| 1. |
- Andersson, Joakim, 1966, et al.
(författare)
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Learning situations in Sloyd
- 2016
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Ingår i: International NordFo Conference in Rauma, Finland, Sept. 28-30, 2016. ; 2016
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Learning situations in Sloyd. The aim of this presentation is to discuss how the interaction between students within the teacher education, teachers and the environment are involved in learning situations to develop dexterity and skills within Sloyd [Slöjd]. During the students' education to become teachers for the school subject Sloyd time in workshops are included to practice skills and be knowledgeable in the crafting of sloyd objects. To be able to teach as an educated teacher within sloyd it is important to have the experience of gradually learning how to learn to craft in sloyd. Video Recorded empirical data is collected during a two-day workshop in turning at a teacher education programme. The recorded crafts activities are characterized by the students’ coordination of their activities by the use of both verbal and non-verbal communication. It is of interest to explore how learning processes are formed by instructions and impressions when the students develop their knowledge and skills. We would like to discuss how knowledge is formed in interaction with people and the environment when students learn how to shape the craft objects by using tools and materials. What is it that makes a person alternate between working by oneself or receiving help from others? How are students’ learning processes developed through conversations and other forms of communication (body language, gestures, facial expressions, actions, etc.) to make them more knowledgeable in their craft, skillful and proficient in the work of forming a crafted artefact? How are instructions and impressions used during the learning process?
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| 2. |
- Andersson, Joakim, 1966, et al.
(författare)
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Learning situations in Sloyd ‒ to become more handy, dexterous and skilful
- 2017
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Ingår i: Techne series : Research in sloyd education and crafts science. A. - 1238-9501 .- 1893-1774. ; 24:2, s. 93-109
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Tidskriftsartikel (refereegranskat)abstract
- This article provides examples of how students in a teacher training course in sloyd [sw. slöjd] develop their knowledge of sloyd during a workshop in woodturning. Several names from the definition of sloyd may be perceived as relatively the same, but in this article is the focus on three of the meanings included in the concept sloyd; handy [sw. händig], dexterous [sw. hantverksskicklig] and skilful in forming a crafted artefact [sw. konstfärdig]. It is of interest to explore how such skills, usually ‘hidden’ in the making processes, can be developed in learning processes. The study aims to describe how the sloyd skill develops in interaction with others and with the situations created in the physical environment during sloyd activities. The study, carried out by video documentation and microanalysis, shows that so-called practical knowledge requires support from several multimodal forms of interactions. From the video material, three sequences of microanalysis have been selected for this article. The results show that learning to do sloydwork is not something that takes place by only working on one’s own object. The students alternate between standing by and watch, or practice, or demonstrated, their skills when they work on each other's object. Body language and actions have an important role in how shared understanding is created for how for example the suitable handling of a woodturning tool should be implemented. The embedded meanings in the sloyd concept used in this article ‒ handy, dexterous and skilful in forming a crafted artefact ‒ show that knowledge of sloyd includes handicraft knowledge as well as pedagogic aspects.
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| 3. |
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Introduction – Knowledge qualities within the field of sloyd : Techne series A: 10/2007. Research in Sloyd Education and Crafts Science. (eds.) Johansson, M. & Porko-Hudd, M.
- 2007
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- The theme for this Techne A-series report is Knowledge, Qualities and Sloyd. Research results show that individual and collective values and traditions often have a remarkable influence on one´s vision on sloyd. The lack of research re-sults or insufficient insights into existing research add to the fact that many knowledge qualities within the field of sloyd remain hidden. It is therefore a challenge to make visible how versatile the learning situations can be when making sloyd objects. Knowledge and experiences in sloyd practices develop by giving and taking in interaction with other persons, with materials, tools and artefacts. The five articles in this report are written by some of the researchers that took part in the first international research conference on sloyd Tradition in transition – teaching Sloyd, Arts and Crafts in Contemporary Society, 2006, that was arranged by Umeå University, Sweden and Åbo Akademi University, Finland. In the articles the researchers reflect on the view and complexity of Knowledge, Qualities and Sloyd.
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| 4. |
- Johansson, Marléne, 1953, et al.
(författare)
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Are teachers and students working with the same, parallel or different projects?
- 2006
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Ingår i: Paper, presenterat vid The International Research Conference on Sloyd, Arts and Craft/Design, mars 2006, Umeå.
