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Practitioners’ Experience in Clay 3D Printing: Metaphorical viewing for gaining embodied understanding
Get PDFIn the context of artistic research, making has been traditionally understood as a process between the maker and the material. However, the digitalization that influences all practices brings us new kinds of making processes in which the ‘digital tools’ have a profound impact on the practitioner’s experience – also in the context of art, craft and design. This study explores the maker’s experience from a practice-led approach to understanding the subjective experience with clay 3D printing. To open up the 3D printing process with clay using our embodied understanding, the full process is viewed metaphorically – borrowing from music. The preliminary findings show that metaphorical viewing and the use of a score enables a successful review of the nature of computer-based practices in a way that all aspects and potentials fall naturally into place.In the context of artistic research, making has been traditionally understood as a process between the maker and the material. However, the digitalization that influences all practices brings us new kinds of making processes in which the ‘digital tools’ have a profound impact on the practitioner’s experience – also in the context of art, craft and design. This study explores the maker’s experience from a practice-led approach to understanding the subjective experience with clay 3D printing. To open up the 3D printing process with clay using our embodied understanding, the full process is viewed metaphorically – borrowing from music. The preliminary findings show that metaphorical viewing and the use of a score enables a successful review of the nature of computer-based practices in a way that all aspects and potentials fall naturally into place
‘It\u27s in my hands’: Analytical tools for the communication of craft knowledge
Get PDFCraft knowledge is built from examples of experience, and when experiences from many people are gathered and compared, new knowledge is developed. This requires either socialization between practitioners or a systematic collection of practice descriptions, such as in a manual. However, there is always a risk that knowledge that is difficult to put into words will never be communicated. The aim of this paper is to show how theoretical perspectives can be used as analytical tools to help us develop methods that support the communication of craft knowledge. Using an approach of research through practice in the field of gardening, and combining a tripartite theory of knowledge with a SECI-model analysis, I will discuss how it is possible to make practitioners’ subjective knowledge more readily available to others. Craft knowledge is built from examples of experience, and when experiences from many people are gathered and compared, new knowledge is developed. This requires either socialization between practitioners or a systematic collection of practice descriptions, such as in a manual. However, there is always a risk that knowledge that is difficult to put into words will never be communicated. The aim of this paper is to show how theoretical perspectives can be used as analytical tools to help us develop methods that support the communication of craft knowledge. Using an approach of research through practice in the field of gardening, and combining a tripartite theory of knowledge with a SECI-model analysis, I will discuss how it is possible to make practitioners’ subjective knowledge more readily available to others.
Framing the concept design literacy for a general public
Get PDFEducating the general public to be design literate can be a catalyst for both environmental protection and degradation, human aid and human-made disasters depending on how the scope of design is framed – and how ‘design literacy’ is defined. This paper explores how to cultivate design literacy that supports critical innovation and a transition towards more sustainable societies. The research approach is a literature review of key texts that promote and conceptualize design literacy as part of general education. Four narratives are identified as vital: a) ‘Awareness through making’, b) ‘Empower for change and citizen participation’, c) ‘Address complexity of real-world problems’, and d) ‘Participate in design processes’. Moving towards more sustainable modes of consumption and production, a design literate general public provides a critical mass of users empowered to question how a new innovation supports the well-being of people and the planet and to voice their own ideas.Educating the general public to be design literate can be a catalyst for both environmental protection and degradation, human aid and