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Designing and Learning by Technological Mediation : Adoption, Adaptation, Attainment
Get PDFIn this article, an instrumental case study of a practical course in assistive technologies in cooperation between Norway and Brazil shows how patients, design students, and therapists participate in designing and learning. The study reveals how conception and reception of design play out through mediation processes between stakeholders and artifacts. The study was framed in light of Alain Findeli’s writings to challenge and inform current developments in design studio educational practices. To explain the solving of complex, ill-structured problems through design, Findeli proposed systems theory as a holistic philosophical perspective of the design process and design education. By asking what design is and how to teach it, I reiterate Findeli’s ideas on design and design education. This article emphasizes the ubiquitous effects of technology through relationalist ontology and postphenomenological perspectives.
Bilder i hjemmet – hvordan visuelle uttrykk definerer muslimske rom i Norge
Get PDFThe aim of this article is to investigate how Norwegian Muslim families cope with dilemmas created by contradictory traditions, such as Islamic and Western traditions, and to explore how they construct their visual and religious identity living in diaspora. The article is based on research that includes interviews with twenty young informants. The informants explain that they and their families classify pictures into two main categories: Religious calligraphic pictures are treated according to customs and rituals in the home. When it comes to figurative pictures with secular focus, the situation is different. Some figurative pictures, especially photographic portraits, generate conflicts in the families. There are different points of views regarding such pictures in Islam. The photographic portrait is often perceived as an agent in its own right, it is considered to inspire the beholder’s imagination and to have a disturbing influence if situated in places of prayer. Many pray at home, and some organization of the homely space is required.Målet for denne artikkelen er å undersøke hvordan norske muslimske familier orienterer seg mellom sunni-islamsk og vestlig visuell tradisjon, hvordan de forholder seg til dilemmaer som oppstår når tradisjoner divergerer, og hvordan de konstruerer sin visuelle og religiøse identitet når de lever i diaspora. Artikkelen baserer seg på empiri fra intervjuer med tjue unge informanter. De forklarer at de og deres familier klassifiserer bilder i to hovedkategorier: Religiøse kalligrafiske bilder, som behandles i tråd med skikker og ritualer i hjemmet. Når det gjelder den andre kategorien, figurative bilder med sekulært fokus, er situasjonen annerledes: Noen typer av figurative bilder, særlig portrettfotografier, skaper konflikter i familiene. Innen sunni-islam finnes det ulike syn på slike bilder. Ofte blir portrettfotografiet oppfattet som en selvstendig sosial aktør, og man tenker seg at det kan øve uheldig innflytelse på betraktere og skape uro på de stedene der bønn praktiseres. Siden mange muslimer ber hjemme, kreves det nøye overveielser når bilder skal plasseres
Patterned Silk Weaving in Ancient Times : A Study of Some Silks from Central-Asia Found in the Viking Area.
Get PDFPatterned silks came to Scandinavia as small pieces of reused material, but they were still valuable for the Vikings to have been used as trimmings on their garments. In over a millennium, the weave structure of samitum in these fragments was used in all patterned silk. In the medieval it was displaced in favor for other structures. It has lapsed into obscurity for weavers today. For several reasons the study of these silks has been difficult. The fragments are fragile. They were not made in Norway. Few have mastered this weaving technique. Is it possible to reconstruct these ancient silks, based on the knowledge gained from studying historical silks and experience acquired from using the structure in modern textiles? This article is about my attempt to do so, and also my reflections of the possible longtime impact on these silks on the weaving tradition in Norway.Patterned silks came to Scandinavia as small pieces of reused material, but they were still valuable for the Vikings to have been used as trimmings on their garments. In over a millennium, the weave structure of samitum in these fragments was used in all patterned silk. In the medieval it was displaced in favor for other structures. It has lapsed into obscurity for weavers today. For several reasons the study of these silks has been difficult. The fragments are fragile. They were not made in Norway. Few have mastered this weaving technique. Is it possible to reconstruct these ancient silks, based on the knowledge gained from studying historical silks and experience acquired from using the structure in modern textiles? This article is about my attempt to do so, and also my reflections of the possible longtime impact on these silks on the weaving tradition in Norway
Networking for strengthening design literacy
