareness of the relationship between the different emergency preparedness logics and sensemaking in crises is needed.Sykehusene måtte omstille seg raskt da COVID-19 pandemien inntraff januar 2020. Denne artikkelen belyser organisering og ledelse av pandemihåndtering ved Oslo universitetssykehus HF. Hva kan pandemihåndteringen fortelle oss om organisering og ledelse av sykehus? Studien tar utgangspunkt i teorier om at organisering er prosesser av meningsdannelse, og spesielt i møte med uventede hendelser. Kriser stresstester organisasjonen og kan synliggjøre viktige beslutningsmønstre og ellers skjulte bakenforliggende logikker. Teorier om beredskap og håndtering av kriser skiller mellom kriseplaner og den aktuelle krisehåndteringen. I analysene av pandemihåndteringen ved OUS identifiserer vi dette som to ulike beredskapslogikker, planlagt beredskapslogikk og ad hoc beredskapslogikk, som skaper spenningsmoment i prioriteringer og valg av problemer og løsninger. Studien baserer seg på 19 dybdeintervjuer i tre klinikker ved OUS i perioden desember 2020 til november 2021 samt internrevisjoner og dokumenter fra OUS og publiserte arbeider. Studien viser at sykehusene er plastiske, fleksible og løst koblede organisasjoner som er spesielt egnet i kriser, men som er utfordrende i normal drift. For å kunne lære av krisehåndtering og utvikle robuste sykehus for framtiden kreves en større bevissthet om forholdet mellom de ulike beredskapslogikkene og meningsdannelse i kriser
Listening to the Forest
Get PDFListening to the forest is a streamed video essay in which you are invited to pay attention to audiovisual relations between human, landscape and moving image. Moving images are explored through a camera-based field recording practice that emphasises them as part of an ecological materiality, inseparable from what they depict and how they are seen.Listening to the forest is a streamed video essay in which you are invited to pay attention to audiovisual relations between human, landscape and moving image. Moving images are explored through a camera-based field recording practice that emphasises them as part of an ecological materiality, inseparable from what they depict and how they are seen
Videre veivalg for arkivering i Norge: En drøfting med utgangspunkt i Noark, SIARD og innebygd arkivering
Get PDFEn drøfting av videre veivalg for arkivering i Norge med utgangspunkt i Noark, SIARD og innebygd arkiverin