| 1. |
- Algers, Anne, et al.
(författare)
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Work-based learning through negotiated projects : Exploring learning at the boundary
- 2016
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Ingår i: Higher Education, Skills and Work-based Learning. - 2042-3896 .- 2042-390X. ; 6:1, s. 2-19
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Tidskriftsartikel (refereegranskat)abstract
- PurposeMore collaborative and open learning models are suggested as part of the paradigm shift in the way knowledge is produced, distributed and used. This paper aims to explore a work-based learning model, based on systemic negotiations between actors from the three parties: The academy, the industry and the students. The purpose is to investigate how teachers, supervisors and students value negotiated work-based learning as a boundary activity and to enhance the understanding of the learning potential at the boundary.Design/methodology/approachActivity theory is used as a lens to analyse the results from a survey to the three stakeholder groups and interviews of students. The four learning mechanisms are used to explore learning at the boundary between the two activity systems.FindingsDiversity and mobility in education and work addressed by the notion of boundary crossing are associated with both challenges and a learning potential. There is a constant dynamic between structure and agency, where structure, the negotiated model, influence the individual agency. When gradually removing scaffolding students can as boundary crossers engage behaviourally, emotionally, and cognitively and have agency to handle contradictions at a local level. However, they did not seem to prioritize both systems equally but instead they were gradually socialised into the activity system of the industry.Originality/valueWhen work-based learning is framed by a negotiated partnership it can manage and customize inherent conflicts of interest and enhance individual learning opportunities at the boundary and can be conceptualized as an open learning practice.
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| 2. |
- Caselunghe, Elvira, et al.
(författare)
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Forskningsperspektiv på naturvägledning
- 2012
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Literature study shows a lack of Swedish nature interpretation research. The Swedish Centre for Nature Interpretation (SCNI) was established in 2007 by the Swedish Environmental Protection Agency and the Swedish University for Agricultural Sciences. One task of SCNI is to initiate research on nature interpretation. This research overview is intended to provide a jumping-off point. The main purpose was to investigate Swedish research that contributes to development of theory and practice in nature interpretation. In addition, research from other Nordic countries as well as international research was reviewed. A literature search for Swedish scientific publications on nature interpretation, explicitly, revealed a scarcity of such research in Sweden. Of course identifying such studies depends, in part, on how “nature interpretation” and “research” are defined. There are actually a number of Swedish researchers who work with topics that are relevant to nature interpretation, and to some extent this research is also published in scientific media. However, there is a larger quantity of educational literature. Overall, the main finding of this literature search is that nature interpretation research has not been conducted in Sweden, to date. However, relevant studies were found in such areas as outdoor recreation, nature tourism, education for sustainable development, outdoor education, environmental history, museology and environmental psychology. Various key words have been used in the selected databases, since “nature interpretation” generates no scientific hits. Definitions and pedagogical principles for nature interpretation are described in the first part of the report. Then international nature interpretation research and some different occurring theories are presented. Emphasis is then put on Swedish and Nordic research that is relevant for developing nature interpretation. The main findings below include conclusions from both the international and the Swedish/Nordic research and indicate some possible directions for development of nature interpretation research, in Sweden and elsewhere. NATURE INTERPRETATION CAN BE BOTH A MEANS OR AN END IN ITSELF There is a need for scientific development of nature interpretation evaluation principles. In Sweden, but also elsewhere, a common goal for publicly financed nature interpretation is to influence people in the direction of sustainable development. Research on interpretation evaluation is needed in order to know whether various activities correspond to our expectations. Also, there is a need to question whether this goal of influencing people is transparent and democratic enough. Internationally, there are both researchers who claim that interpretation can have a positive effect on environmental attitudes and behavior, and those who claim that effective evaluation methodologies for exploring such relationships need further development. Worldwide, interpretive evaluation research has focused heavily on knowledge gain and impacts on attitudes and behaviour, but it has seldom partitioned out the role of the emotional aspects of nature experience, although interpretation instructions stress revelation and provocation for instance. The notion of “participants gaining knowledge” could be widened and include mutual and experiential learning processes. Unlike environmental education, interpretation usually is a rather time limited activity. That could also be a reason to why long term interpretation effects are difficult to evaluate. If any effects appear, it would still be difficult to distinguish what has generated them. Nature interpretation is sometimes seen as a means for fulfilling a greater objective, but in other cases it is seen as an end in itself. For instance, within outdoor recreation, nature interpretation activities could be considered an end in themselves. Whereas nature interpretation efforts within state run nature conservation could be a means for legitimating and promoting poli-tical nature conservation decisions. NATURE INTERPRETATION AS A COMMUNICATIVE ACT The literature review indicated that the number of Swedish or international publications focusing on the communicative act of nature interpretation from an interactional micro