| 1. |
- Algers, Anne, 1961, et al.
(author)
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Open Educational Resources in Animal Ethics and Food Ethics.
- 2011
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In: Proceedings of the EADTU Annual Conference: Universities and regional development in an open knowledge society; sharing innovation and knowledge in European universities, Eskisehir, Turkey, 3-4 November, 2011.. - Eskisehir, Turkey, 3-4 November, 2011 : EADTU, Heerlen. - 9789079730094 ; , s. 9-19
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Conference paper (peer-reviewed)
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| 2. |
- Algers, Anne, 1961, et al.
(author)
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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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In: International Journal: Emerging Technologies in Learning. - : International Association of Online Engineering (IAOE). - 1863-0383. ; 10:2, s. 35-45
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Journal article (peer-reviewed)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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| 3. |
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| 4. |
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| 5. |
- Caselunghe, Elvira, et al.
(author)
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Forskningsperspektiv på naturvägledning
- 2012
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Reports (other academic/artistic)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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| 6. |
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Craft Sciences
- 2022
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Editorial collection (other academic/artistic)abstract
- The field of ‘Craft Sciences’ refers to research conducted across and within different craft subjects and academic contexts. This anthology aims to expose the breadth of topics, source material, methods, perspectives, and results that reside in this field, and to explore what unites the research in such diverse contexts as, for example, the arts, conserva-tion, or vocational craft education. The common thread between each of the chapters in the present book is the augmented attention given to methods—the craft research methods—and to the relationship between the field of inquiry and the field of practice. A common feature is that practice plays an instrumental role in the research found within the chapters, and that the researchers in this publication are also practitioners. The aut-hors are researchers but they are also potters, waiters, carpenters, gardeners, textile artists, boat builders, smiths, building conservators, painting restorers, furniture designers, il-lustrators, and media designers. The researchers contribute from different research fields, like craft education, meal sciences, and conservation crafts, and from particular craft subjects, like boat-building and weaving. The main contribution of this book is that it collects together a number of related case studies and presents a reflection on concepts, perspectives, and methods in the general fields of craft research from the point of view of craft practitioners. It adds to the existing academic discussion of crafts through its wider acknowledgement of craftsmanship and extends its borders and its discourse outside the arts and crafts context. This book provides a platform from which to develop context-appropriate research strategies and to associate with the Craft Sciences beyond the bor-ders of faculties and disciplines.
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| 7. |
- Gisslevik, Emmalee, 1984, et al.
(author)
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Food in Relation to Sustainable Development Expressed in Swedish Syllabuses of Home and Consumer Studies: At Present and Past
- 2016
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In: Journal of Education for Sustainable Development. - : SAGE Publications. - 0973-4082 .- 0973-4074. ; 10:1, s. 68-87
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Journal article (peer-reviewed)abstract
- Little is known what the term sustainable development entails in relation to the school subject of home and consumer studies and the subject’s knowledge area of food. The aim is to illustrate how food is expressed in national syllabuses of home and consumer studies at present and in the past, and its operationalization into sustainable development. Using qualitative content analysis, the results show three themes: (a) maintenance of the family and household, (b) maintenance of the earth’s resources and (c) maintenance of the future generations. The first theme is characterized by concrete tangible judgements based on experiences of family members and is predominant in earlier syllabuses. The second and third themes are predominant in later syllabuses and show a movement into complex and abstract contemplations of global ecological, social and economic conditions for the purchase of food. The presentation of food in relation to sustainable development has changed over the years, consequently demonstrating the didactic challenge of home and consumer studies.
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| 8. |
- Algers, Anne, 1961, et al.
(author)
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Open educational resources in animal welfare.
- 2010
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In: Proceedings of the international conference on animal welfare education: Everyone is responsible. Brussels, 1-2 October 2010. ISBN: 987-92-79-16225-1.European Union, Brussels. - 9789279162251 ; , s. 46-53
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Conference paper (peer-reviewed)
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| 9. |
- Algers, Anne, 1961, et al.
(author)
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Peer Reviewing of OER in a Contested Domain – an Activity Theoretical Analysis
- 2015
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In: Journal of Interactive Online Learning. - 1541-4914. ; 13:4, s. 21-38
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Journal article (peer-reviewed)abstract
- Globally, we experience numerous initiatives to increase the adoption of open educational resources (OER), but quality concerns challenge the adoption. In this study we present an analysis of the peer review process of an OER. The OER under review is produced by the European Commission (EU). It has the goal to teach children about farm animal welfare. Following discussions with the EU about its quality, a panel review was conducted. The group of peers used a quality evaluation tool for initial individual assessment, which was then discussed in four consecutive meetings. Video recordings from the meetings and the final report constitute the research data. Cultural historical activity theory (CHAT) was used as the analytical framework. The results indicated that the main areas of negotiations were the content quality of the OER and the adoption of the OER in teaching practices. The examination of these concerns using CHAT indicated that the peer review process neither leads to accuracy nor legitimacy. In summary, OER and in particular the quality assessment of OER challenge the boundaries of higher education. A combination of peer review and crowd source review is suggested to underpin the openness and thus increase adoption of OER.
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| 10. |
- Lindahl, Johanna, et al.
(author)
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Hygiene knowledge, attitudes and practices among dairy value chain actors in Assam, north-east India and the impact of a training intervention
- 2018
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In: Infection Ecology & Epidemiology. - : Taylor & Francis. - 2000-8686 .- 2000-8686. ; 8:1
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Journal article (peer-reviewed)abstract
- ABSTRACTBackground: Food-borne diseases are contributing to health burdens globally, especially in developing countries. In India, milk production is important for nutrition security, but milk products are prone to contamination with pathogens. In Assam, a state in Northeast India, a novel hygiene intervention was conducted in 2009–2011, and the knowledge, attitudes and practices among milk producers, milk traders and sweet makers were assessed.Methods: The first survey was conducted in 2009 and included 405 producers, 175 traders and 220 sweet makers from 4 districts. The second survey was conducted in 2012 with 161 producers and 226 traders from 2 districts, both trained and untrained participants. In addition to questionnaires, observations on hygiene were done and samples were analysed for Escherichia coli.Results: In 2009 only 13.0%, 9.1%, and 33.1% of producers, traders and sweet makers respectively believed diseases could be transmitted by milk. There were significant improvements in knowledge afte...
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