Get PDFThis article focuses on design education for the general public and the ways in which students and teachers can become more design literate through the development of networks, such as professional groups for teachers. The aim of professional groups is to create a structure that focuses on design competency among Design, Art and Crafts teachers as well as design education in Norway’s primary and secondary schools. Etienne Wenger\u27s theories of community of practice and Unn Stålsett\u27s theory about the development of networking through professional groups are highlighted in this study through the comparison of two municipalities in conjunction with informant interviews. The emphasis of this study is on how each municipality gives time and space for the development of design competence through professional groups. A well-organized professional group will hopefully contribute to a deeper level of expertise in schools and an increased ability for the general public to recognize design education.This article focuses on design education for the general public and the ways in which students and teachers can become more design literate through the development of networks, such as professional groups for teachers. The aim of professional groups is to create a structure that focuses on design competency among Design, Art and Crafts teachers as well as design education in Norway’s primary and secondary schools. Etienne Wenger\u27s theories of community of practice and Unn Stålsett\u27s theory about the development of networking through professional groups are highlighted in this study through the comparison of two municipalities in conjunction with informant interviews. The emphasis of this study is on how each municipality gives time and space for the development of design competence through professional groups. A well-organized professional group will hopefully contribute to a deeper level of expertise in schools and an increased ability for the general public to recognize design education
Leder. Utdanning for ny praksis II : – teknologi, design og bærekraft på tvers
Get PDFThis special issue of FormAkademisk is the second in a series that summarizes the lighthouse project Education for technology, design and innovation (2016–2021). The first issue was published in 2020 (Nielsen et al., 2020). The lighthouse project was funded by the Faculty of Technology, Art and Design (TKD), Oslo Metropolitan University (OsloMet). Now that the project has come to an end, it shows two areas where it has contributed to the development of practice. This applies to the development of fruitful collaboration on teaching, technology and research within TKD, and also with external researchers and institutions. Furthermore, it applies to international profiling of design and design education research in TKD through international research networks, publications and conferences.Dette temanummeret av FormAkademisk er det andre i rekken som oppsummerer fyrtårnsprosjektet Didaktikk for teknologi, design og innovasjon (2016-2021). Det første temanummeret ble publisert i 2020 (Nielsen et al, 2020). Fyrtårnsprosjektet er finansiert av Fakultet for Teknologi, kunst og design (TKD) ved OsloMet – storbyuniversitetet. Når prosjektet nå er avsluttet er det to områder der prosjektet har bidratt til utvikling av praksis. Det gjelder utviklingen av et fruktbart samarbeid om undervisning, teknologi og forskning innad på TKD, men også med andre forskere og institusjoner. Videre gjelder det internasjonal profilering av design- og designdidaktisk forskning ved TKD gjennom internasjonale forskernettverk, publikasjoner og konferanser
Kontekstbegrepet i sosiokulturell forskning på literacy
Get PDFIn sociocultural research, the concept of context is essential to knowledge development. But often the concept has a vague and implicit position in research (Säljö, 2001). Actions, interactions, use of language etc. in situations, in context, are not fully explained or considered in light of artefacts and environments. In other words; in what way do context play a role in research, and where does the boundary of context go? And what kind of implications has boundary of context to knowledge development and epistemology?
The aim of this article is to discuss and problematize these questions by some sociocultural approaches to the concept of context in research on literacy. Sociocultural theories represent different views on context and the boundaries of context. This implies different perspectives on different factors in the context; both physical observable factors (activities, artefacts, actions, interactions etc.), and non-observable factors or abstractions (attitudes, ideology, power, prejudices, beliefs etc.). To highlight various understandings and interpretation of context, and to do this explicit in research, will make the concept of context meaningful and an important basis of epistemology and knowledge development within qualitative research on literacy, but perhaps also other thematic issues. The article refer to and give some examples of research on literacy mostly within the field of vocational education to illustrate how different use of the concept of context give different knowledge of the relation context and literacy.I sosiokulturell forskning er begrepet kontekst vesentlig for kunnskapsutvikling. Men ofte har begrepet en vag og implisitt posisjon i forskningen (Säljö, 2001). Hendelser, samhandlinger, språkbruk etc. i situasjoner, i kontekst er ofte ikke forklart og vurdert i lys av artefakter og omgivelser. Med andre ord; på hvilken måte spiller kontekstforståelse i forskningen og hvor går grensene for en kontekst? Og hvilke implikasjoner har grensene for en kontekst for kunnskapsutvikling?