human-made disasters depending on how the scope of design is framed – and how ‘design literacy’ is defined. This paper explores how to cultivate design literacy that supports critical innovation and a transition towards more sustainable societies. The research approach is a literature review of key texts that promote and conceptualize design literacy as part of general education. Four narratives are identified as vital: a) ‘Awareness through making’, b) ‘Empower for change and citizen participation’, c) ‘Address complexity of real-world problems’, and d) ‘Participate in design processes’. Moving towards more sustainable modes of consumption and production, a design literate general public provides a critical mass of users empowered to question how a new innovation supports the well-being of people and the planet and to voice their own ideas
Water as Artist-Collaborator: Posthumanism and Reconciliation in Relational Media Arts-Based Education
Get PDFThe global climate change-related water crisis, disproportionately affecting peoples marginalised by ongoing settler-colonialism, challenges us to take up a new ontology beyond the Anthropocene. Recognising universities as ethically entangled, my PhD praxis process aimed at engaging universities in reconciliation – of peoples and ecosystems – as a practice. This practice takes the form of a relational university course that involves intra-actions between students, water bodies and technology (audio/video as relational texts) to co-construct water narratives as films. In this paper, using posthuman theories to read the data, I uncover what/who is being changed in this course and how. Most notable of these changes is that of water as becoming collaborator in artistic/knowledge co-production, where students think with water. I argue this renders possible reconciliation understood as a material-discursive practice, with water, (re)configuring relationality to decentre humans and their ways of knowing/being/doing, and to co-constitute more equal power relations between bodies (both human and nonhuman)
A tale of grappling: Performative duoethnography as expanded methodological thinking
Get PDFThis article is a tale of two researchers, teachers, and artists grappling and playing with duoethnography. By expanding the methodology, we aim to bridge duoethnography into pedagogy. Grappling with the methodological to pedagogical bridge, we found that intertwined performative aspects of doing a duoethnography could challenge our knowledge production and roles as researchers and the current and more dominant practices that we operate within. We engage with a performative paradigm (Bolt, 2016) and lean on relevant theories from new materialist feminist thinkers such as Karen Barad (2003, 2007), Lenz Taguchi (2009, 2012) and Tami Spry (2011, 2016), while dialoguing with Joe Norris and Richard D. Sawyer’s (2012) tenets of duoethnography. Our embodiment of these tenets, intertwined with our theoretical positioning, allows our investigation to expand into a performative duoethnography. As an end, we propose duoethnography as a critical performative pedagogy (Pineau, 2002) and offer this article as a playful impulse connecting methodological considerations with pedagogy
Simulering i yrkesutbildning: Didaktiska samtal om simulatorstödd undervisning
No full textThis study addresses the use of driving simulators in vocational education. The aim of the study is to use the experiences of vocational teachers and questions to identify critical aspects of simulator-assisted teaching. The Background section contains a description of studies regarding digitalisation within other educational contexts and teaching with simulators in other contexts as well as teacher competencies and the school’s quality measures. The study’s empirical evidence consists of observations and discussions with vocational teachers. The Results section contains an account of the vocational teacher’s questions in the form of identified problem areas. The Conclusions section of the study highlights simulator-assisted teaching and the importance of substantive aspects, as well as the connection to professional knowledge and competency, the possibility of adapting the teaching based on the needs of the student, and the consequences of the teaching for the professional skills and knowledge acquired by the student. The Discussion section addresses aspects such as teaching-related issues regarding transfer, the work of the vocational programme and the school with regard to the implementation of new technology in the teaching process, and the vocational teacher’s role and situation. In order to further develop knowledge about simulator-supported teaching in vocational education, more practice related studies of students\u27 learning