perspective seems to be limited. What is happening within and between the persons during a nature interpretation session? How does the interpretation process really occur? Is the interpreter or the participant the one who makes the interpretation for instance? What kind of learning is taking place? CRITICAL RESEARCH ON NATURE INTERPRETATION COULD DEVELOP THEORY AND PRACTICE When discussing what Swedish nature interpretation research could concentrate on, there is not only a need to discuss the topics, but also different scientific approaches that could facilitate a greater understanding. Much of the Nordic research referred in this report is carried out within a positivistic research tradition doing quantitative studies. When approaching social science there are also some publications within hermeneutic research tradition. Critical research tradition, however, is rare among the studies reviewed. Since nature interpretation is not a natural science phenomenon, but a social one, nature interpretation research based on social constructivism has an obvious importance in further development of Swedish nature interpretation research. The role of nature interpretation in society could be better understood by analyzing what discourses characterize Swedish nature interpretation practice today. What ideas of man and nature are taken for granted which could affect the content and format of nature interpretation? Nature interpretation contributes to constructing our nature experiences, something that is seldom analysed. What values and rationalities holds the Swedish nature interpretation discourses? These questions require a critical dimension of nature interpretation research. Another division to make is research that looks for improving nature interpretation practice (how to do good interpretation), versus research that looks for understanding the phenomenon of nature interpretation (research about interpretation). Both kinds are needed. EXAMPLES ON CRITICAL ANALYSIS OF NATURE INTERPRETATION Some discussions in museology are highly relevant to nature interpretation as well. A quote by Ella Johansson (2001) about open air museums illustrates several of the inherent paradoxes in interpretation that could be interesting to further investigate. “… some contrary – or maybe complementary – aspects are lasting and necessary features in a museum: authenticity versus scene, critical distance versus deep empathy, creating knowledge versus ideology, education versus Sunday pleasure.” The content and format of nature interpretation is always a mental and social product, where the involved individuals decide what phenomena and objects are paid attention to and what questions and explanations are suggested. Søren Kruse (2002) argues that “the interpreter designs the participants’ nature visits and determines thereby frames for their nature experiences”. He further writes that: “Nature interpretation is in the centre of the normative minefield of pedagogics, where one could ask oneself: With what right can the nature interpreters claim that their design of nature visits is better than the nature contact designed by the participants themselves? My point of departure is that nature interpretation is not an interpretation of nature, but a production and reproduction of socially constructed descriptions of nature and our relations with it.” THE NEED OF ADVANCING NATURE INTERPRETATION RESEARCH IN SWEDEN Advancement of Swedish research on nature interpretation is needed for several reasons. There are national prerequisites that are unique, such as the Swedish right of public access to nature. Swedish nature interpretation is not yet systematically evaluated from a scientific point of view. There are also a number of educational programmes in Swedish universities within nature guidance and nature interpretation, and connecting these educational efforts to research would strengthen their quality. However, nature interpretation is not a research discipline, but rather a topic that requires research from various perspectives. That interdisciplinary context could be treated by different branches – from public health science, to cultural studies, to forest sciences, if it is combined with communication science, pedagogics or similar fields. Environmental psychology, marketing and media sciences could also provide knowledge about behavioural impacts that nature interpretation often aims for in a general context.
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| 3. |
- Algers, Anne, 1961, et al.
(författare)
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Teachers’ perceived value, motivations for and adoption of open educational resources in animal and food sciences.
- 2015
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Ingår i: International Journal: Emerging Technologies in Learning. - : International Association of Online Engineering (IAOE). - 1863-0383. ; 10:2, s. 35-45
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Tidskriftsartikel (refereegranskat)abstract
- Teachers' motivations behind their view on value and adoption of open educational resources (OER) were investigated based on 101 questionnaire answers from teachers in animal welfare, animal science and food science. A factor analysis uncovered the underlying dimensions for teachers’ motives and indicated that they were complex and linked to subject area. Underlying dimensions for the motives to adopt OER were identified at three levels; individual (e.g. altruism), institutional (e.g. collaboration with peers), and societal (e.g. reaching beyond borders of the academy). The underlying dimensions for the inhibitors for adoption at individual and institutional level were challenges regarding individual competences, quality assessment and teaching practices. When using activity theory, an affinity space could be identified for teachers in animal welfare with its own norms and expectations with regards to the open educational practices. The results suggested that sharing for the benefit of others and collective collaboration with other peers were stronger incentives for teachers in the specific subject of animal welfare than it was for teachers in broader and less contested subject areas. Animal welfare teachers also had low agreement with problems such as OER being deviant to higher education and for being difficult to adapt to teaching context, and these teachers also had a higher adoption rate than other teachers. Furthermore, this study provides evidence that OER challenges the boundaries of higher education and that an affinity space can enable OER adoption.
