From process to a changed practice - How research questions are processed in a collaborative project

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Abstract book

2019-03-06

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24. School Development ... 928 CIE – Creativity, innovation and pedagogical entrepreneurship in the Nordic countries. ... 929 Entrepreneurial learning through distributed leadership ... 929 Pedagogical entrepreneurship in order to reach content knowledge. ... 931 Pedagogical entrepreneurship: Three Nordic countries - three different driving forces. ... 932 Building an Entrepreneurial Culture to support learning in a Science Center – the Case of Teknikens Hus. ... 934 Open-ended investigations in science education, a form of enterprise education? ... 935 Doing research after the new General Data Protection Regulation. How does it affect new research project? ... 937 1.Nordic Centre of Excellence: Quality in Nordic Teaching (QUINT) ... 938 2.The LISA project. Ethical by design: secure, accessible and shareable video data ... 939 4. The Challenge of collecting video data in thin populated area ... 940 Improving interprofessional collaboration in Norwegian primary schools ... 942 Interdisciplinary cooperation at school: teachers understanding of their core competence ... 943 Program Theory in practice. A complex intervention for improved inter-professional

collaboration in Norwegian schools. ... 944 Translations and variations: How schools deployed an innovation in leadership, organization, and implementation ... 945 Implementation fidelity and immediate teacher effects. A cluster-randomised study ... 946 Transitions in school environments ... 948 Rebuilding the teaching and learning environment in an open-plan school building ... 949 Design and inclusion in Icelandic school buildings: How has school design evolved to encourage educational inclusion? ... 950 Teachers’ pedagogical conceptions of a planned activity based learning environment ... 951 Smartphone interactions and changing sociomaterial landscapes of classrooms ... 952 Space for active learning. Envisioned and practiced school design. ... 953 25. Guidance and Counceling ... 955

Mentoring Of New Teachers: What Has Happened In The Nordic Ecosystem Of Teacher

Induction During The Last Decade? ... 956 Mentoring in Denmark: Lack of National Focus ... 957 Mentoring in Estonia: Success Stories and Struggles with Integrating Mentoring to the School Development Process ... 958

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Mentoring in Norway: Milestones and Agreements Between Stakeholders ... 962 Mentoring in Sweden: A Narrative of Agreements and Fading Aways ... 963 Roundtable discussions ... 965 4. Justice through Education ... 966

Social justice in science, technology, engineering and mathematics education: Establishing a platform for conversation ... 967 Identity perspectives in STEM-education ... 968 Intersectional perspectives and sociology of education: an outside look on STEM-education .. 969 Studying STEM-education from the ‘inside’: an intra-disciplinary look at inclusions and

exclusions ... 969 New (materialist) perspectives on STEM-education ... 970 23. Social Pedagogy ... 972 New societal conditions in the socialpedagogical field – in an educational perspective ... 973 Social and specialpedagogy in a professional perspective ... 974 Social- and specialpedagogy in an everyday life perspective of young people with intellectual disabilities ... 975 Professionals of “the social” at schools ... 976 Comparisons Across Borders: The Professional Landscapes of a Spanish Social Educator and a Swedish Social Pedagogue ... 977 [WITHDRAWN]Social pedagogy in schools ... 978 Social pedagogical approach in school social work ... 980 Human rights as a framework for transformative learning in social pedagogy: The inclusive school as a learning arena ... 981 The critical role of social pedagogy in the society ... 982 What role does social pedagogy play in today's society? ... 983 Social pedagogy facing inequality in the society ... 984 Black Protests in Poland as women’s strategies of empowerment and subjectivity ... 985 Poster session ... 986 1. Adult learning – at work, in education and everyday life ... 987 Parenting: Identity Work in Popular Culture and Social Media ... 988 3. Early Childhood Research ... 990

That’s how we do it in Norway: Parent-kindergarten teacher conferences involving refugee parents ... 991 9. General Didactics ... 993

