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- Sjölie, Ela, et al.
(författare)
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The screen as a practice architecture for academic work
- 2021
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Ingår i: AAERA, Australian Educational Research Association. - Australien.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- During the COVID-19-pandemic, many academics have experienced profound changes to their daily work. This is especially due to sudden and wholescale shifts to online forms of communication for teaching and studying, researching, and community/industry engagement. Working and studying from home has become the new normal, in universities as in worklife in general. This presentation draws on an ongoing empirical project designed to investigate such changes, almost from the time a pandemic was declared. In the project, entitled Academics’ Learning in the Time of Coronavirus, we have interviewed 42 academics across four countries, Finland, Norway, Australia and Sweden, 31 of them at two points in time. Some of the interviewees (27) have also kept regular diaries of their experiences. Diaries and interview transcripts have been analysed using the theory of practice architectures. This has generated several insights into how academics’ practices (i.e., their sayings, doings and relatings) have changed during the pandemic and with what consequences. It has also given insight into how these changes have been enabled and constrained by existing and evolving practice architectures (i.e. cultural-discursive, material-economic and social-political arrangements in sites of practices). In the presentation, we focus on a practice architecture that emerged as salient to many of the changed practices identified in our analysis: the computer screen. As we shall show, the computer screen has played a key role in prefiguring academic practices, particularly in synchronous online meeting forums like Zoom and Teams. The screen mediates what is/not, and can/not be, said (including e.g. through emojis and ‘chat’ comments, and ‘live’ spoken exchanges). It also mediates what is, and can be, done (including through technical hardware and software features). Finally, it mediates how people (can) relate to each other and their virtual and physical environments (e.g. through on-screen arrangements of people’s images, ‘host’ versus ‘non host’ access to functions like mute buttons, or sound-image delays). This inevitably has implications for academics’ capacities to create and maintain personal ties with colleagues, students, and research partners/participants, and to engage in meaningful work. Through empirical examples, we aim to highlight how the screen has positively and negatively affected relational dimensions of academic work (especially those related to power). We also hope to provoke discussion about what our findings might mean for research, teaching and learning, and community engagement in the post-pandemic university.
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| 2. |
- Mahon, Kathleen, 1966-, et al.
(författare)
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Nurturing professional growth among new academics
- 2019
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Ingår i: Teaching in Higher Education. - : Informa UK Limited. - 1356-2517 .- 1470-1294. ; , s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- The complexity and challenges of higher education (HE) in recent times have been widely discussed in HE literature, as have concomitant demands on university teachers and their professional learning needs. Much attention has been paid to new academics in these conversations, but less so to international PhD and post-doctoral researchers, who are often asked to teach, yet can be precluded from attending foundational pedagogical courses. This paper discusses an interpretive-hermeneutic study based on a pedagogical course developed for new academics in this very situation. Our discussion focuses on professional growth experienced by the course participants in terms of pedagogical understanding and self-confidence, and what enabled that growth from the participants’ perspectives. On the basis of analysis of interviews, questionnaires and qualitative course evaluations, we consider the value of such purpose-built courses and offer insights into what may need to be considered by course developers to ensure that their impact is optimal.
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| 5. |
- Langelotz, Lill, 1968, et al.
(författare)
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Rapid Digitalisation of Higher Education: leadership of teaching and learning in times of crices.
- 2022
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Ingår i: AARE 2022 Conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Since 2020, the academic community in higher education has been rapidly shifted into online environments due to the pandemic COVID-19. In Sweden, this has had several impacts on health care and teacher education, programs that traditionally (mainly) were delivered face-to fade before the pandemic. The overall aim of the project is to investigate how educational leadership practices are being reshaped/are reshaping teaching and learning practices. in Swedish HE and with what academic and social consequences at a time of crisis and rapid digital transformation. the research design is framed by practice theory, which treats practices as the primary subject of analysis the study of human relations. An early phase of the project involved interviews with academic leaders and teaching staff in one Swedish University at the beginning of the pandemic, and a review of literature related to leading teaching and learning in higher education. This will be followed up with interactive shadowing of leaders in their daily interactions with university teachers, students, and other stakeholders in three Swedish Universities. The study will document leadership practices as they happen and particularly how they affect ana are affected by teaching practices and what students experience, do and learn. Student and educator focus-group interviews will also be conducted to capture teacher and student perspectives. Analysis will be informed by the theory of practice architectures. Analysis of findings from the initial phase has highlighted three main themes which have important implications for leadership practices related to teaching and learning in the fields of teacher education and health care education., but also possibly other professional fields. They concern the ways in which the shift to online education has affected possibilities for, and highlighted the importance of, spontaneity, authentic relationships, and embodied interactions. Meanwhile, the findings of the literature review have highlighted how much is assumed, but how little is actually known about, the relationship between what leaders do in their everyday work an student experiences. These findings point to the importance of future studies that empirically explore, at an everyday practice level, the complexities and challenges for leadership of working in online environments, and whether and how what leaders do and do not do concretely affects student learning and the student experience.