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Konferensbidrag (refereegranskat)abstract
- Are teachers and students working with the same, parallel or different projects? What learning qualities and other values do teachers and pupils think are furthered by good sloyd teaching? The goal and content of sloyd have hitherto been expressed in official Swedish texts in an almost stereotyped way, without any prior problematization or investigation. As there are neither national standards nor commonly used textbooks, teachers have to make their own interpretations to explain the purpose with and the qualities of the Sloyd subject to their students. According to a recent national evaluation of the sloyd subject (NU-03) teachers, to a quite high extent rely on locally developed documents. Further, teachers and pupils to some extent had different opinions about what qualities of learning were desirable. Through other studies and an unpublished data based on repertory grid interviews, we know that teachers in sloyd as well as the national course of study emphasis the process as the important part of the subject while the pupils think that the product is the most important factor. We want to discuss how teachers and pupils talk and communicate the learning qualities in Sloyd.
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| 5. |
- Johansson, Marléne, 1953, et al.
(författare)
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Conditions for learning in tool-mediated activities and collective work processes in sloyd practices [slöjdpraktiker]
- 2006
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Ingår i: Paper, NERA/NFPF Congress, mars 2006, Örebro.
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Konferensbidrag (refereegranskat)abstract
- Conditions for learning in tool-mediated activities and collective work processes in sloyd practices [slöjdpraktiker] The issue of this paper is what pupils do and thereby can learn in sloyd practices within formal education. Social practices are formed by what people do, the tools they use, and how they communicate in doing. By exploring the context in which interaction, teaching and learning take place, we expect to be able to describe what is mediated by the activities the pupils engage in, by the material and by the symbolic and other tools the pupils work with. The paper gives examples from two contexts, the subject craft and design [slöjd] in comprehensive school and textile-related courses in two upper secondary programmes. In both studies we have paid attention to the social as well as to the physical environment in which learning takes place. We want to identify the content of sloyd that the pupils get access to, as well as what it is that constitutes progress. Concerning sloyd in comprehensive school, we will discuss conditions for learning from video-recorded classroom situations and pupils’ and teachers’ diary notes. For upper secondary school, video-recorded classroom situations have been analysed with focus on the tasks, the tools used, teachers’and pupils’ communications, and changes in these from year 1 to 3.
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| 6. |
- Johansson, Marléne, 1953
(författare)
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Craft and design [slöjd] – sociocultural reproduction and new creation : In Techne series B: 2/1996, Research in Sloyd Education and Crafts Science
- 1996
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Ingår i: Techne series B: 2/1996, Research in Sloyd Education and Crafts Science. - Finland, Vasa : Åbo Akademi, NordFo. - 9525097021 ; , s. 56-77
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In a multicultural society the students come to the craft and design education with different cultural and social backgrounds. The students´ and teachers´ experiences are reproduced and transformed, and produce new knowledge about human activity. This essay is kept together under the theme sociocultural reproduction and new creation and contains main results from the Swedish evaluation of the subject craft and design (slöjd) 1992–1994, results from students´ and teachers´ diary notes and the result of the analysis of the students´ participation in the work processes in craft and design. A short report from the current craft and design research together with video recording from craft and design classes is treated from the same aspect.
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| 7. |
- Johansson, Marléne, 1953, et al.
(författare)
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Didactical dimensions on digital learning: One Case of Developing Software and Content for Mobile Learning
- 2013
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Ingår i: NERA/NFPF 41st Congress, Reykjavik, Iceland.