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Students’ meaning-making during formalized cooking in Swedish home- and consumer studies ... 994 10. Higher Education ... 996 Introducing Digital Storytelling across the University ... 997 Reflecting Team Method Used by Driving teacher Students ... 999 Stress and learning to become a scholar: The case of international doctoral students of Education in Finland ... 1001 Video-diaries in engineering identities research: Some methodological considerations ... 1002 ”Towards New Normal” University financing in the views of university managers and financing institutions in Finland ... 1004 12. Inclusive Education ... 1006 Children in need of special support in preschool ... 1007 Students with Special Educational Needs and Their Parents’ Perceptions About Dialogue in IEP Meetings ... 1008 The Collaboration as an equal peer in co-teaching ... 1010 15. Literacy Research Network ... 1012

Teacher design for writing power and fluent writing. Focus group interviews with early years teachers. ... 1013 18. Families, Institutions and Communities in Education ... 1015 Learning to travel: Mobility practices of children who travel alone ... 1016 19. Teacher’s Work and Teacher Education ... 1018 Discrepancies within the Nordic model. Comparing the laereuddannelse and the luokanopettajan koulutus ... 1019 Teacher educators in a digitalized society – a professional practice affecting the being and acting ... 1021 21. Politics of Education and Education Policy Studies ... 1022 The Swedish preschool class in times of policy change ... 1023 24. School Development ... 1024 Professional Development in Implementing Programs for Risk-Zone Pupils ... 1025

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When: Wednesday 16.25-16.50, Where: 24:103, Blåsenhus

Lifelong Learning's [De]-Govermentalization: Critical Educational Gerontology Wellbeing and Socio-Political Empowerment

1. Adult learning – at work, in education and everyday life

Hany Hachem1

1_{PhDc, Department of Education, Örebro University}

Abstract: This paper deals with a vital topic in the study of lifelong learning and adult education, namely the education of older adults, whose numbers are increasing in a fast pace, all over the world. Such increases are foreseen to burden welfare, as well as, struggling third world states in terms of health and socio-economic challenges. Policies on lifelong learning and older adult education, inspired by neo-liberal models of successful ageing, are employed to reduce this burden by

extending the second age of adults. Through these policies, lifelong learning becomes a consumable product and a building block in today’s neo-liberal governmentality (Fejes, 2008).

In this paper, I will present my PhD-project that aims at examining how lifelong learning can serve older adults in the fight to gain or preserve their socio-economic rights, as well as, in the struggle to maintain their mundane wellbeing. The research questions address, older adult learning philosophies and their impact on the well-being of older adults. In that respect, my PhD is also a part of an effort at mobilizing older adult learners to better understand lifelong learning agendas, and demonstrate informed resistance when needed.

These questions will be addressed mainly through quantitative studies. In a natural

quasi-experimental intervention, wellbeing, motivation, process of empowerment and its outcomes will be studied through a control and an experimental group from a third age university.

On a general level, this paper builds on Fejes’ (2008) Foucauldian understanding of lifelong learning and mirrors it on older adult education. More specifically, this paper is based on educational

gerontology, also known as older adult education. This line of research is dominated by a humanist philosophy of learning, occupied with learners’ psychological wellbeing. The latter finds resistance from a critical philosophy of learning which advocates for empowerment (Glendenning & Battersby, 1990). Using self-determination (Ryan & Deci, 2014) and psychological empowerment

(Zimmerman, 1995) theories, this study puts to test the claims that these two learning philosophies in older age are mutually exclusive.

Although this project has recently been initiated, hypotheses may already at this point be formulated on the basis of the theoretical perspectives presented above. In relation to a Foucauldian

understanding of lifelong learning, and educational gerontology, it is expected that critical

educational gerontology can, simultaneously, play a role towards self-fulfilment and socio-political empowerment of older adult learners. This, and other hypotheses, will be further elaborated in my paper.

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Fejes, A. (2008). Historicizing the lifelong learner: Governmentality and neoliberal rule. In A., Fejes & K., Nicoll (Eds). Foucault and lifelong learning (pp. 87-99). Oxon: Routledge.

