DATA1700 Web Programming Course description

The work and teaching methods will facilitate the integration of knowledge, skills and general competence and have the greatest possible transfer value to professional practice. Emphasis is therefore placed on using a variety of work methods and alternating between theoretical studies and practical training. Teaching activities should stimulate active learning and engagement.

The occupational therapy programme aims to educate independent, creative and flexible candidates who are capable of dealing with social change and cultural diversity. Therefore, emphasis is placed not only on the content, but also on the learning process itself, whereby the students develop critical thinking, clinical reasoning and the ability to cooperate; skills for lifelong learning.

The students will receive follow-up throughout the programme in the form of supervision and feedback. In some cases, the students will assess each other’s work and provide feedback to each other (peer reviews). Students who have progressed further in the programme can be required to teach students at lower levels.

More detailed descriptions of the most common work and teaching methods used in the programme are provided below. The individual course descriptions state which work methods each course employs.

Independent work

As an occupational therapist it is important to be able to work independently, but at the same time cooperation in different arenas is essential. Independent work will therefore include both cooperation with fellow students and individual work. Students are expected to work independently with the curriculum, digital resources, assignments and teaching preparations, and are also responsible for their common learning environment.

Skills training

The students acquire skills through practical training with each other, through role play, simulation or together with users/patients. They develop the therapist role through supervision and teaching that promote reflection on their own professional practice.

Activity analysis

Activity analysis means that the students work systematically on activities through testing and observation where they apply analysis tools and terminology to understand all factors that influence occupational performance. This might include risk assessments, analysis of the influence of the environment, the skills and functions required to perform activities, activities’ possibilities for grading and adaptation, and analyses of occupational activities’ roots in culture and society.

Seminars

Seminars can be in the form of case-based teaching where the students solve complex assignments based on cases from their practical training. Seminars can also be discussion forums that emphasise different perspectives on key topics, or that help to summarise learning outcomes at the end of a course. Seminars normally require the students to come prepared, for example by using digital resources such as video clips or podcasts, academic texts, articles and interactive assignments.

Project work/Field work

Students often work on project assignments in groups over time. Projects often entail field work off campus.

Lectures

Lectures are primarily used to present new subject matter, explain connections, review cases from practical training or highlight main elements in important topics.

Group work and student-driven teaching

Group work is as a learning method used in most courses. Work on different issues, exchange of ideas and solving assignments together strengthen the students’ competence in group leadership, collaboration and communication. The programme emphasises the importance of students learning from each other. Occupational therapists must be able to teach, supervise and advise others, which is why parts of the teaching is student-driven. Students give lectures to each other, present projects, summarise experiences and discuss and provide feedback on each other’s assignments.

Emnet forutsetter emnet DAPE1400 Programmering og emnet DAFE1200 Webutvikling og inkluderende design eller tilsvarende.

Practical training makes up one third of the programme. Each year of the programme includes a period of practical training, and the forms of practical training will vary for individual students. Practical training is supervised. This means that a supervisor from the practical field follows up the student throughout their practical training in cooperation with the contact lecturer from the university. During the first part of the practical training, the student, in cooperation with the practical training supervisor, will write a cooperation agreement where the learning outcomes for the practical training are specified in relation to how the student is to achieve the learning outcomes in the individual practical training establishment. The cooperation agreement must show how the student is to apply theory in practice, and it must be approved by the practical training supervisor and the contact lecturer at the university. The learning outcome descriptions must be concrete, relevant, realistic and measurable.

During the practical training, the students must learn to plan, carry out and evaluate the professional practice of occupational therapy. The practical training is an important arena for practising and learning occupational therapy through experience, and for strengthening the students’ professional identity. During the practical training, the students work on different assignments related to the learning outcomes as an integrated part of the practical training.

Assessment of practical training takes its point of departure in the learning outcomes in the course, the cooperation agreement and the formative assessment. The formative assessment, i.e. the assessment of the students’ knowledge, skills, general competence and suitability carried out during the period practical training, is summarised halfway through the period and at the end of it.

Practical training takes place in an interprofessional context in the municipality and specialist health service and in other arenas where occupational therapists work. The programme's location in the city provides opportunities for close cooperation with university hospitals and city districts. Practical training can also be organised as projects with public, private and voluntary parties where the students work in arenas that promote persons’ occupation and participation.

The practical training establishments that cooperate with the occupational therapist programme at OsloMet are primarily located in Oslo or elsewhere in Eastern Norway. The students must expect some travel in connection with the practical training. The students follow the practical training establishment’s rules for clothing. The various establishments may also have special requirements for tests and vaccinations. Separate attendance requirements apply to practical training, see ‘Assessment of practical training’.

Required coursework is all types of work, tests and compulsory attendance that are requirements for being permitted to take the assessment/exam and/or complete practical training. Required coursework is assessed as approved/not approved. The coursework requirements for each course are described in the relevant course description.

The purpose of coursework requirements is to contribute to the students' progress and academic development, and to stimulate the development of the therapy role.

The programme has coursework requirements in the form of compulsory attendance and different types of written assignments. Completion of certain activities can also be a requirement, see the course descriptions for more information.

