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Regioner och kommuner har bestått provet - om hanteringen av konsekvenserna av coronapandemin
Get PDFDuring the pandemic model for swedish public management have been discussed. In the societal debate, demands have been made for increased centralization and for the state to take over municipal areas of responsibility. The pandemic\u27s crisis management has revealed a lack of knowledge about municipalities among government authorities and that there are differences in conditions between municipalities for the implementation of the activities. In studies of five municipalities and one region during the period 2020–2021 the results show the local level\u27s ability to handle pandemics, which is also confirmed by international studies. The crisis management of the region/municipalities has shown the strength of a decentralized structure, but also that important development issues must be handled locally for an effective management of future crises. The answer lie in strengthening local self-government and addressing the challenges that exist in the multi-level governance that has come to characterize the public sector.I samband med pandemin har den svenska förvaltningsmodellen diskuterats. Det har funnits ett ifrågasättande av kommunernas förmåga att hantera den kris som pandemin innebar. Samtidigt har pandemins krishantering avslöjat så väl brist på kunskap om kommunal verksamhet bland statliga myndigheter som att det föreligger skillnader i förutsättningar mellan kommuner för verksamhetens genomförande. I studier som genomförts av fem kommuner och en region under perioden 2020–2021 visar tvärtom resultatet på den lokala nivåns förmåga att hantera pandemin, vilket även bekräftas av internationella studier. Regionens och kommunernas krishantering har visat styrkan i en decentraliserad samhällsstruktur, men också att viktiga utvecklingsfrågor och blottlagda brister måste hanteras lokalt för en ändamålsenlig hantering av kommande kriser och för en gynnsam utveckling i vardagen. Svaret finns inte i en ökad centralisering, utan en förstärkning av det kommunala självstyret och att ta sig an de utmaningar som finns i flernivåstyrningen som kommit att prägla offentlig sektor
Measuring Outcomes of Interprofessional Education: A Validation Study of the Self-Assessment of Collaboration Skills Measure
Get PDFIncreased attention is being focused on the need for interprofessional collaboration between professional actors, in various fields. In turn, this creates a demand for validated, context-neutral instruments to measure outcomes of interprofessional education. The initial validation of one such measure, the Self-Assessment of Collaboration Skills (SACS) measure, has shown promising results in this regard. The aim of this article has been to contribute to the validation process of the SACS measure by presenting the results of a cross-validation of the measure in a sample of Norwegian students (N= 499) attending a children and youth-focused IPE programme. The study\u27s findings both indicated that the measure is quite stable across the different settings and supported the claim that the SACS is a context-neutral instrument—one that is well-suited to measuring collaboration skills in various IPE settings. These findings may prove important for professionals seeking to evaluate IPE programmes with broad study profiles
Border Threads: How Ethical Dilemmas of User Involvement in Art Become a Driving Force for Developing Artistic Practice
Get PDFThe art project Border Threads was based on mobilising a collaborative art community across international borders within a time frame of five months. The collaborative community had subcommunities and individual participants in five countries. In addition, individuals participated at three open workshops in Oslo. Many among these participants were refugees in exile in Syria, Lebanon, Greece and Turkey.
This article discusses how artistic intentions and ethical issues of user involvement in art constitute a driving force for the methods used in the project Border Threads, a collaborative artwork in the form of a textile tapestry consisting of more than 300 individual textile artworks reflecting the participants thoughts about borders. Working with subcommunities encompassing school classes in Norway and Syria, a women’s collective in Turkey, a network of women in Lebanon, and a group of women in a refugee camp in Greece, the project addresses questions about community relations, representation of others, and about contributing to something meaningful when working with participants in a collaborative art project. Discussions of these questions are based on theory from various disciplines, mostly art theory, and evolve around topics such as artistic intention, self-reflection, community building, time, participant payment, and ethics in general.
The article describes how using methods, experience and existing networks from an interdisciplinary background within art, ethnography, social sciences, innovation, welfare services and activism was important throughout the project. Following the discussion and a retrospective reflection on the process, some proposals are outlined for further development of the Border Threads project.The art project Border Threads was based on mobilising a collaborative art community across international borders within a time frame of five months. The collaborative community had subcommunities and individual participants in five countries. In addition, individuals participated at three open workshops in Oslo. Many among these participants were refugees in exile in Syria, Lebanon, Greece and Turkey.
This article discusses how artistic intentions and ethical issues of user involvement in art constitute a driving force for the methods used in the project Border Threads, a collaborative artwork in the form of a textile tapestry consisting of more than 300 individual textile artworks reflecting the participants thoughts about borders. Working with subcommunities encompassing school classes in Norway and Syria, a women’s collective in Turkey, a network of women in Lebanon, and a group of women in a refugee camp in Greece, the project addresses questions about community relations, representation of others, and about contributing to something meaningful when working with participants in a collaborative art project. Discussions of these questions are based on theory from various disciplines, mostly art theory, and evolve around topics such as artistic intention, self-reflection, community building, time, participant payment, and ethics in general.