Glendenning, F., & Battersby, D. (1990). Why we need educational gerontology and education for older adults: A statement of first principles. In F., Glendenning & K., Percy (Eds.) Ageing, education

and society: Readings in educational gerontology, (pp.219-231). Keele, Staffordshire.

Ryan, R. M., & Deci, E. (2014). Self-determination theory. In Encyclopedia of quality of life and

well-being research (pp. 5755-5760). Springer: Netherlands.

Zimmerman, M. A. (1995). Psychological empowerment: Issues and illustrations. American journal

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When: Wednesday 16.50-17.15, Where: 24:103, Blåsenhus

Developing Learning Analytic Tools for Engineering and Technology Education: Measuring the Impact of Kista Mentorspace

Dagmar Hedman1 1_{Stockholm University}

Abstract: Engineering and technology education demands a shift in teaching philosophies as twenty-first century knowledge economies call for improved practical skills and critical thinking from students (Fox-Turnbull, 2018). In 2015, the Kista Mentorspace was created at Sweden’s Royal Institute of Technology (KTH) to address this need. The Mentorspace fosters peer-learning via mentorship in a free ‘makerspace’ environment open to KTH students and local youth interested in STEM activities. Despite the perception that the Mentorspace has a positive impact on its users’ learning and efficacy, no formal educational study or research into the learning environment has been done. A pilot study conducted in 2018 found a concatenation of learning and environmental variables and that the impact of the Mentorspace could not be measured using standard educational assessment tools and methods. This study will apply social learning theories based on agency and social interaction to gain deeper understanding of the learning phenomena taking place in the Mentorspace (Vygotsky, 1978; Wenger, 1998). Also, environmental complexity and collaborative learning practices require the additional development of analytical tools, which can best capture, conceptualize and quantify the nature of the Mentorspace’s impact (Saqr, 2018). For this reason, educational design research (EDR) methods will be employed to iteratively create these analytical tools in the form of learning artefacts specific to engineering and technology education (McKenney & Reeves, 2012). These artefacts will be enacted via an online-learning platform to be used in collaboration with the Mentorspace learning environment in order to promote and measure learning and efficacy in its users. The aim of this study is threefold: 1) to apply learning theories to the Mentorspace environment to conceptualize how the setting and its ethos impacts users; 2) to create artefacts that can collect learning analytics data related to this impact; and 3) to use data analysis to develop a metric for quantifying the impact of the Mentorspace as regards learning and efficacy in its users. It is anticipated that these artefacts will improve learning in the Kista Mentorspace while also serving as analytical tools for ongoing data analysis as the Mentorspace grows and its model is exported to other educational settings. This study will contribute to the improvement of learning within the Kista Mentorspace, which will compliment traditional education at KTH while also inspiring new generations of students to engage in Sweden’s growing knowledge economy. References:

Fox-Turnbull, W. (2018). Teaching and Learning in Technology: Section Introduction. Handbook of

Technology Education. Cham: Springer International Publishing.

McKenney, S. and T. C. Reeves (2012). Conducting Educational Design Research. London: Routledge Taylor & Francis Group.

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Thesis.

Vygotsky, L. (1978). Mind in Society: The development of higher psychological processes. Cambridge: Harvard University Press.

Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. New York: Cambridge University Press.

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When: Wednesday 14.50-15.15, Where: 24:103, Blåsenhus

From process to a changed practice - How research questions are processed in a collaborative project

Pernilla Granklint Enochson1

Jeanette Sjöberg1_{, Annette Johnsson}1 1_{Halmstad Högskola}

Abstract: Research topic/aim

In 2017, a regional cooperation project was initiated with four municipalities and Halmstad University, called From Great to Excellence (FGTE), that aimed at reducing the gap between children/pupils capacity and performance. The project is planned to run for five years, and participants are persons active in schools and preschools at different levels within the school practice. Within the FGTE project, the participants perform different development projects in

cooperation across the municipal boundaries, where they act as critical friends for each other in order to drive each project forward. Parallel with these activities, follow-up research on the project is conducted that focuses on different parts of the collaborative process. In this study we have

concentrated on the participants' work with their respective research processes. The overall aim is to investigate the way in which research questions- and the ability to answer these - are developed by the participants through collaborative projects across municipal boundaries. The question we ask is "How does a (research-) question change through a collaborative process?". School development projects are carried out both at national and international level (e. g. Sales, Moliner & Amat, 2017; Adolfsson & Håkansson, 2015). In this study, the focus is both on regional cooperation and more specifically on the research questions of the participating groups.

