OsloMet Periodika
Not a member yet
2463 research outputs found
Sort by
Lärarhantverket i slöjd: Betydelsen av lärarens kommunikation för elevers lärande
Full text linkThis study is the fourth in a series where forms of communication and communicative resources have been investigated in relation to the teacher\u27s way of acting and communicating in different teaching situations. The focus is now on how different communicative strategies affect the students\u27 opportunities for knowledge and physical learning, as well as whether the instructor\u27s choice of communication strategy has an effect on what the students actually learn. The study has the research question "How does the teacher\u27s choice of communication forms and communicative resources affect the students\u27 understanding and opportunities for learning crafts?"Communication theory is the starting point for the study. More specifically, mastery, the importance of the learning goal, the dialog of the process, digital craft instructions, "the common third" and teachers\u27 approach are covered.The study is based on three different strategies: digital instruction only, instruction through fictional communication, and instruction through concrete guidance. The three strategies were used during two teaching sessions with the same craft technique, but with different products. The lessons were recorded with video. The experience is analyzed with several different focuses; introduction and instruction (lärarnas resp. den digitala), the two lärarnas\u27 actions during the students\u27 work, as well as the students\u27 level of mastery. The analysis of the students\u27 degree of mastery was done with a focus on three parts of the craft process - cutting with scissors, filing/sanding and enameling. The analysis included the development that had taken place in the pupils\u27 craft skills during the two lessons.The study showed that the choice of teaching strategy – i.e. the didactic decisions regarding the form of communication and communicative resources – plays a decisive role in teaching situations where instruction is given to enable learning in a craft. On the one hand, the lärarhantverket, i.e. the teacher\u27s own craft skills and how it is expressed in the teaching context, is of great importance for the students\u27 learning opportunities. In part, a clear connection emerged between specified learning objectives and learning outcomes, where the different forms of instruction led to different focuses on process and/or product production.The study highlights the importance of the interplay between learning objectives, the choice of instructional and communication form, the instructional situation itself and the role of the lärarhantverket – factors which together affect the individual student\u27s learning opportunities.Denna artikel är den fjärde i en serie där kommunikationsformer och kommunikativa resurser har undersökts i relation till slöjdlärarens sätt att agera och kommunicera i olika undervisningssituationer. I studien som ligger till grund för artikeln undersöks hur slöjdlärarens val av kommunikationsformer och kommunikativa resurser påverkar elevernas förståelse och möjligheter till lärande av hantverksmässiga handlingar - om instruktörens val av kommunikationsstrategi har betydelse för vad eleverna faktiskt lär sig. Studiens empiriska material består av videoinspelningar av tre elevgrupper som instrueras i metallslöjd med samma hantverksteknik genom tre olika undervisningsstrategier: enbart digital instruktion, instruktion genom fiktiv kommunikation, samt instruktion genom konkret handledning. Empirin analyserades med olika fokus; introduktion och instruktion, de två lärarnas agerande under elevernas arbete. Dessutom analyserades elevernas utveckling och bemästringsgrad med fokus på tre delar av hantverksprocessen – att klippa med sax, att fila/slipa och att emaljera. Studien visade att valet av undervisningsstrategi, de didaktiska besluten kring kommunikationsform och kommunikativa resurser, spelar en avgörande roll i undervisningssituationer där instruktion ges för att möjliggöra lärande av hantverkstekniker. Dessutom framkom ett tydligt samband mellan preciserade lärandemål och läranderesultat, där de olika instruktionsformerna ledde till olika fokus på process och/eller produktframställning. I diskussionen belyses vikten av samspelet mellan; lärandemål, val av instruktions- och kommunikationsform, själva instruktionssituationen, samt lärarhantverkets roll – som faktorer vilka alla påverkar enskilda elevers lärandemöjligheter.
