Lärarstudenterna inom yrkesutbildningen för med sig vissa pedagogiska element men också professionella kunskaper och erfarenhetsvärldar. Ett centralt begrepp inom yrkeskompetens och teknologi är "personligt omdöme", vilket med tiden har abstraherats till ett begrepp som i sin tur diskuterats och omdefinierats. Personligt omdöme är också viktigt för yrkeslärares utveckling och förståelse av deras egna erfarenheter. Personligt omdöme är också väsentligt för förståelsen av praktisk kunskap och del av den epistemologiska grunden för yrkeskompetens eftersom det relaterar till tyst kunskap. (Bornemark, 2020).Detta gör det intressant att empiriskt undersöka hur personligt omdöme förklaras och används i samtida yrkesutbildningssammanhang. Det är möjligt att anta att det är särskilt komplext att introducera och göra dessa begrepp begripliga i de fysiska och virtuella rum där lärande sker idag.  En utgångspunkt är begreppet "aktivt omdöme" (Bornemark, 2020), åskådare, aktör (Arendt, 1955, 2004). Passivt omdöme är i grunden en integration av passivt och aktivt omdöme, en dynamisk struktur (mottagande, agerande) som också inkluderar att undersöka, bestämma, bedöma, besluta, agera. En annan del i diskussionen om yrksutbildning är tyst kunskap; en växelverkan mellan fokal och subsidiär bakgrundskunskap (Polanyi, Carlgren, m fl.), det vill säga ett  erkännande av att all kunskap har en "tyst", förkroppsligad del som vi bara är implicit/indirekt medvetna om men som utgör väsentliga delar av meningsskapandet inom yrkesutbildning. En tredje utgångspunkt är hämtad från filosofen Gallie, W B, 1956.  ”Essentially Contested Concepts” (Gallie, W B, 1956). Ofta är det svårt att specificera sambandet mellan ”en term” och dess ”mening”, vilket Gallie adresserade i en essä där han presenterade ett ramverk för att utforska den förvirring som denna kategori av begrepp kan innebära samt dess medföljande dispyter. Han erbjöd en specificerad definition och ett ramverk för att identifiera, förstå och resonera kring dessa begrepp. Gallies idé är att vissa begrepp, även om de används och förstås i stor utsträckning, i sig är öppna för olika tolkningar och inte kan avgöras genom hänvisning till fakta, logik eller ens allmänt accepterade definitioner.

Projektet är en mindre pilotstudie som  omfattar 9 intervjuer och observationer i lärmiljöer. Urvalet består av yrkeslärare hämtade från olika yrkesprogram, där vuxenutbildning är en del. Studiens fokus ligger på didaktiska handlingar/rörelser, både exempel på planerade repertoarer, medvetna val och improvisation relaterade till att förklara arbetspraktik som erfarenhetsvärldar. Detta kommer också att diskuteras med lärarna i dialogseminarier. Jag genomför även en tematisk litteraturstudie, en historisk översikt över konceptuell utveckling inom arbetspraktik och kunskap samt hur dessa begrepp används och förklaras vid undervisning i flera centrala begrepp för yrkeslärarprogrammets verksamhet. Syftet med undersökningen är att bidra till den pågående dialog om erfarenhetens roll i specifika lärandesituationer med yrkeslärare. Det är också av intresse att få utforska möjligheter och svårigheter som yrkeslärare upplever i samband med undervisning inom praktiska områden och i specifika situationer som aktivitetsintegrerad undervisning eller i klassrumsaktiviteter samt att initiera en diskussion om vilka didaktiska strategier som tillämpas utifrån frågeställningen;  hur sker samarbete och handling när begrepp och erfarenheter introduceras? Hur uppstår meningsskapande när begrepp som "personligt omdöme" eller ”tyst kunskap/kunnande” introduceras?