Theoretical framework

The theoretical framework in this study is situated within the socio-cultural field, since much of the focus is around the collaboration between the participantsConversation is an arena for developing knowledge and by supporting and challenging each other's pronounced thoughts, prerequisites for development of knowledge are given (Vygotsky, 1978).

Methodological design

The empirical material for the present study consists partly of the work material from a workshop where the participants' research questions were processed, partly by the participants' final products at the end of their development projects, which was a project report and a poster per project group. The material has mainly been analyzed based on a content analysis perspective (Danielsson, 2017; Denzin & Lincoln, 2003).

Expected conclusions/findings

The analysis is not yet complete, but preliminary results show that the research questions in the projects are not fully answered by the participants. On the other hand, the research questions seems to become more sharp when people from other municipalities are involved in working with the them. It also appears to be problematic to relate to overall, relatively abstract questions, and to make them

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tangible to their own school practice.

Relevance to Nordic educational research

Through this study, we want to highlight the potential for improvement work in preschool and school practice which lies in developing school activities through a regional cooperation project. This, we mean, are of utmost relevance to Swedish/Nordic as well as international research fields within education.

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When: Wednesday 17.15-17.40, Where: 24:103, Blåsenhus

Information Technology in Work-based education of Salespersons - A retrospective study of retail checkout education

Charlotte Arkenback-Sundström1

1_{Charlotte Arkenback-Sundström, Department of Applied IT, University of Gothenburg}

Abstract: Work-based learning is a central part of vocational programs within adult education and the upper secondary school. The aim is that it shall help students to develop vocational skills and a vocational identity as well as to understand the professional culture and become part of the

professional community in a workplace (Lvux12, Gy11). After completing a vocational program, the student is expected to have acquired the knowledge and skills required to work in the specific branch. However, the ongoing digitalization of working life and industrial branches challenges the relevance, content, and the implementation of traditional vocational educations. The intensive development of digital technology and technological systems makes it difficult for formal education systems to foresee what knowledge and skills demanded in the labor market; or predict how

digitalization will change traditional occupations and industries. Therefore, it is essential to increase the knowledge of digitalized vocational practices, asking what can be taught and learned in work-based education and learning. This paper presents partial results from a doctoral study with the overall aim to explore adult education and learning for unqualified work within a digitalized workplace. Focusing on what makes an engaged salesperson in the digitalized checkout practice. The retail sector is one of the industries that are undergoing profound changes; digitalization is not only streamlining the production of goods, it also changes the way in which trade in goods and services is organized and implemented (AL-Khouri, 2014). The development of Internet-based business systems that can connect various information systems has enabled retailers to compete with the growing e-commerce. Investing in a mobile point of sale system enables integration of physical stores with an e-store which can streamline the organization, as a consequence, it also transforms salespersons vocational practices in physical stores.

The aim with this paper is, from a retrospective view, to explore and enlighten what values technology and information technology is attributed to in work-based education and learning, focusing on retail checkout practices. The theory of practices architectures (Kemmis et al., 2014)is used as a theoretical lens and analyzing tool. The methodological design is based on analyses of data from an empirical study including 32 cashier and salesperson training videos (retrieved from the Internet) produced between 1917 – 2018.

Some preliminary results show that the training of salespersons at checkout focus on developing the right working methods and routines, communication and customer service skills, and a "good behavior". All activities evolve from the POS system, the "backbone" of the checkout practice, but the introduction to POS is restricted to a brief instruction of which buttons to push. The learner is expected to "stir himself" into the technology that has evolved to be interactive with multiple choices to perform the same functions.