Nyckelord: Slöjddidaktik, kommunikation, instruktion, lärarhantverk, digital instruktion, lärande
Between Ethics and Aesthetics: Curation Methods for Contemporary Islamic Painting in Indonesia
Full text linkThis study explores the curatorial methods of contemporary Islamic painting in Indonesia, formed by a synthesis of ethics and aesthetics. Rooted in postcolonial history and the rise of diverse academic art institutions, a curatorial approach is developed that balances ethical principles and aesthetic innovation. With a qualitative descriptive method, data were gathered through interviews with artists and Islamic art curators, supported by curatorial and content analysis of exhibitions. Findings reveal that curators must harmonize Islamic ethical foundations with contemporary visual concepts through thematic organization, contextualization and audience segmentation. Curatorial reflexivity is essential to ensure impartiality and critical evaluation of form and style. The study identifies three curatorial themes (calligraphic, representational, and nonrepresentational) emerging since the 1995 Istiqlal II Festival. The study demonstrates continual aesthetic evolution within Islamic ethical boundaries
Intercultural Learning through Crafts in a Nordic-Baltic Context
Full text linkA Nordplus-funded project titled ‘Higher Education on Craft Traditions’ was established to facilitate collaboration and knowledge sharing in safeguarding craft traditions in the Nordic-Baltic region. The purpose of this study was to gain knowledge on the intercultural learning outcomes achieved during an intensive craft week that took place in March 2023. This case study describes the contents of this intensive week and analyses the participating students’ reflections (N = 14) on their learning outcomes using thematised content analysis. The main findings were thematised as hands-on crafting and deepening of craft knowledge and intercultural interaction and learning. The results highlight the various possibilities that higher education craft students realise for crafts as a means of facilitating intercultural communication and safeguarding traditions from the past for both the present and the future
Thinking and painting with movement : Postqualitative inquiries into literature’s thing-power in teacher education
Full text linkThis inquiry embraces thinking with theory and painting with movement to attune to the materiality and thing-power of literature and what it can set in motion for student teachers. Seven academics at the intersection of early childhood education, teacher education, and post-qualitative inquiry engaged with an arts-based practice of digital painting and collaging to become sensitive to the minor and major forces of literature’s thing-power in student teachers’ learning diaries and reading practices. This study demonstrates a new approach to inquiring into literature’s vital materialism and contributes novel configurations of literature as an agentic and lively force in higher education
Distilling design methodologies for additive manufacturing from case studies
No full textAdditive manufacturing (AM) is a palette of digital fabrication tools which has quickly established itself as one of the key prototyping methods used during design development processes. Nevertheless, end product applications of AM are rare and usually limited to high end customised niches, such as medical implants or one of a kind, expensive and high-performance objects (Attanasio, 2022). The lack of more daily examples of successful AM end products despite a matured technology raises the question whether there are no real niches for AM end products or if designers have not yet been able to identify and address them. We argue that a lack of suitable design methodologies (DM) integrating modern understanding of AM is at least partially responsible for the lack of progress. In this paper we analyse the current state of AM applications for end product manufacturing and propose a bottom-up approach for creating AM for DM from case studies to address the lack of available literature in the field
«Alle disse følelsene og tankene er jo gjennom personal forteller»: Elevers analytiske utforsking av en litterær tekst
Full text linkThis study investigates how analytical exploration of the novel Innsirkling unfolds in literary discussions in the L1-subject Norwegian language arts in high school (first year). The discussions are student-led and arranged in groups. According to the Norwegian Directorate of Education, the students shall explore texts to a greater extent than before. This study contributes new knowledge on this topic. The comparative video analysis shows that students draw analytical aspects into the all the discussions, and that they are particularly interested in exploring literary characters and narrator perspectives. However, the analytical exploration identifies three different ways of how connections between the novel and the analytical terms are made; (1) Text based exploration, which is used by the first student group, entails starting with text examples and then connecting the examples to literary terms. (2) Term based exploration, which is used by the second student group, take analytical questions and terms as a starting point, and then move to text examples from the novel. (3) Alternating exploration, which is used by the third student group, entails moving the discussion back and forth between text based and term-based exploration. I discuss how knowledge of analytical aspects and terms can help students both to discover relevant elements in the novel, as well as how analytical tools and the text can be linked together in an appropriate way in the exploration process