process and how the teaching contributes to the development of vocational skills are required.Studien behandlar körsimulatorer i gymnasial yrkesutbildning. Syftet är att via yrkeslärares erfarenheter och frågor identifiera möjligheter och utmaningar när simulatorer implementeras i undervisningen. I bakgrunden beskrivs studier om digitalisering i utbildning, samt mer specifikt studier om simulering i yrkesutbildning. Studiens empiri utgörs av deltagande observationer av undervisning och utbildning för yrkeslärarare samt samtal med yrkeslärare i anslutning till undervisningen. Som analysverktyg används det teoretiska ramverket TPACK med perspektiven innehåll, pedagogik och teknik. Studiens slutsatser belyser betydelsen av att synliggöra yrkeslärarens didaktiska resonemang i ett kollegialt sammanhang, som ett led i ett systematiskt kvalitetsarbete. De tre perspektiven innehåll, pedagogik och teknik balanseras i yrkeslärares resonemang om simulatorstödd undervisning, där fokus på yrkeskunnande ger innehållsfrågan en central betydelse. Vidare uttrycks hur pedagogiken och tekniken behöver varieras för att eleverna ska ges förutsättningar att uppnå yrkeskunnande. I diskussionen behandlas yrkesutbildningens och skolans arbete med implementering av ny teknik i undervisningen, samt yrkeslärarens roll och situation. För att ytterligare utveckla kunskap om simulatorstödd undervisning i yrkesutbildning krävs mer praktiknära studier av elevers lärandeprocess och hur undervisningen bidrar till utveckling av yrkeskunnande
Pre-registration UK diagnostic radiography student ability and confidence in interpretation of chest X-rays : Radiography student ability and confidence in interpretation of chest X-rays
No full textIntroduction Chest X-rays are the most frequently requested X-ray imaging in English hospitals. This study aimed to assess final year UK radiography student’s confidence and ability in image interpretation of chest X-rays.
Methods Thirty-three diagnostic radiography students were invited to assess their confidence and ability in interpreting chest x-rays from a bank of n=10 cases using multiple choice answers. Data analysis included 2x2 contingency tables, Kappa for inter-rater reliability, a Likert scale of confidence for each case, and questions to assess individual interpretation skills and ways to increase the learning of the subject.
Results Twenty-three students participated in the study. The pooled accuracy achieved was 61% (95% CI 38.4-77.7; k=0.22). The degree of confidence and ability varied depending upon the student and the conditions observed. High confidence was noted with COVID-19 (n=12/23; 52%), lung metastasis (n=14/23; 61%), and pneumothorax (n=13/23; 57%). Low confidence was noted with conditions of consolidation (n=8/23; 35%), haemothorax (n=8/23; 35%), and surgical emphysema (n=8/23; 35%). From the sample n=11 (48%), participants stated they felt they had the knowledge to interpret chest X-rays required for a newly qualified radiographer.
Conclusion The results demonstrated final year radiography student’s confidence and ability in image interpretation of chest X-rays. Student feedback indicated a preference for learning support through university lectures, online study resources, and time spent with reporting radiographers on clinical practice to improve ability and confidence in interpreting chest X-rays.Keywords
Radiography students, Chest X-rays, Abnormality detection, Education, Trainin
Valg av modalitet ved karundersøkelser: CTA vs. MRA: Valg av modalitet ved karundersøkelser: CTA vs. MRA
No full textKeywords: MRA, CTA, Modality choice, Angiographic imaging
Abstract
Aim
The aim of this study was to identify what factors determine the radiologist’s choice of vascular imaging modality. The radiographer is responsible for both performing the CTA or MRA procedure and for the justification of the exam. Therefore, knowledge about the rationale behind the choice of modality is relevant for radiographer.
Method
This mixed method study included a survey from a national perspective and a literature review from a global perspective. The questionnaire was sent to radiologists working at public hospitals in Norway. The literature review included searches in the databases Pubmed, Web of Science and Scopus, with the keywords “MRA and CTA”, “MRA vs CTA” and “MRA and CTA and decision”.
Results
A total of 38 radiologists responded to the survey, and 21 articles were included in the literature review. Availability, patient situation, image quality and diagnostic value, are important factors that influence the choice. An important finding is that the choice of modality depends on the pathology and its location. The referring physician’s preference is also taken into consideration when choosing the modality.