The article describes how using methods, experience and existing networks from an interdisciplinary background within art, ethnography, social sciences, innovation, welfare services and activism was important throughout the project. Following the discussion and a retrospective reflection on the process, some proposals are outlined for further development of the Border Threads project
Revisiting a CAD course in the midst of the global pandemic with an activity-centered framework : Reflections from design students
Get PDFInevitably, the global pandemic that occurred in 2020 had a significant impact on the practices of design education, and apparently, design teachers were not fully prepared and equipped. In this ambivalent and emergent era, they struggled to adapt their current teaching methods to online education. Since then, various teaching methods have been developed and applied to incorporate online delivery. As we see an invitation to advance learner-centered and process-based teaching approaches regarding Computer-Aided Design (CAD) education in the literature; in this article, we address how a constructively aligned CAD course has been adapted to online learning and how it affected design students’ learning experiences. Hence, we discuss the online CAD learning experience through students’ reflections based on the Activity-Centered Analysis and Design (ACAD) Framework. To get insights into their online learning experience on CAD, we asked students to write their thoughts based on a structured qualitative course evaluation template. Broadly, online learning practices in CAD not only resulted in challenges in design learning but also created opportunities as mentioned in students’ writings. Based on qualitative content analysis, students’ reflections on a CAD class implemented under the context of online learning can include both advantages and disadvantages of the online learning platform, peer learning, peer tutoring, active involvement in the class, communication, etc. As a result, students’ reflections on the CAD course made us think that the dimensions of the ACAD Framework are interwoven and interactive
Material-Driven Architectural Pedagogy : A sociomaterial perspective
Get PDFMost contemporary architecture programmes use a pedagogical model in which students construct their design knowledge by engaging in an architectural project. Due to the size and complexities of the physical environments they study, students develop their design knowledge primarily by using representations of the material world. The learning opportunities afforded by the experience of materials hence are often overlooked. In this study, we seek evidence that material experiences have an agency on architectural teaching and learning. Using sociomaterial perspectives, we followed two architecture designbuild courses, analysed their students’ learning diaries, and contextualised them with the teacher’s pedagogical reflections. We found correlations between specific materials and specific knowledge, skills, and technological competencies and demonstrated how materials could be used as ‘learning agents’ in architectural education. The paper’s findings contribute to the development of a material-driven pedagogy in which materials are used as ‘learning agents’ in architectural education.Most contemporary architecture programmes use a pedagogical model in which students construct their design knowledge by engaging in an architectural project. Due to the size and complexities of the physical environments they study, students develop their design knowledge primarily by using representations of the material world. The learning opportunities afforded by the experience of materials hence are often overlooked. In this study, we seek evidence that material experiences have an agency on architectural teaching and learning. Using sociomaterial perspectives, we followed two architecture designbuild courses, analysed their students’ learning diaries, and contextualised them with the teacher’s pedagogical reflections. We found correlations between specific materials and specific knowledge, skills, and technological competencies and demonstrated how materials could be used as ‘learning agents’ in architectural education. The paper’s findings contribute to the development of a material-driven pedagogy in which materials are used as ‘learning agents’ in architectural education
Learning Outcomes in HMD-VR: a Literature Review
No full textWhile the educational technology has developed to the point that Extended Reality (XR), including immersive Virtual Reality (VR) can be used in education, the learning outcomes of these technologies in the large scale is still quite unknown. This literature review aims to take a comprehensive look to the field of immersive VR in to find out where the learning outcomes of HMD-VR stands out, and how they compare to other technologies and methods. The main result of this paper is that while HMD-based Virtual Reality Learning Environments (VRLEs) may not be superior compared to other technologies such as desktop-based VR environments regarding direct learning outcomes, a clear indication towards increased learning motivation and engagement can be seen
Covid-19 og krisehåndtering i de nordiske forvaltningene
Get PDFDette nummeret av NAT handler om de nordiske forvaltningenes krisehåndtering iCovid-19 pandemien. Gjennom fem vitenskapelige artikler, to fagartikler og en bokmelding drøfter forfatterne hvordan krisehåndteringen har påvirket eller blitt påvirket av beredskap, demokratisk legitimitet, flernivåstyring, iverksetting, kommunalt selvstyre, lederskap, lovlighet, meningsskaping, organisering, rettferdighet, rutiner, samordning, strategi, tillitog tilsyn–for å nevne noen av stikkordene
Learning to unlearn - Tracing Failures Within Arts-Based Participatory Research
Get PDFIn this article, I trace my own research practice in a process of unlearning from an individual self-reflexive approach. Striving towards a more participatory and collective approach, I turn my attention to relational aspects between people, materials and discourses, and give them a central role in knowledge production as I move and find myself being moved in and out of apparently incommensurable paradigms: the qualitative and the post-qualitative; the humanist and the post-humanist; the post-humanist and the decolonial. I will unpack some of the emerging challenges, tensions and potentials as a becoming researcher pushing against boundaries in a space of conventional academic expectations within my researcher education.