Towards good higher education partnerships: A co-constructed model
Full text linkThis research examines elements of global higher education (HE) partnerships and the roles of dialogue(s) and co-creation in knowledge production aimed at fostering sustainable partnerships. By studying and reflecting on the processes of global South–North HE partnership building, this research sheds light on the complexities and opportunities of developing meaningful relationships. Limited understanding of what constitutes a good partnership and synergy between Sustainable Development Goals (SDGs) 4 and 17 raises questions about how to foster sustainable partnerships at both local and global levels. This article presents findings from partnership dialogues among academic and administrative staff from African and Finnish universities, all experienced in HE partnerships. The data comprise responses from a questionnaire and a multi-stakeholder workshop addressing what constitutes a good partnership. The findings result in a generic metaphoric model that depicts our view of a partnership as a butterfly comprising two (institutional) wings interconnected by various relationships that enable individuals in HE institutions to engage in dialogue(s), reflect on existing practices, and build more equitable and sustainable collaborations. We conclude that the foundations of solid, transformative HE partnerships are developed through collaboration and co-creation among individuals. This study contributes to international education by demonstrating how dialogue and co-creation within HE partnerships can advance sustainability across global contexts while also fostering critical reflection and scaling up action-oriented, reciprocal institutional transformation
Å fylle på den yrkesdidaktiske «verktøykassa» : en studie av yrkesfaglærerstudenters kompetanseutvikling på tvers av campusundervisning og skolepraksis
No full textSince ancient times, people have distinguished between theoretical knowledge and practical skills. This divide is still evident in the field of vocational didactics, even though literature often argues that the goal of vocational education and training (VET) is to develop a holistic vocational competence consisting of both knowledge and skills. The gap between theory and practice in VET and VET teacher training can be reinforced by the fact that knowledge acquisition is often associated with learning activities in a classroom context, while the development of practical skills is frequently linked to training in realistic settings.This study aims to investigate how learning across campus-based higher education and teaching practice in upper secondary school can support the development of vocational didactic competence among VET teacher students within the field of restaurant and food industry. This study is designed as a qualitative, exploratory case study. The data consist of field notes from campus-based teaching and written reports from VET teacher students’ teaching practice. The findings show that: 1) campus-based learning must be practice-oriented and relevant for the teacher profession, 2) students must be able to apply the learning outcomes from campus-based learning in their own teaching practice, and 3) campus-based learning and students teaching practice in school must promote a connection between didactic theory and practice. We understand vocational didactics as a tool-oriented discipline and assume that students develop vocational didactic competence through boundary crossing between learning arenas. We argue that VET teacher education must recognize the vocational didactic competence that students bring with them into the program and use it as a foundation for further development. The study suggests that it is necessary to challenge the gap between theory and practice in vocational didactics and understand the connection between knowledge and skills as a prerequisite for the existence of this educational field.Helt siden antikken har mennesker skilt mellom teoretisk kunnskap og praktiske ferdigheter. Dette skillet er fortsatt synlig i det yrkesdidaktiske utdanningsfeltet. Litteraturen argumenterer likevel for at målet med fag- og yrkesopplæringen er utvikling av en helhetlig yrkeskompetanse bestående av både kunnskap og ferdigheter. Gapet mellom teori og praksis i fag- og yrkesopplæring og yrkesfaglærerutdanning kan forsterkes ytterligere av at kunnskapstilegnelse gjerne assossieres læringsaktiviteter i klasseromskontekst, mens utvikling av praktiske ferdigheter ofte kobles til opplæring i mer virkelighetsnære arenaer. Hensikten med denne studien er å undersøke hvordan opplæring på tvers av læringsarenaer, henholdsvis