Compulsory attendance

The programme emphases on a good social learning environment with student-active learning forms. To develop knowledge, skills, suitability and therapeutic competence, the students are required to attend teaching activities. The minimum attendance requirement for scheduled teaching activities is therefore 80%. Some seminars and lectures are not compulsory; these will be marked in the time schedule.

If a student exceeds the limit for absence, the lecturer must assess whether and how the student can compensate for the absence. Whether or not it is possible to compensate for absence depends on the extent of the student’s absence and which activities he/she has missed. If the absence cannot be compensated, the student’s progress in the programme will be delayed.

The practical training courses require at least 90% attendance. For more information about the requirements that apply to the practical training, see ‘Assessment of external practical training’ below.

Written assignments

Some courses have written assignments as coursework requirements. Written work that is not approved must be reworked before re-submission. If the work is not approved on re-submission, the student cannot take the ordinary exam.

Students are entitled to a third attempt before the resit/rescheduled exam. If a piece of required coursework is not approved, this may lead to delayed progress in the programme.

More detailed requirements for written work, deadlines etc. are set out in the teaching plan for the course in question.

Different forms of assessment are used on the programme that are adapted to the learning outcomes of the various courses. The forms of assessment used are intended to support learning and document that the students’ competence is adequate in relation to the applicable learning outcomes. During the programme, the students will be given advice and guidance and their performance will be assessed. It is important and necessary to assess students’ knowledge and skills often, so that the students receive feedback on whether their performance is in line with the programme's requirements and whether they have achieved the learning outcomes.

The assessment of exams and practical training is carried out in accordance with the applicable rules set out in the Act relating to Universities and University Colleges, the Regulations relating to Studies and Examinations at OsloMet and the Guidelines for Appointment and Use of Examiners at OsloMet.

The forms of assessment are described in each course description. All exams taken and the title of the bachelor’s thesis will be stated on the diploma.

Exams

Each course, except the three practical training courses, is concluded in the form of an exam. The assessment is based on the learning outcomes for the course, and what is assessed is whether the student has achieved the stipulated learning outcomes. The grades used are pass/fail or letter grades from A to F, with A being the highest grade and E the poorest pass grade. The grade F means that the student has failed the exam.

Most courses have coursework requirements that must be approved before the student can take the exam. See the course descriptions for more details.

Resit and rescheduled exams are carried out in the same manner as the ordinary exam unless otherwise specified in the course description.

For exams where a percentage of the exam papers are assessed by an external examiner, the external examiner's assessment shall benefit all the students. In such cases, one external and one internal examiner will first grade the selected papers. The internal examiner then continues grading the rest of the papers together with another internal examiner. The assessments from the first part are summarised to serve as guidelines for the assessments carried out by the two internal examiners.

Grades awarded for written exams can be appealed, cf. Section 5-3 of the Act relating to Universities and University Colleges. It is not possible to appeal the grades awarded for oral and practical exams. For a group exam, the result of an appeal will only have consequences for the candidates who submitted the appeal. This means that all members of the group do not have to participate in the appeal.

Assessment of practical training

Practical training is assessed as pass/fail. Assessment of practical training takes its point of departure in the learning outcomes in the course, the cooperation agreement and the formative assessment. The formative assessment, i.e. the assessment of the students’ knowledge, skills, general competence and suitability carried out during the period practical training, is summarised halfway through the period and at the end of it.

To pass the practical training, the student must have met the compulsory attendance requirement. The practical training courses require at least 90% attendance. The attendance requirement includes both the time spent at the practical training establishment and the teaching provided as part of the programme. The following also applies for absence:

• less than 10% absence: The student can complete the practical training course as normal.
• between 10–20% absence: The student can make up for the practical training/teaching missed, if this is doable. This must be agreed with the practical training supervisor and the contact lecturer at the university.
• more than 20% absence: The student must normally retake the practical training course. This will result in delayed progress in the programme.

If the student exceeds the maximum limit for absence, the practical course will be registered as failed and count as an attempt.

Suitability

Diplomas for the completed programme will only be awarded to graduates who are suited to practise the profession. A student who represents a potential threat to the physical or mental health, rights and safety of his/her patients and colleagues is not suited for the profession.

Suitability assessments are made on a continuous basis throughout the study programme, and will be included in the overall assessment of the students' professional and personal suitability for work as health personnel. Students who demonstrate little ability to master the occupational therapy profession must be informed of this at the earliest possible stage of the programme. They will be given supervision and advice on how to improve, or be advised to leave the programme. Special suitability assessments are used in special cases, cf. Regulations to the Act relating to Universities and University Colleges, Chapter 7. For more information about suitability assessment, see https://student.oslomet.no/skikkethetsvurdering.

The following coursework is compulsory and must be approved before the student can sit the exam:

• three individual assignments

Individual written exam, 3 hours.

The exam result can be appealed.

All printed and written aids, and an approved handheld calculator that cannot be used for wireless communication or to perform symbolic calculations. If the calculator’s internal memory can store data, the memory must be deleted before the exam. Random checks may be carried out.

Grade scale A-F.

One internal examiner. External examiners are used regularly.

Emnet overlapper 10 sp med emnene ITPE1700/170, ADTE1700/1701, LO113D og LO113I.

Ved praktisering av 3-gangers regelen for oppmelding til eksamen teller forsøk brukt i ekvivalente emner.