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| 5. |
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| 6. |
- Larsson Jönsson, Helene
(författare)
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Studiebesökens pedagogiska potential i högre utbildningar : intervjubaserad studie av Lantmästarprogrammet
- 2013
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Inom ramen för en fyra-veckors projektkurs genomfördes en intervjubaserad studie om studiebesökens utnyttjande på Lantmästarprogrammet vid SLU. Studiens syfte var att få en inblick i kursledares och studenters uppfattning samt deras pedagogiska tankar om studiebesök. Studien består av tre intervjuer med kursansvariga lärare samt av en gruppintervju med åtta lantmästarstudenter. Intervjumaterialet sammanställdes till ett protokoll som sedan användes för att skapa nya frågekategorier. Intervjuerna visade att det fanns variation mellan olika studiebesök både vad gäller planering, genomförande och återkoppling. De intervjuade lärarna lade stor vikt vid att skapa ett bra förhållande mellan universitet och näringsliv. Lärarna hade många kreativa idéer och hade funderat/provat på att använda studiebesöken på ett sätt så att studenterna hade möjlighet att uppnå en djupare förståelse. Studentgruppen önskade en bättre planering och tydligare mål med studiebesöken så att de kan fokusera på rätt saker när de är ute på studiebesöken. Vidare ser studenterna gärna att de har någon sorts uppgift att ta reda på eller praktiskt utföra under studiebesöken så att de kan koppla ihop teori och praktik. Intervjustudien gav en bra inblick i hur lärare och studenter på Lantmästarprogrammet upplever studiebesöken och kan användas som underlag till vidare diskussion mellan lärare och studenter så att studiebesöken kan utvecklas så att de kan bidra till att ge studenterna en djupare förståelse.
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| 7. |
- Melin, Martin
(författare)
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A roadmap towards action education - The Nextfood approach
- 2022
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- In an age of accelerating change, where society seeks to develop pathways towards a more sustainable future, there is increasing recognition of the need for an educational response. Future change agents must be equipped with the competences needed to deal with the complex challenges of sustainability. Education plays a key role in addressing the threats from climate change and in supporting a transition to more sustainable production and consumption of food and other bio-based products.The Decade of Education for Sustainable Development, launched by the United Nations in 2005, aimed “to integrate the values inherent in sustainable development into all aspects of learning to encourage changes in behaviour that allow for a more sustainable and just society for all” (UNESCO 2005). Through education for sustainable development, students must become better equipped to link societal and economic activitiesto environmental issues and be better prepared for dealing with societal challenges.In a recent declaration, the European Education Arena 2025, EU-leaders prioritised the need to build on inclusive and high-quality education as a part of the Green Deal Strategy (European Union 2020). An education characterised by transdisciplinary, learnercentered and action-oriented approaches is mentioned as an important means to foster transversal skills. These skills are not confined to a specific task within adiscipline or dependent on a narrow field of knowledge. Critical thinking, creativity, entrepreneurship and civic engagement are among the capabilities most needed in our rapidly evolving society and work life.The NextFOOD consortium was established in 2018. Its members consist of university students, academics, field professionals, farmers and other stakeholders in society. The primary consortium activities are case studies of action-oriented education, sharing of experiences and research. In 2022, the NextFOOD roadmap (Fig. 1) towards a vision of action education was developed from reviewing the outcomes of 12 educational case studies and of several workshops organised by the consortium. The workshopparticipants identified factors that have been critical for them to transform traditional educational approaches to more action-oriented learning. They discussed the challenges they have faced and the strategies they have applied to overcome them. Based on these discussions, we were able to identify which steps seemed critical for success. The purpose of the resulting roadmap is to support the transformation of educational systems in the agrifood, forestry and similar sectors towards the action-orientation that is needed to build sustainability competences among the students (learners). It is to be used by course leaders, educational managers and teaching practitioners at the high school, vocational and university levels who want to drive such a change in educationThe roadmap depicts various signposts, each representing a step towards creating the foundation for educating the next generation of professionals in agri-food and similar systems. The roadmap was presented at the final consortium meeting of NextFOOD in April 2022 and the participants gave their feedback to the final version. As a user of the roadmap, you may likely experience detours and unexpected obstacles as you proceed with the change process. The roadmap is intended as a visual metaphor. It will help you to create ownership and spur creativity, if you adjust the sequence of the steps to your own situation.The usefulness of the roadmap can be enhanced through accessing the NextFOOD Research Protocol (Lenaerts, L., et al. 2019), the NextFOOD Master Manual (Lenaerts, L., et al. 2022) and the NextFOOD Toolbox (Nicolaysen, A.M. et al. 2020). The manual and the toolbox provide different tools (“how-to instructions”) as well as theoretical inputs. The NextFOOD document on “Educational Approaches (Lieblein, G. et al. 2019) provide a further conceptual base for the NextFOOD approach to action education.