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AL-KHOURI, A. M. 2014. Identity Management in the Retail Industry: The Ladder to Move to the Next Level in the Internet Economy. Journal of Finance and Investment Analysis,3.

KEMMIS, S., WILKINSON, J., EDWARDS-GROVES, C., HARDY, I., GROOTENBOER, P. & BRISTOL, L. 2014. Changing Practices, Changing Education, Singapore, Springer Singapore: Singapore.

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When: Wednesday 14.25-14.50, Where: 24:103, Blåsenhus

Professional learning by user involvement

1. Adult learning – at work, in education and everyday life Olof Wiedel1

1_{University West}

Abstract: Professional learning by user involvement (paper) Daniel Olof Wiedel, University West, olof.wiedel@hv.se

It is usually said that professional knowledge consists of a knowledge base consisting of different resources. It can be knowledge acquired through education, following the rules, and laws that the practice consists of, through best practices and results from research, but also using user-related and situational knowledge. Social government (Socialstyrelsen) says that professional knowledge consists of a combination of evidence-based knowledge and local conditions and the wishes and beliefs of the user. My intention is to understand the practices that are shaped, how it affects the professional knowledge base and possibly also the organization of welfare work in relation to the user/user's wishes, experiences and needs.

It is a case study where a municipal labor market policy measure for young people and young adults between 16-29 years who neither study nor work is at the center. The organization is located in a smaller city. About 10 professionals (social workers and pedagogies) work there and approximately 200 young people are involved every year. The young people involved in the organization are a heterogeneous group and they have contact with the activities in different ways. The organization has a one-way-in idea and has a “life-first” approach point of departure (unlike work-first approach) (Jacobsson, Hollertz & Garsten, 2017). The activities consist of both individual and group

discussions, collaboration with other actors, partly, outreach work.

The data material gadering for the study (which is ongoing) is both interviews and ethnographic methods to participate in everyday practice, both backstage (work-meetings) and frontstage (with the youth) work. Preliminary results are that the way of organizing work, the practices it creates affects how the professionals develop and use their knowledge. Through the organization as "one way in" and that several external actors are invited to weekly meetings, there is an increased understanding of each other's skills and organizations. It creates an internship where young people can navigate in the expectations and demands that actors, they come into contact with have young unemployed. But the various actors also get other information and opportunities for decision-making. The staff develops the purpose of the activity (to be a one way in, collaborate around young people, get young ones to come to and remain in activities) by developing forms of collaboration and relational work that can be said to create Educational Trust (Görlich and Katznelsons, 2015) in the relationship with young people. Questions that remain, are to more closely study what type of practices (Gherardi, 2012) are shaped when professionals (and the organization) use young people's experience and what knowledge professional develop.

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Alternative network: Social pedagogy

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When: Wednesday 16.00-16.25, Where: 24:103, Blåsenhus

The new potential function of non-formal education in Nordic countries: a case of Daghøjskole in Denmark

Midori Sakaguchi Nozaki1 1_{Meiji Gakuin University}

Abstract: Everyone would agree that non-formal education in Nordic countries has unique aspects and has been one of the models to promote how to integrate the marginalized people. But we do not know much about how each institution in non-formal education function in today’s globalized educational world, which emphasizes economization of education, corporatization of education, and realizing the audit state (Joel Spring, 2014). How each institution in non-formal education function to promote social integration in today’s society? How do they collaborate with municipalities, state, and EU? What kind of role they play in an educational world globally as well as locally? In this presentation, I would like to describe the function of Daghøjskole, which are established uniquely in Denmark in 1970’s, with comparative theoretical approach, including 10 interviews with school principals out of 15 Daghøjskole where I could have reached in three years; how Daghøjskole in Denmark, as an example in non-formal education, stay as one of the key sectors despite of constant governmental educational reforms, and what the specific feature of social integration policy is in Denmark compared with France and Germany. Results will show the new potential function of Daghøjskole or other non-formal education in Nordic countries, where social integration and social inclusiveness are one of the key challenges.