DAFE2200 Software Engineering Course description

I dette emnet skal studenten utvikle kunnskap, ferdigheter og generell kompetanse knyttet til utvikling av programvaresystemer. Studenten skal få innsikt i hvordan systemenes egenskaper defineres, hvilke rammer som gjelder for utviklingen, og hvordan utviklingsprosessen ledes. Videre skal studenten kunne forstå noe av kompleksiteten i samspillet mellom programvaresystemer og ulike bruker- og interessegrupper. Studenten skal forstå essensen i og utvikle en kritisk sans for vurdering av både moderne (inkludert smidige) og tradisjonelle metoder og teknologier for systemutvikling.

Emnet bygger på kunnskaper og erfaring i programmering, f.eks. DAPE1400 Programmering og DATA1600/DATS1600 Programutvikling.

Ingen ut over opptakskrav.

Etter å ha gjennomført dette emnet har studenten følgende læringsutbytte, definert som kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten kan gjøre rede for:

• ulike faser og aktiviteter som inngår i systemutvikling,
• ulike metoder og teknologier for systemutvikling og
• bruk av ulike prosessmodeller, metoder, teknikker og verktøy for å oppnå prosjekt- og systemkvalitet.

Ferdigheter

Studenten kan:

• anvende metoder og teknikker for å innhente, analysere og spesifisere krav til et system,
• designe programvaresystemer og
• vurdere hensiktsmessige prosesser, metoder, teknikker og verktøy for utvikling av programvare.
• lage systemdesign på grunnlag av kravanalyse

Generell kompetanse

Studenten har:

• kjennskap til kvalitative og kvantitative forskningsmetoder.

Studentene skal tilegne seg kunnskap og innsikt i aktuelle teknologier og teknikker som benyttes i næringslivet til utvikling av avanserte web-applikasjoner. Emnet vil være et nyttig fundament for studenter som ønsker å arbeide med web-applikasjoner i forbindelse med bacheloroppgaver.

Følgende arbeidskrav er obligatorisk og må være godkjent for å fremstille seg til eksamen:

• Tre større gruppeoppgaver (3-5 studenter) hvor studentene skal vise sin forståelse av pensum. Det forventes at gruppene leverer besvarelser der det er tydelig at gruppen har drøftet og reflektert rundt oppgavene.

Individuell skriftlig eksamen på 3 timer.

Eksamensresultat kan påklages.

Forelesninger og veiledningstimer. Studentene vil arbeide dels individuelt og dels i grupper. Gruppestørrelse normalt 3 til 5 studenter.

Gradert skala A-F.

In this course, students will learn about mental health work, relational skills and factors that promote and harm the mental health of individuals and groups. People's resources and opportunities, but also their vulnerabilities as individuals, are areas of focus. The significance of close relationships and society's influence are important for mental health and are emphasised in the course. This includes patient phenomena such as hope and hopelessness, pain and pain relief, exhaustion and energy.

In addition, the students taking this course in the spring semester will participate in the interdisciplinary teaching activity INTER1300 ‘Interprofessional collaboration on and with children, young people and their families’, with a scope corresponding to 1.5 credits carried out in the beginning of January. The theme will be how different professions can cooperate on and with children and adolescents. This includes a theoretical understanding of and research-based knowledge about interprofessional cooperation about and with children, adolescents and their families. Examples of the students’ practical training periods in particular, and from interprofessional cooperation in different practical fields of practice in general, will be part of the work. The learning outcomes expected after completion of INTER1300 are marked with *. See INTERACT’s website for a more detailed description of the content of INTER1300

https://www.oslomet.no/forskning/forskningsprosjekter/interacthttps://uni.oslomet.no/interact/

After completing the course, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and competence:

Knowledge

The student

• can present mental health work in a historical perspective
• can s discuss how psychosis, personality disorders, anxiety, mood disorder and drug addiction can influence the patients’ fundamental needs and self-understanding
• can describe mental health and psychosocial challenges among refugees and immigrants and how stigma, exclusion, discrimination, and racism can influence mental health and psychosocial health
• can describe strategies for mastery and concepts such as improvement processes, user participation, recovery, and empowerment
• can explain how framework factors such as current legislation and compulsory regulations can be of significance to the practice of nursing in mental health work
• can discuss the special needs of children and young people related to trauma, neglect, violence, abuse and drug and socio-economic problems
• can explain different interprofessional methods of collaboration in the field of practice*
• can explain the challenges and possibilities of interprofessional cooperation processes* 

Skills

The student

• can apply key milieu therapeutic principles related to patients with mental disorders
• can apply knowledge about the main groups of psychotropic drugs and integrate knowledge from disease theory in assessing the effects and side effects of drugs
• can apply communication and interaction skills when encountering people with mental health issues and their next-of-kin and can establish, maintain, and terminate relationships
• can map symptoms of various mental and drug-related disorders and conditions and use relevant mapping tools in the practice of nursing
• is capable of continuously assessing situations that entail a risk for patients and/or staff and preventing unwanted incidents
• can assess what inhibits and promotes communication and how poor health and unmet care needs influence professional relations
• can on the basis of examples from their own practical training, analyse and assess interprofessional cooperation processes on and with children and young people with challenges*
• can establish interprofessional cooperation about and with children, young people and their parents/guardians*

Competence

The student is capable of

• reflecting on his/her own professional practice and power structures when encountering people with mental health issues and drug addictions and and receive guidance and feedback
• reflecting on existing procedures and methods, and taking the initiative to engage in dialogue about the implementation of new knowledge and new work methods
• understanding of the basis for and necessity of interprofessional cooperation about and with children, young people and their parents/guardians, and of their own professional contribution to the cooperation*