Referenser 

Arendt, Hanna (2004) Mellan det förflutna och framtiden, Daidalos: Göteborg

Brantefors, L. (2016). Ämnesdidaktik och Iärarutbildning — ett diskussionsunderlag om ämnesdidaktik, ämnesdidaktisk forskning och lärarutbildning. (PM). Uppsala: Uppsala universitet

Bornemark, Jonna (2020) Horisonten finns alltid kvar. 0m det bortglömda omdömet. Stockholm : Volante

Carlgren, Inger: Kunskapskulturer och undervisningspraktiker, Göteborg: Daidalos

Charmaz, Kathy (201 1) Constructive Grounded Theory. Sage Publications: London

Gallie, G W , Proceedings of the Aristotelian Society, New Series, Vol.56(1955-1956)

pp. 167-198. https://www.jstor.org/stable/4544562

Gough, D, Oliver, S & Thomas, J (2017). En introduktion till systematiska översikter. London: Sage Publications ltd

Lave, Jean, Wenger, Etienne (1991) Situerat lärande: Legitimt perifert deltagande, London: Cambridge University Press

Polyani, Michael (2013) Den tysta dimensionen. Göteborg: Daidalos

Satinder, P. Gill (2015) Tyst engagemang: Bortom interaktion. Springer Link

Creating worlds of experience instead of conceptualizing pieces -vocational education as meaning-making

Name(s): Annelie Ekelin Occupation(s) / title(s): Senior lecturer/PhD (Head of dept.) 

The teacher students in vocational training brings with them certain pedagogical elements but also professional knowledge and worlds of experiences. A central concept in vocational competence and technology is "personal judgment", which has over time been abstracted into a concept, discussed and redefined. Personal judgment is also important for vocational teachers' development and understanding of their own experience. Personal judgment is also essential for the understanding of practical knowledge and in the epistemological basis of vocational skills because it relates to tacit knowledge (Bornemark, 2020). This makes it interesting to empirically investigate how personal judgment is explained and used in contemporary vocational educational contexts. It is possible to assume that it is particularly complex to introduce and make understandable in the physical and virtual spaces where learning takes place today. I will draw on the concept of "active judgment" (Bornemark, 2020), spectator, actor (Arendt, 1955, 2004). Passive judgment is fundamentally an integration of passive and active judgment, a dynamic structure (receiving, acting) that also includes investigating, determining, judging, deciding, acting. Another central part of the theoretical discussion is tacit knowledge; an interaction between focal and subsidiary background knowledge (Polanyi, Carlgren, etc.), with a recognition that all knowledge has a "silent", embodied part that we are only implicitly/indirectly aware of but which constitutes essential parts of meaning-making in vocational education. Methods or methodology The pilot study includes 9 interviews and observations in learning environments. The sample consists of vocational teachers drawn from three different vocational programs, where adult education is a part. The focus of the study is on didactic actions/movements, both examples of planned repertoires, conscious choices and improvisation related to explaining work practice as worlds of experience. This will also be discussed with the teachers in a dialogue seminars. I also conduct a thematic literature study, a historical overview of conceptual development within work practice and knowledge and how these concepts are used and explained when teaching several central concepts for the activities of the vocational teacher program. Results or expected outcomes I hope to contribute to an ongoing dialogue about the role of experience in specific learning situations with vocational teachers. The aim is also to find out more about opportunities and difficulties when teaching in practical areas or situations such as activity-integrated teaching, or in classroom activities as a vocationalteacher. Initiate discussion about which didactic strategies are applied; how does collaboration and action take place when introducing concepts and experiences? How does meaning-making come about when introducing concepts such as "personal judgment" or tacit knowledge?