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Konferensbidrag (refereegranskat)abstract
- The main project Didactic Dimensions in Digital learning, DiDiDi, at Åbo Akademi University, Finland, was initiated in the spring of 2012 with a broad spectrum as its goal. DiDiDi ranges from tablet computers in the classroom to Second Life as a learning environment, and from laboratory teaching to teacher training. DiDiDi aims to gather theoretical knowledge on digital tools as pedagogic resources to support new theories on digital learning. DiDiDi wants to stay in touch with what is digitally happening in the classrooms in Finnish schools and participate in generating pedagogic theories for teaching through different projects. For example how learning is supported by using blogs in the classroom or using tablet computers while reading in class. One of the sub-projects in DiDiDi is Talking Tools, an interdisciplinary research- and development project with the ambition to develop a smartphone-based learning platform to support a variety of learning and teaching activities in sloyd [slöjd]. Sloyd is a subject taught in grades 1-9 in primary schools in Finland. In sloyd, learners design and manufacture unique artifacts in a multifaceted process involving several steps and decision making. Since every learner in sloyd works with a unique design, there are as many unique, asynchronous work processes as there are learners. Consequently, learners are in the need of different information at very different times. The sloyd teacher is therefore often forced to repeat her instructions for individual learners focusing the teacher-learner interaction on repeating rather than tutoring individual learner in their work process. The Talking Tools platform includes a range of learning tools from quick information access using code scanning technology to work process documentation in interactive micro blogs. Our hypotheses are that portable devices combined with online pedagogical content and documentation tools makes it possible to support a mode of learning that enables learners to work both individually and in groups, in their own time, at their own pace, and from their own place. This will hopefully help learners to more independently advance in their work process and change the character of the communication between the teacher and the learners.
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| 8. |
- Johansson, Marléne, 1953, et al.
(författare)
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Educational Sloyd–learning through making artefacts
- 2010
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Ingår i: Accept paper, Technological learning & thinking conference, Vancouver, British Colombia, Canada.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Educational Sloyd–learning through making artefacts.
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| 9. |
- Johansson, Marléne, 1953, et al.
(författare)
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Expressions of learning in sloyd practitices
- 2012
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Ingår i: Paper, presenterat vid Making – an international conference on Materiality and Knowledge, Høgskolen i Telemark, Notodden, Norge.
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Konferensbidrag (refereegranskat)abstract
- Within the master's studies in sloyd education at the Faculty of Education, Abo Akademi University, a research project focusing on learning in sloyd activities in different areas of society has been initiated. The project is called Expressions of learning in sloyd practitices and is carried through during 2011-2013. The project is led by a working group of research leader PeD Mia Porko-Hudd, associate professor Ph.D. Marléne Johansson and lecturer PeD Barbro Sjoberg. The aim of the project Expressions of learning in sloyd practitices is to scientifically collect, analyze and report on how learning is expressed in sloyd activities in various areas such as day care centers, preschools and schools and as vocational, recreational and therapeutic activities. Also sloyd activities performed by various stakeholders such as students, teachers, parents, hobby crafts people and professional craftsmen are involved in the project. The project originated in a perceived need to, on the one hand, broaden the themes of research subjects within the scientifical discipline of sloyd education and on the other hand to facilitate the student's choice of theme and advancement in their master's theses. In the initial phase of the project (autumn 2011) a group of master students in sloyd education gathered an extensive empirical data material from sloyd practitices in various fields using video observations and audio recordings. The collected data is used only for scientific purposes, primarily for the students' master's theses. The collected data material should also be made available to graduate students and postdoctoral researchers in order to write articles and reports. In addition, an aim of the project is to analyze the conclusions of the master theses on a meta level to obtain an idea of how learning has been expressed in the researched sloyd practitices.
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| 10. |
- Johansson, Marléne, 1953, et al.
(författare)
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Process documentation in Sloyd: Pilot study of the ‘Talking Tools’ application
- 2015
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Ingår i: International Journal of Interactive Mobile Technologies. - : International Association of Online Engineering (IAOE). - 1865-7923. ; 9:3, s. 11-17
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Tidskriftsartikel (refereegranskat)abstract
- Students work in sloyd [slöjd] class represents unique areas of learning. The creative, hands-on design work, as well as a mix of both individual and collaborative processes, provide options for developing multiple skills. But these multilevel learning processes are difficult to capture. This study explores how a mobile application, the Talking Tools (TT), are used for documenting students own reflections during sloyd class. The study targets what, why, and when a group of teacher student (N=11) use TT for microblogging about their work. Their subjective reflections from a questionnaire using open-ended questions are used for validating earlier analysis of their blogs created using TT. As TT is still under development, the objective of exploring students’ documentation behaviour with the application, is to understand what the added value of TT could be for capturing various areas of learning. Suggestions for teacher guidelines for implementing TT are discussed based on the findings. The article also describes the development of the application in terms of the inter-disciplinary cooperation and collaboration. The TPACK framework is used for illustrating the know-how transcendence between collaborators in the TT application development.
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