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Med afsæt i feltarbejde på græsbaserede danske malkekvægbrug undersøger denne artikel relationer mellem køer og græs. Nedslag i græssets rolle i skiftende produktionslandskaber fra etableringen af det moderne husdyrbrug til nu viser, hvordan drømme om høj mælkeydelse og rationel fodring har bidraget til at reducere koens foder til et proteinregnskab, med store klima- og miljømæssige konsekvenser til følge. Ved at tilgå græsset som ’gammelt’ i betydningen historisk situeret og lokalt, argumenterer artiklen for, at græs ikke blot indeholder næringsstoffer, men også muligheden for at skabe et landbrug med jordforbindelse, hvor produktionen nødvendigvis må lade sig begrænse af landskabets bæreevne.

Artiklen sætter fokus på, hvordan studerende oplever og håndterer uddannelsesforløb, som i såvel uddannelse af dyrlæger som sygeplejersker præges af en markant travlhed. Artiklen baseres på langvarige feltarbejder, der gennem observationer, interviews og videodagbøger har kortlagt det studiemæssige hverdagsliv og fastholdt de professionsstuderendes egne beretninger og iværksatte strategier. De empiriske analyser henter inspiration fra de uddannelsesetnografiske forskningstraditioner, og det gennemgående begreb om gøremålstravlhed henviser såvel til omsorgsfilosofiske udspring, som til uddannelses-og sundhedssociologiske rammesætninger. Artiklen peger i forlængelse heraf på et nødvendigt opgør med travlhedens konsekvenser i det danske uddannelsessystem.

A growing interest in the use of digital game-based learning has been identified in veterinary education. Projects in the development of veterinary game-based environments and scenarios are mostly initiated by veterinary institutions, faculties, or instructors; however, the process of development is complex and often involves expertise from a variety of disciplines. In the collaboration between professionals, discussions often arise about content, and how specific elements should be implemented or edited. As discussions are based on the individual experts’ varied disciplines, it can be difficult to achieve a common language, and this leads to blockage and frustration in the development process. In 2012, the University of Copenhagen launched a project on digital game-based learning aimed at veterinary and agriculture students. The overall goal was to develop learning games for herd health management in pig production. The project was carried out in a collaboration between professional game developers, educational/didactic experts, and veterinarians. From early in the process, we identified a need to communicate across disciplines. Therefore, the framework of the Serious Game Development Triangle (SDT) was developed as a tool to facilitate a common language for solving complex issues. The SDT consists of three orientations: games, school, and professionalism. These three orientations are topics that are required considerations when developing a serious game that seeks to teach skills for a specific profession. The SDT contributed to improved understanding across disciplines and made the development process more progressive

ID: 1277 / 22 SES 06 B: 2 22. Research in Higher Education Format of Presentation: Paper Alternative EERA Network: 19. Ethnography Topics: NW 22: Teaching, learning and assessment in higher education Keywords: Profession-oriented learning, study strategies, professionalisation processes, comparative cross-disciplinary ethnography Study Strategies – Crossing Contexts Camilla Kirketerp Nielsen 1, Vibeke Røn Noer 2,1 1 University of Copenhagen, Denmark; 2 VIA University College Presenting Author: Kirketerp Nielsen, Camilla; Røn Noer, Vibeke This paper provides comparative cross-disciplinary aspects on elements in the professionalisation process of nurse students and veterinary students. An inherent alternation between different learning rooms – scholastic academic classrooms and professional workplaces - is central to the profession-oriented educations. Educational structure and time allocated to each context varies between the different profession-oriented educational programs. To a great extent, profession-oriented educational development- and research projects have had a common focus on the interplay between the different learning contexts – and the classical dilemma of how to bridge theory and practice. Further, most empirical studies have been conducted in the part of the educations taking place in the work-oriented learning contexts (practice). The paper is based on two independent case-studies referring to the educational field of future nurses and future veterinarians. Both projects can be characterised as research-based evaluation of pedagogical development projects. The projects refer to investigations in both classroom educational contexts and the contexts of (educational) workplaces. Case 1: In the nursing educational environment, research has been conducted as ethnographic studies following students in an alternative educational model based on a principle of ”practice before theory” – n

Innovative projekter, der gennemføres som online- og spilbaseret læring på sygeplejeuddannelsen og dyrlægeuddannelsen, har intentioner om at udvikle digitale alternative læringsrum. To uafhængige igangværende etnografiske studier, der følger projekternes praktiske forløb og læringssituationer, identificerer et interessant empirisk tematisk slægtskab: En tendens til utilsigtet skolificering. Skolificering som tema og fælles tendens er omdrejningspunktet for denne artikel. De nye alternative læringsrum skal styrke forholdet mellem teori og praksis, øge fleksibiliteten for uddannelsernes aktører, samt bidrage til øget grad af studenterstyret undervisning og studenteraktivitet. Analyserne viser, at de alternative læringsrum faktisk producerer nye strategier og muligheder, men at strategier kendt fra de traditionelle læringsrum også tydeligt reproduceres. Analyserne fokuserer på konflikten mellem de digitale alternativer og de faktiske undervisningsbetingelser og fremdrager forskellige perspektiver på de innovative projekters tendens til skolificering.

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