Målet for denne artikkelen er å diskutere og problematisere disse spørsmålene innenfor ulike sosiokulturelle tilnærminger til begrepet kontekst i forskning på literacy. Sosiokulturelle teorier representerer ulike innganger til og forståelser av kontekstbegrepet og grensene for kontekstforståelse. Dette impliserer også ulike perspektiver på forskjellige faktorer i konteksten; bade fysiske observerbare faktorer (aktiviteter, artefakter, hendelser og samhandlinger) og ikke-observerbare faktorer eller abstraksjoner (holdninger, ideologier, makt, fordommer, religiøse overbevisninger etc). Å vektlegge kontekstforståelse i forskningen og gjøre forståelsen eksplisitt, vil gjøre kontekstbegrepet meningsfullt og være et viktig grunnlag for kunnskapsutvikling innenfor kvalitativ forskning på literacy. Dette vil også være relevant for andre forskningstemaer innenfor opplæring og utdanning. Artikkelen viser til noen studier på literacy som representerer ulike forståelser av kontekstbegrepet, med vekt på literacy innenfor det yrkesfaglige feltet
Yrkesfaglig vurderingspolicy: Gjenstridige problemer og motstridende forventninger
No full textAssessment in vocational education and training (VET) is a relatively unexplored theme in assessment research. The assessment roles and responsibilities of VET teachers are challenging to codify in educational policies, leading to policymaking processes where social issues cannot be solved in an efficient or definitive manner. This study uses thematic analysis (Clarke & Braun, 2017) to investigate the expectations for VET teachers in Norwegian policy documents. In order to understand the dilemmas inherent in VET assessment policies, we draw on two bodies of knowledge: a) research on teacher assessment literacy and b) the concept of wicked problems (Rittel & Webber, 1973). The research question guiding this study is: How do national policies frame the expectations for VET teachers’ assessments? We identified five frames in the policy documents. VET teachers are expected to 1) negotiate legal requirements, 2) educate young people for social participation, 3) use assessment to support learning and motivation, 4) qualify a workforce for the future, and 5) become VET teachers. We discuss how conflicting expectations for VET teacher assessment may lead to a fragmentation of assessment responsibilities, threaten validity in assessment, and raise the question of what constitutes appropriate content in professional development.Vurdering i yrkesfag er viet forholdsvis lite plass i forskning. Yrkesfaglærere i videregående opplæring skal kvalifisere kompetente fagarbeidere for fremtiden, utdanne demokratiske samfunnsborgere og støtte unge menneskers faglige, sosiale og personlige utvikling. Der er imidlertid utfordrende å tyde hvordan policymakere mener yrkesfaglærere skal håndtere dette komplekse oppdraget. Denne studien bruker tematisk analyse (Clarke & Braun, 2017) for å undersøke hvordan forventninger til yrkesfaglærere i videregående opplæring fremstilles i fem norske utdanningspolitiske dokumenter. For å forstå de dilemmaene som preger yrkesfaglig vurderingspolicy, trekker vi på to kunnskapsgrunnlag: a) forskning på læreres vurderingskompetanse og b) begrepet «wicked problems» (Rittel & Webber, 1973). Studien spør: Hvordan rammer nasjonale retningslinjer forventningene til yrkesfaglæreres vurderinger? Vi identifiserer fem politiske innramminger som fremstiller ulike, og tidvis motstridende forventninger til yrkesfaglæreres vurderer-oppdrag. Policymakere forventer at yrkesfaglærere kan 1) forhandle mellom juridiske krav, 2) utdanne unge mennesker til sosial deltakelse, 3) bruke vurdering for å støtte læring og motivasjon, 4) kvalifisere en arbeidsstyrke for fremtiden, og 5) bli profesjonelle lærere. Vi diskuterer hvordan motstridende forventninger til yrkesfaglærers vurderer-oppdrag fremstilles i policy og undersøker hvilke grep policymakere tyr til for å fremstille slike komplekse, sosiale og økonomiske utfordringer som håndterbare. Videre peker vi på hvilke implikasjoner slike grep kan ha for relevans, kvalitet og validitet i vurdering i yrkesfag
Comparing Early Childhood Teacher Education in the subject Language learning and Early literacy in Denmark and Norway