References

Arendt, Hanna (2004) Mellan det förflutna och framtiden, Daidalos: Göteborg Brantefors, L. (2016). Ämnesdidaktik och Iärarutbildning — ett diskussionsunderlag om ämnesdidaktik, ämnesdidaktisk forskning och lärarutbildning. (PM). Uppsala: Uppsala universitet Bornemark, Jonna (2020) Horisonten finns alltid kvar. 0m det bortglömda omdömet. Stockholm : Volante Carlgren, Inger: Kunskapskulturer och undervisningspraktiker, Göteborg: Daidalos Charmaz, Kathy (201 1) Constructive Grounded Theory. Sage Publications: London Gough, D, Oliver, S & Thomas, J (2017). An introduction to systematic reviews. London: Sage Publications ltd Lave, Jean, Wenger, Etienne (1991) Situated Learning: Legitimate Peripheral Participation, London: Cambridge University Press Polyani, Michael (2013) Den tysta dimensionen. Göteborg: Daidalos Satinder, P. Gill (2015) Tacit Engagement: Beyond Interaction. Springer

In recent times, the central concept of “a good judgment" or “professional judgement” has once again been on the back burner in the general debate about the transformation of work practice life. Not least in relation to renewed discussions of the role of artificial intelligence ( AI)  asking once again; who is really the smartest one – the humans or the machine?  Jonna Bornemark talked about the forgotten “human judgement” in her celebrated speech before the opening of the Swedish Riksdag in 2019, where she was questioning the lack of trust in the official's personal judgement skills. Gradually, the concept of “professional judgment” has been abstracted, discussed, and redefined, but it remains undefined and open for individual interpretation. However, the ability of making swift and informed decisions and choices in a stressful and narrow situation has always been relevant in most of the professions that vocational teaching is about. Concepts are also essential in the understanding of the practical knowledge as well as in the knowledge-theoretical base of the professional knowledge also including silenced or tacit knowledge.

Hargreaves and Fullan (2013) divide professional knowledge in three different dimensions of professional capital, i.e.  human capital, social capital, and decision-making capital. All these parts are essential for a work practice of good quality. These could also be seen as vital parts of developing a “good judgment” as well as qualitative teaching. These dimensions are also important for analyses of didactic choices in a teaching- and learning situation about conceptualization of your own, embedded, and silent professional knowledge.

Bornemark (2020) adds new aspects to the concept of judgment by talking about a “pactive judgment “and its need of space and agency in addition to dimensions of power. This new discussion based on a working life that is undergoing rapid transformation makes it interesting to empirically examine how it is used in the social discourse today; "if" and if so "how" the concept of “professional judgement” is used or linked to in the practices of vocational teachers didactics and in which contexts. It is not an easy concept to introduce and make understandable in the physical and virtual spaces where learning takes place today, which is why it would be interesting to perform a deep dive in this area.

This abstract draws upon an ongoing pilot study, empirically based on ethnographic interviews and observations and constructive grounded theory. My presentation will focus on didactic choices and strategies concerning understanding of non-specific concepts and chosen by the teachers to create a god learning situation for their students. I will also give a brief overview of concept development within the subject area of work practice and technology and discuss the research connection of several central concepts within this research area which is of relevance for the vocational teacher program activities. The questions I would like to explore further in my study, are ongoing work, based on a few empirical examples, therefore the over-arching research question still is highly tentative and open for re-configuration.  

• What conversation strategies, models, examples and or other forms of representation does the vocational teacher generally use in his teaching around elastic, practical concepts of knowledge, and how is a learning interaction stimulated and created in situ?

• In which didactic contexts do vocational teachers talk about terms like “judgment “and 

“tacit knowledge” and how these links to a specific profession and a developed professional knowledge?

• What different semiotic, multimodal resources such as writing, speech, gestures, or other illustrative instructions are used to introduce the concept of judgment in these contexts?

• How are conceptual discussions like these handled within, for example, adult education, which has an increasingly large element of foreign-born students?

• In what way can these activities be supported and developed?