 
Post-qualitative seductions: (Re)turning research(er) bodies
Get PDFThe contribution is an uncertain experiment; a series of fractured and fabulated video (re)turnings that tell on and in the seductive forces making (im)possible claims to know, and takes the form of fragmentary visual re-tellings of the becoming research(er) body. These visual re-tellings are assembled in video format and can be viewed at this link https://youtu.be/aulMQNEDhGo . This ‘paper’ contributes to ongoing debates that seek shifts from representationalist research foundations. The (re)turnings (the visual re-tellings) offered here pose questions of what is at stake for qualitative researchers in (dis)claiming the ‘I’ that legitimates them as researching bodies; they expose the limits of reason, the precarity of being thus – seduced by and in discipline, reason and rigor, and contained in and by bodies of research
Tolkningsfellesskap som kilde til koherens i fag- og yrkesopplæring: Perspektiver fra fylkeskommune og opplæringskontor
Get PDFThe purpose of this study is to investigate what the county authority and the vocational office consider barriers to creating coherence in vocational education and training and how they facilitate an interpretive community that can promote a comprehensive education course by implementing the curriculum for the Knowledge Promotion 2020. The term “coherence” is used in the professional literature to shed light on contexts at different levels. In this study, coherence is linked to the context in the content and structure of the training by illuminating the program design perspective on coherence. The theoretical framework of understanding is derived from school and organizational theory. Community of interpretation is, among other things, about understanding the reasoning behind others’ priorities and choices. This provides a better basis for creating a common understanding of the task of educating skilled workers across learning arenas, schools, and companies. A qualitative interview study of employees, with key tasks in the county municipality and training office, lays the foundation for the empirical data analyzed using a constant comparative analysis method. The study highlights three key barriers to achieving coherence: few fruitful arenas for collaborations between training arenas, different understandings of the curriculum, and limited authentic work tasks in the school part of the education. To promote a comprehensive training course, the participants work to systematize and target a more binding collaboration between school and company. They coordinate and clarify areas of responsibility through the preparation of guidelines, partnership agreements, and annual cycles. They offer teachers and company employees courses and internships to raise competence across the training arenas. The study concludes that network-building must be further developed through collaboration and dialogue and that this important work must be brought into communities of interpretation to achieve a common understanding of concepts, content, methods, and requirements for final competence.Formålet med denne studien er å undersøke hva fylkeskommune og opplæringskontor anser som barrierer for å skape koherens i fag- og yrkesopplæring, og hvordan de tilrettelegger for et tolkningsfellesskap som kan fremme et helhetlig opplæringsløp ved implementering av Læreplanverket for Kunnskapsløftet 2020 (LK20). Begrepet koherens benyttes i faglitteratur til å belyse sammenheng på ulike nivå. I denne studien kobles koherens til sammenheng i opplæringens innhold og struktur gjennom å belyse programdesignperspektivet på koherens. Den teoretiske forståelsesrammen hentes fra skole- og organisasjonsteori der begrepet tolkningsfellesskap har en sentral plass. Tolkningsfellesskap handler blant annet om å forstå resonneringene bak andres prioriteringer og valg. Dette gir et bedre grunnlag for å skape en felles forståelse for oppdraget om å utdanne fagarbeidere på tvers av opplæringsarenaene, skole og bedrift.
En kvalitativ intervjustudie av ansatte, med sentrale oppgaver i fylkeskommune og opplæringskontor, legger grunnlaget for det empiriske datamaterialet som er analysert ved hjelp av konstant komparativ analysemetode. Studien viser tre sentrale barrierer for å oppnå koherens i et programdesignperspektiv: for få fruktbare arenaer for samarbeid mellom skole og bedrift, ulik forståelse av læreplanverket samt begrenset med autentiske arbeidsoppgaver i skoledelen av opplæringen. For å fremme et helhetlig opplæringsløp jobber deltakerne med å systematisere og målrette et mer forpliktende samarbeid mellom skole og bedrift. De koordinerer og tydeliggjør ansvarsområder gjennom utarbeidelse av retningslinjer, partnerskapsavtaler og årshjul. De tilbyr lærere og bedriftsansatte kurs og hospitering hvor målet er kompetanseheving på tvers av opplæringsarenaene. Studien konkluderer med at nettverksbygging må videreutvikles gjennom samhandling og dialog og at dette viktige arbeidet må bringes inn i tolkningsfellesskap. Dette er for å oppnå en felles forståelse av begrep, innhold, metoder og krav til sluttkompetanse når LK20 skal implementeres i perioden 2020-2022