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| 8. |
- Vernay, Antoine
(författare)
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A multidisciplinary scientific outreach journal designed for and made by middle and high school students to bring research closer to the classroom
- 2020
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Konferensbidrag (refereegranskat)abstract
- One mission of a researcher is to share their work and results with the general public but there is a real challenge in accurately and effectively sharing scientific results with a broad audience. Indeed, they are published in scientific journals that are mostly available at high costs; the vocabulary used makes it hard for people outside of the field to understand the concepts; and sometimes there is a language barrier for non-English speakers. However, to make informed decisions on a variety of scientific and societal topics, citizens need to have access to and keep up with these research results. To build critical thinking, this good practice should be developed from an early age. This paper describes the journal DECODER (French for “to decode”, journal-decoder.fr), which enables a researcher and a class to work together on their own shortened research article. The middle and high school students can have the role of active reviewers on the researcher’s shortened article or they can write an outreach article on a given topic in which the researcher is a specialist. Articles are then published under a creative commons license and are freely available on the journal website to benefit a majority. Our partner researchers work in space agencies, in academia, or in industry, in a variety of disciplines. The emphasis is set on multidisciplinarity to raise students’ awareness about research wideness and show them that research is not limited to STEM fields but also exists in economics and humanities. This points out the significance and ubiquity of transdisciplinarity in solving real world’s problems, especially for space exploration. In its first year and a half, the journal has already involved more than ten classes in five different schools and 18 articles have been submitted by ten researchers.
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| 9. |
- Westin, Martin, 1974-, et al.
(författare)
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Att utveckla samverkanskompetens genom utbildning: praktisk klokhet och reflekterande praktik
- 2020
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Ingår i: Socialmedicinsk Tidskrift. - 0037-833X .- 2000-4192. ; 97:4, s. 640-650
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Tidskriftsartikel (refereegranskat)abstract
- Samverkan är en vanlig arbetsform inom svensk förvaltning. Samverkansar-betet för samman aktörer från offentlig sektor, näringsliv, civilsamhälle och akademi. I bästa fall kan samverkan resultera i både effektiva och demokra-tiska förändringsprocesser. Men då krävs att de som samverkar har samver-kanskompetens; att de kan designa och facilitera samverkansprocesser där förtroendefulla relationer skapas och önskvärda resultat nås. Trots det öka-de behovet av samverkanskompetens har svensk forskning i liten utsträck-ning undersökt hur sådan kompetens kan utvecklas genom utbildning. Syftet med den här artikeln är att sprida lärdomar från utvecklandet och genomför-andet av utbildningen Att leda samverkan. Artikeln visar på möjligheter och begränsningar i att basera samverkansutbildning på idéer om reflekterande praktik och praktisk klokhet.
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| 10. |
- Arnell, Anders, et al.
(författare)
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Naturvägledning i Sverige - en översikt
- 2009
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Naturvägledning handlar om att förmedla kunskap om och väcka känslor för naturen och kulturlandskapet. Naturvägledare finns i många verksamheter och kallas ofta för något annat i sin vardag: naturguide, museipedagog, ekoturismföretagare, naturinformatör. Centrum för naturvägledning presenterar i rapporten Naturvägledning i Sverige en bred översikt över begrepp, historik, och pågående aktiviteter inom svensk naturvägledning, med en internationell utblick. Rapporten bygger bland annat på intervjuer och enkäter med cirka 100 personer, som ger sin bilder av mål, glädjeämnen och utmaningar med arbetet som naturvägledare.
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