References:

Bornemark, J (2019) Tal inför riksdagens öppnande, URL: https://volante.se/texter/jonna-bornemarks-tal-infor-riksmotets-oppnande-2/

Bornemark, J(2020)Horisonten finns alltid kvar: Om det bortglömda omdömet. Stockholm: Volante Förlag

Jahnke, A: (2019) Utveckla utbildning: vetenskaplig grund, beprövad erfarenhet, tyst kunskap. Stockholm: Liber 

Haregreaves, A & Fullan, (2013) Professionellt kapital: att utveckla undervisning i alla skolor. Lund:Studentlitteratur

Polanyi, M (1966) The Tacit Dimension, Garden City, New York: Doubleday

My contribution to the proposed panel is focusing on the potential of using participatory action research to contribute to the development of local journalism both locally but also in various policy contexts. By making visible and adress what agenda, all involved parties is driving fo their own purpose, is it then possible to define a common ground to develop, in order to achieve substantial changes. Does this make it possible to achieve more  sustainable interventions on several levels i.e in a local working group, a community, an organization or at a public policy agency level? These different “power levels” are normally regarded as separated but can they also be regarded as a collaborative system?  I propose that this issue need to be discussed and problematized in relation to the question on sustainability of action research. Does intervention always have to be located in a clearly delineated action research project or are there also possibilities to discuss "systemic change”  and how different levels of interferences interact with one another? Based on a distinction between a pragmatic and a critical orientation in action research, which is presented in an article by Johansson & Lindhult (2008) is my aim also to initiate a discussion on whether a development- and action-oriented project design contribute to development and change of local journalism on more than one level - but also what ethical implications this normative stance may bring. This will be discussed in relation to findings within a Swedish research and development project, the Regpress Project II, addressing local journalism innovation.  Local journalism in general is facing economic difficulties such as rapid declines in revenues. However in some areas of Sweden local journalism in traditional sense is still strong and forming a dynamic local news ecosystem, where local media seem to have found a way to balance their role as trust-anchor during rapid societal changes. 

Introduktion till medieteknik är boken för dig som vill få en introduktion till ämnet medieteknik. Vi vänder oss till dig som är intresserad av hur teknologier och dess användning möts − från ett fokus på mediekonsumtion, till hur medier formar vårt moderna samhälle. Boken ger en introduktion till medieteknikens olika former, ­kanaler, och uttryckssätt, och vi ger även en inblick i hur medieteknik skapas. Med en utgångspunkt i design, programmering och medieteknikens visuella och audiella uttryck ges en vidare introduktion till medieteknikens tillämpnings­om­­­råd­en − från speldesign till interaktiva medier. Boken berör också angreppssätt för att arbeta användarcentrerat med digital medieutveckling och design, samt berör projektledning för utveckling av digital medieteknik. Med denna intro­duktion till medieteknik som ämne visar boken på ett antal framväxande områden för vidare forskning inom medieteknik. Introduktion till medieteknik är sammansatt så att den med fördel kan ­användas som kurslitteratur i utbildning inom områden som medieteknik, ­medie­­- produktion, design för digitala medier eller motsvarande. Boken kan läsas som en helhet, alternativt som fristående kapitel.

Written general information, and communication through e-services from municipalities and other authorities can be difficult to understand and use for people with a foreign mother tongue. Recieving municipal information is not simply an issue of being "informed" for newly arrived individuals, it is  also an essential part of conquering a new identity and finding out how to relate to a new cultural framework of a new society. Being informed and welcomed as a citizen of a new country is also the first step in deepening a process of belonging and an offer of opportunities for increased personal freedom of action.

The easy-to-read format has become the standard means to adapt and simplify official texts for the groups which are regarded difficult to reach. However, this format is originally designed for people with intellectual disabilities and does not take into account the varying needs of other target groups including for example immigrants. A citizen survey especially targeting people with a foreign first language, showed that 50-60% of the population were not able to fully understand the municipal information. Experiences from a collaborative project between a big municipality, an accessibility company and a university, shows the challenges when it comes to developing a norm creative model  in order to repair what turned out to be a highly complex societal problem, rather than finding a universal communication style.

While today’s press is undergoing change, intersecting regions, it is important not to overlook the readers – who is the local “us”? This paper investigates how readers generate the relational sense of an “us” in a locality by engaging with the press. The study offers a framework built around three key dynamic concepts: proximity, feelings of closeness, and shared interests – which readers form clusters around, thereby reinforcing the notion of an “us.” Furthermore, local journalists strengthen the notion of an “us” by addressing the readers as a single collective with common features.