på campus og i skolepraksis, kan bidra til å utvikle yrkesdidaktisk kompetanse hos yrkesfaglærerstudenter fra restaurant- og matfag. Studien er designet som en kvalitativ, utforskende casestudie. Datamaterialet består av feltnotater fra tolv undervisningsdager på campus samt praksisdokumenter fra yrkesfaglærerstudentenes skolepraksis. Hovedfunnene viser at: 1) campusundervisningen må være praksisrettet og yrkesrelevant, 2) studentene må kunne benytte læringsutbyttet fra campusundervisningen i skolepraksis, og 3) campusundervisningen og skolepraksisen må fremme sammenheng mellom yrkesdidaktisk teori og praksis. I studien tar vi utgangspunkt i at yrkesdidaktikk er et redskapsfag og at studentene utvikler yrkesdidaktisk kompetanse gjennom boundary crossing mellom ulike læringsarenaer. Videre argumenterer vi for at yrkesfaglærerutdanningen må anerkjenne den yrkesdidaktiske kompetansen yrkesfaglærerstudentene bringer med seg inn i studiet fra arbeidslivet, og bruke denne som utgangspunkt for kompetanseutvikling. Studien peker i retning av at det er nødvendig å utfordre gapet mellom teori og praksis i yrkesdidaktikken og at vi må forstå sammenhengen mellom kunnskap og ferdigheter som et premiss for yrkesdidaktikkens eksistens
Understanding Research Motivations and Barriers Among Danish Sonographers in Radiology Departments: A Qualitative Study
Full text linkIntroduction: In Denmark sonographers, undergo profound training and have a notable presence in clinical practice. Understanding the factors behind their limited research engagement is important. This study aimed to examine the factors influencing sonographers\u27 research involvement, focusing on motivational elements and barriers. Our investigation was structured around three key research questions: a) What motivates sonographers to engage in research? b) What obstacles hinder their involvement? c) How can we enhance the participation of sonographers in research in Denmark?
Methods: This study had an explorative inductive qualitative approach. The data collection method was a focus group session with sonographers from the National Sonographers Network.
The focus group session followed a structured guide and was verbatim transcribed. Thematic analysis by coding and identifying themes was performed individually by three authors. Subsequently, Social Cognitive Theory was incorporated as a framework for further analysis.
Results: Regarding motivations for engaging in research, the themes were Impact on Practice and Personal Interest. In terms of obstacles to research involvement, the themes included Challenges in Staffing and Time Management, Low Priority and Interest, Limited Research Experience and Practical Skills, and Insufficient Support. Regarding enhancements for participation, the themes were Management and Communications and Networks.
Conclusion: Sonographers in Danish public radiology departments demonstrate a high interest in research, driven by personal and clinical practice impacts. Their intrinsic motivation fosters idea generation and collaboration in research. Key barriers include heavy workloads and limited research skills. Cultivating a supportive, research-friendly environment is important for meaningful participation. Enhancing management and colleague support can bridge existing gaps and encourage active research engagement
Exploring gender equity in higher education pedagogy: A co-constructed comparative case study of Kazakhstan and India
Full text linkHigher education spaces are embedded within the larger ecosystem of societies, and they simultaneously endorse, question, critique, and transform societal norms. Exploring gender equity in higher education curriculum and pedagogy involves examining the systemic, social, and cultural dynamics that influence gender disparities within academic spaces and society. Examining gender mainstreaming in higher education pedagogy is essential to address systemic biases, promote inclusive teaching practices, and ensure that all students, regardless of gender, have equal opportunities to succeed. A co-constructed comparative case study of Kazakhstan and India provides a unique lens to understand these disparities and devise strategies to address them. In this study, we analyzed data collected from two universities to understand the challenges and curriculum and pedagogic practices that can create more equitable spaces. By adopting a collaborative research approach, this comparative study reveals common challenges, successful strategies, and practices that can help create gender equity and inclusivity in higher education. Findings indicate that while gender awareness and sensitivity are in the minds of the stakeholders, they are not embedded in the curriculum. Data analysis further demonstrates the need to incorporate more representative voices from different genders across the curriculum, both as textual material and as more diverse faculty. We argue that deep-rooted patriarchal norms and systemic barriers that continue to hinder gender inclusivity can be addressed not by creating specific courses or programs but by a holistic, inclusive curriculum that embeds gender equity in every aspect of higher education