No full textFew studies highlight the content of early childhood teacher education (ECTE) and examine the quality of knowledge acquired by future early childhood teachers. The current study concerns two questions. The first explores the goals of the national curricula in Danish and Norwegian ECTE concerning children’s language learning and early literacy. The second explores how satisfied Danish and Norwegian student teachers are with their own subjective learning outcomes related to the same themes. To answer the first question, data were collected through document analysis of the two countries’ national curricula. To answer the second question, data were collected through a survey handed out to student teachers in both countries at the end of their education. The survey contained questions about factual, procedural, and meta-knowledge areas. The survey participants comprised 199 Norwegian student teachers from three University Colleges and 90 Danish student teachers from three separate campuses at one University College. This study reveals that the Norwegian student teachers evaluated their subjective learning outcomes in the fields of language learning and early literacy more highly than Danish student teachers. Our research points to the fact that, compared to the Norwegian ECTE, the breadth of subjects in the Danish ECTE bachelor program tends to give lower subjective learning outcomes in these knowledge areas
Awareness and knowledge of cyberethics: A study of preservice teachers in Malta, Norway, and Spain
Get PDFThis paper explores the awareness and knowledge of cyberethics held by pre-service teachers across three European countries. The study was conducted via an online survey and yielded 1,131 responses from pre-service teachers in Malta, Norway, and Spain. The facets of cyberethics included in this study focused on behaving responsibly online, safeguarding privacy, respecting copyright, seeking consent of friends before posting images or videos on social media platforms, and considering their professional identity as future teachers when posting online. The findings indicate that pre-service teachers reported relatively similar levels of competence in applying copyright and respecting privacy rules with pre-service teachers in Malta and Norway reporting higher degrees of knowledge and awareness than their counterparts in Spain. Malta had the most participants who reported that they always considered the potential impact that posting media online may have on their professional teaching career, followed by Norway. Spain had the largest number of pre-service teachers who stated that they rarely or never thought about this impact on their teaching career. This indicates a lack of awareness of behaving in an exemplary manner online in a more public and professional capacity. Our findings highlight the need for pre-service teachers’ knowledge of cyberethics to be prioritised during Initial Teacher Education (ITE), especially at such a time when their professional identity is being shaped. A clear tension was noted between the perceived knowledge or competence and the declared practices of some pre-service teachers concerning the cyberethics items featured in the study. In light of our findings, we recommend that all ITE programmes include digital competence and cyberethics components in their curricula. This would enable pre-service teachers to develop an emerging professional and digital identity to face the challenges of becoming teachers in the 21st century
Problematizing Scientization in International Organizations
Get PDFComparative education studies examined the roles multilateral organizations and non-governmental organizations play in global governance and international development. Emphasis has been given to their engagements both at policy and practice levels as well as their impacts. Generally, the mechanisms international organizations use to govern education and development seem qualitatively to change over time. The most recent emerging research trajectory explains how international organizations primarily use the power of scientific knowledge for organizational legitimacy, credibility, and impact. This is referred to in the literature as soft governance, epistemic governance, scientization, or scientific multilateralism, as it significantly relies on the authority of scientific knowledge as opposed to hard, financial preconditions, for global governance and development. Our understanding of scientization is still in its ‘infancy’, partly due to its relatively recent emergence and partly due to the use of varied indicators to assess it across organizational types. To contribute toward further theorization, this study problematizes scientization in international organizations, with a focus on multilateral, intergovernmental organizations. The study is organized around answering this overarching question: What are the conceptual and methodological attributes or features of scientization in international organizations? Using sociological theories and conceptions of policymaking and transfer, it discusses core substantive, methodological, and theoretical issues of scientization having relevance for further research