The local press enjoyed remarkable levels of public trust throughout the 20th century, but no longer. The Regpress 2 - Project presented in this session deepens knowledge about the environment in which the regional press operates. It also provides applied research for the regional press, which faces the challenge of becoming leaner and more competitive while maintaining its presupposed role as a reliable “trust anchor.“ What is the relationship between regional media and local citizens? What are the expectations of the press to be part of community life? How to remain relevant and make it happen with limited resources? Find out what answers the Regpress 2 -project has to these questions and more.

The approach taken within the Regpress 2 Project, is one where research adds to and deepens knowledge about the environment in which the regional press operates, as well as providing applied research for practical purposes in order to support the regional press facing its challenge of becoming leaner and more competitive whilst maintaining its presupposed role as a reliable ‘trust anchor’. The research had three objectives:

Understanding readers’ priorities when they select, evaluate and establish what counts as qualitative local journalism, and why they regard it as valid and reliable. How to design for sustaining quality and trust in online news provision? How to design “trust” into digital interfaces and flexible assemblages of interactions? To achieve this, participatory design workshops with readers, journalists and digital developers were conducted.Positioning incremental change and local innovation for how the  local press can sustain the role as a 'trust anchor” was an important goal and also finding out in what way local innovation clusters affects the relationships between the regional press, readers and their communities.

Samverkansprojekt med Botkyrka kommun, Linnéuniversitetet och Funka Nu AB har gemensamt undersökt hur samhällsinformation bäst ska utformas för att personer med annat modersmål än svenska ska kunna ta till sig den. Resultatet är en metodik som alla kan ha nytta av – och intressant nog inte alls det vi trodde från början.

https://www.funka.com/vi-erbjuder/funkas-tillganglighetsdagar/program-2020/

There is a range of fundamental question which has to be clarified when starting up an action research project. Such as:

• How to establish validity and reliability of action research, i.e. distinguish between incremental and/or bolt-on change?
• If the starting point is collaboration, who is then responsible for the intervention and does it have to be mutually beneficiary? Does action processes change both practices and research? 
• Who has the final mandate to confirm the actual outcome, the researchers or the representatives for practices? 
• How to make the action process mutually agreed, established and legitimized as both research and change of practices in collaborative interactive projects?

The starting point for this contribution is to discuss the distinction between a pragmatic and a critical orientation within Action Research ( AR), which has been highlighted and problematized by in an article by Johansson & Lindhult (2008). Coupling this approach with Lucy Suchman’s (2000) early writings on discourses of innovation, makes it fruitful to focus upon how ethical and methodological issues of action quickly becomes synonymous with innovation in action-oriented project design. This will be discussed in relation to various action-oriented projects addressing local journalism innovation as well as projects within public sector.

Regional press has a role in the functioning of democracy as well as being a core part of community life.  However, there are challenges in delivering that with limited resources. The Regpress Project 2 was aiming at gaining a deeper understanding of how local press must work to become more innovative while facing current challenges such as increased efficiency while at the same time satisfy traditional values such as trustworthiness. The AR-project combined action-oriented research including design workshops with the public in order to shed light on the overarching question;  How does the local papers handle the process of becoming leaner and more competitive whilst striving to maintaining its ‘trust anchor’ role in times when change becomes more or less mandatory?

The RegPress project found that in Southern Sweden, the regional press maintains high and stable levels of sales, fulfills a “watchdog” role, and takes part in community building. The RegPress project used mixed methods to study media audiences, conducting 67 qualitative interviews, nine focus groups, and a survey of 9,000 people. It found that readers draw on a range of media sources, and they see the regional press as a “trust anchor” in a global digital world. As a trust anchor, the regional press acts as a point of reference for readers to access news and debate. They develop media practices based on this understanding as they engage with civic, political, and cultural issues. Trust anchors also help readers interpret information from social media and other sources. The voices of journalism in regional press are therefore located dynamically amongst local people, issues, and interests as well as other media sources.