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28 Basic Structures for a New Theory of Samhandling Under Risk (SUR) (Book chapter)

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ISBN: 9788202535025 Year: Pages: 22 DOI: 10.23865/noasp.36.ch28 Language: English
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing)
Subject: Sociology --- Social Sciences
Added to DOAB on : 2019-01-15 13:34:07
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Abstract

"This final chapter aggregates experiences and findings from the other
chapters of the book. The book’s overall research question is as follows: What are
the basic structures of the concept of samhandling under risk and how can samhandling
be created when the conditions are unpredictable? A number of SUR (Samhandling
Under Risk) structures are derived based on semantic theory construction,
and these are described in an overall definition and visualized in a model, which
in turn can form the basis of a SUR theory. These are organized under educational,
organizational and operational structures, as three superior competencies needed
to facilitate effective SUR. The essence is that there is a different basis for this type
of assessment than with traditional risk analysis, in order to achieve good samhandling
under risk and unforeseen conditions. This is concerned with what is needed
when little or nothing goes according to plan. It is then necessary to emphasize
on such matters more in depth and addition address other factors to achieve SUR
through samhandling where the conditions are predictable - where completed plans
and clear objectives work. For the learning level, valuation of inaccurate knowledge
and qualities is required to extract information from the disorder. For the
organizational level, it is important to create and/or maintain shared leadership
and at the operative level, improvisation is essential. When working with a SUR
paradigm, one must be able to accept unclear goals, be prepared to lose control
and create room for surprises. Leaders with SUR skills will be required to prepare organizations for this. Training and SUR should be incorporated into strategic
plans, management training and leadership development. An expansion of established
pedagogical models is also needed to achieve this aim. Invisible learning is
one approach. Samhandling does not simply happen in a vacuum, and the chapter
encourages further SUR research in a global perspective, where different languages
and cultures can contribute to enhanced understanding of SUR issues. As a starting
point for such an approach, we explore how the term is expressed in the Japanese
language. A more global approach to SUR structures can contribute to a deeper
understanding of what is needed, to avoid unwanted misunderstandings and crises,
learn from each other and solve complex and unforeseen situations through
samhandling."

9 Digital Samhandling in Education for the Unforeseen Future (Book chapter)

Authors: --- ---
ISBN: 9788202535025 Year: Pages: 20 DOI: 10.23865/noasp.36.ch9 Language: English
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing)
Subject: Sociology --- Social Sciences
Added to DOAB on : 2019-01-15 13:34:09
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Abstract

"This chapter aims to discuss whether digital interaction (samhandling) in
education requires a new pedagogy, which, to a greater extent than before, takes into
account risks and unforeseen events. The major focus is on digital samhandling between
teachers and students. Future education should prepare students for a world
in which samhandling between individuals is predicted to be increasingly digital. At
the same time, teachers currently refrain from using digital tools in order to interact
pedagogically with students. A “mixed methods” survey of 96 randomly-chosen
schoolteachers in primary and secondary schools in Norway shows that the respondents
give various reasons for using Learning Management Systems (LMS) to a greater
extent for administrative purposes than for pedagogical ones. The main obstacle
is that teachers do not know exactly how digital samhandling should be facilitated
educationally and what the consequences may be for the students and education in
general. The conclusion is that the future is unknown, and the unforeseen is partly
learned through teachers’ professional judgment. Therefore, “new” pedagogy need
not necessarily consist of more educational models and theories of “what works.”
Perhaps the “new” pedagogy should be, to a greater extent, based on samhandling
literacy and problem-based learning?"

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