Conclusion
The choice between the two modalities is usually based on the clinical indication and patient related factors. Factors related to the modality like radiation dose, examination time and availability also play a part but as technology quickly evolves it will also influence the imaging modality of choice. Guidelines can be beneficial to expand the radiographer\u27s competence. Keywords: MRA, CTA, Modality choice, Angiographic imaging, Mixed method
Sammendrag
Hensikt
Hensikten med denne studien var å undersøke hva som legges til grunn for radiologens valg av modalitet ved karundersøkelser. Dette med hensyn til at radiografen, med ansvar for berettigelse og selvstendig utførelse på CTA og MRA, bør kjenne til begrunnelsen for valgt modalitet.
Metode
Denne mixed method-studien bestod av en spørreundersøkelse med et nasjonalt perspektiv og et litteratursøk med et globalt perspektiv. Spørreundersøkelsen ble sendt til radiologer på offentlige sykehus i Norge. Litteratursøk ble gjennomført i databasene PubMed, Web of Science og Scopus, med søkeordene “MRA and CTA”, “MRA vs CTA” og “MRA and CTA and decision”.
Resultat
38 respondenter deltok i undersøkelsen, og 21 studier ble inkludert fra litteratursøket. I resultatet kom det frem flere viktige faktorer som påvirker valg av modalitet, blant annet tilgjengelighet, pasientens situasjon, bildekvalitet og diagnostisk verdi. Noen viktig funn er at modalitetsvalg avhenger av patologi og dens lokalisasjon, samt at det i stor grad tas hensyn til ønske fra den som henviser.
Konklusjon
Valg av modalitet er hovedsakelig basert på klinisk problemstilling og pasientrelaterte faktorer. Faktorer knyttet til selve modaliteten som strålingsbelastning, undersøkelseshastighet, tilgjengelighet, er også tatt i betraktning, men foretrukken modalitet vil endres i takt med teknologiutvikling. Det kan sess et behov for retningslinjer for å øke radiografens kompetanse
Global Demands – Local Practices: Working towards Inclusion of Gender Equality in Teacher Education in Finland and Sweden
Get PDFGender equality is a global aim that has been presented in numerous documents. However, teacher education programs in many countries still lack sustainable strategies for working towards gender equality in education. Working successfully in this area may promote more sustainable practices in schools to reach gender-fair societies. The Nordic countries are known for pro-active gender policies and they provide interesting cases for investigating achievements and struggles in the field. The purpose of this article is, from an international comparative perspective, to explore the rationales and practices when working with issues of gender equality in Finnish and Swedish teacher education and to reflect on related concepts. We describe, analyse and compare local practices, theoretical frameworks and challenges by revisiting gender and teacher education research and equality projects from the 1980s up to today. The comparative methodology chosen facilitates understanding examples from two neighbouring countries, illustrating different ways to develop policies and strategies. Local actors not only follow global claims to work with gender and equality in teacher education but also play an active role and contribute to these discourses. Our study suggests that gender equality cannot be achieved overnight; appropriate strategies need to be negotiated constantly in specific national and institutional contexts at universities and teacher education institutions
Cai Yuanpei’s Vision of Aesthetic Education and His Legacy in Modern China
Get PDFCai Yuanpei is widely understood to have been a traditionally educated Chinese scholar who then turned his attention to Western philosophy. He is known to have played a central role in the development of Republican educational philosophies and institutions, with a legacy that continues to inform education in China. Studies tend to interpret Cai Yuanpei’s approach to aesthetic education in light of his educational experience in Germany, regarding him as a Kantian scholar. However, the Confucian roots of his aesthetic education seldom draw scholarly attention. To fill the gap, this article examines Cai’s vision of aesthetic education based on both his academic background in the East and his knowledge of Western philosophy and maps out his influence on and legacy in aesthetic education in China. It argues that Cai’s vision of aesthetic education has influenced modern Chinese education in three main ways: by bridging the gap between moral education and aesthetic education to nurture citizenship, by encouraging aesthetic education for whole-person development, and by adopting an interdisciplinary approach to school aesthetic education. The article concludes by reflecting on the enduring value of Cai’s vision of aesthetic education to modern Chinese education