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| 6. |
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Living Well in a World Worth Living in for All : Volume 1: Current Practices of Social Justice, Sustainability and Wellbeing
- 2023
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This open access book is the first of a two-volume series focusing on how people are being enabled or constrained to live well in today’s world, and how to bring into reality a world worth living in for all. The chapters offer unique narratives drawing on the perspectives of diverse groups such as: asylum-seeking and refugee youth in Australia, Finland, Norway and Scotland; young climate activists in Finland; Australian Aboriginal students, parents and community members; families of children who tube feed in Australia; and international research students in Sweden. The chapters reveal not just that different groups have different ideas about a world worth living in, but also show that, through their collaborative research initiative, the authors and their research participants were bringing worlds like these into being. The volume extends an invitation to readers and researchers in education and the social sciences to consider ways to foster education that realises transformed selves and transformed worlds: the good for each person, the good for humankind, and the good for the community of life on the planet. The book also includes theoretical chapters providing the background and rationale behind the notion of education as initiating people into ‘living well in a world worth living in'. An introductory chapter discusses the origins of the concept and the phrase.
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| 7. |
- Mahon, Kathleen, 1966-, et al.
(författare)
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Moving beyond methodising theory in preparing for the profession
- 2019
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Ingår i: Journal of Adventure Education and Outdoor Learning. - : Taylor & Francis Group. - 1472-9679 .- 1754-0402.
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Tidskriftsartikel (refereegranskat)abstract
- For those preparing for outdoor education and related professions, formal theory has an important role to play in terms of informing professional practice and understandings of teaching-learning dynamics. Despite this, surprisingly little is understood about how pre-service outdoor educators (POEs) view and engage with it in their preparation courses. Drawing on findings of a case study in an Australian outdoor education teacher education (OETE) course, this article explores POE theory engagement focussing on a problematic tendency to methodise formal theory, that is, to treat theories as formula for action. The authors argue that this tendency is concerning because it ignores the complexity and problematic nature of both theory-practice relationships and outdoor education pedagogy. The discussion highlights contributing factors and implications for OETE, especially with respect to enabling aspiring outdoor educators in tertiary courses to move beyond methodising theory as they enter the outdoor profession.
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| 8. |
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From a praxis perspective: Being and becoming a doctoral supervisor : (JPHE Special Issue)
- 2023
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- This special issue brings together a unique collection of papers on doctoral supervision, including work from researchers both outside the pedagogy discipline as well as those centred within it. The contributions include research on factors that contribute to supervisor stress, professional learning programs for supervisors, advising ancestry, gender and power in supervision, and the formation of supervisors more generally.
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| 9. |
- Aarnikoivu, Melina, et al.
(författare)
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Another higher education journal - Really?
- 2019
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Ingår i: Journal of Praxis in Higher Education. - Boras. - 2003-3605. ; 1:1, s. 1-9
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Edwards-Groves, Christine, et al.
(författare)
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Leading as shared transformative educational practice
- 2020
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Ingår i: <em>Pedagogy, education, and praxis in critical times</em>. - Singapore : Springer. - 9789811569258 - 9789811569265 ; , s. 117-140-
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Bokkapitel (refereegranskat)abstract
- This chapter examines the practices of leading, as an important facet of the extended professional work and experience of educators. It employs a site ontological lens to examine the duality of leading in and for education. The chapter conceptualises leading as a co-constructed, socially situated practice, and focuses on the “happeningness” of leadership, making the actual practices of leading its main emphasis. In particular, questions about the nature and particularity of professional practice as it is enmeshed in different local, national, and international education sites are explored. In so doing, it addresses the following question in relation to leading, that is, how, in different national contexts, is good professional practice (“praxis”) being understood and experienced by teachers, and educators, more broadly? By drawing on the theory of practice architectures, the chapter explores (1) leading as a practice, (2) leading from, within, and beyond the middle, and (3) leading as a democratic practice. Analysis of these interrelated elements aims to contribute to a broader inquiry concerned with understanding, practising, and changing educational leadership by establishing the dynamism of leading as a practice for orchestrating conditions that enable shared educational transformations. The chapter concludes by reorienting leading as being a shared transformative educational practice.
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