Bachelor in Applied Computer Technology Programme description

Masterstudium i skolerettet utdanningsvitenskap bygger på grunnskolelærerutdanning og er rettet mot arbeid i utdanningssektoren. Studiet bygger på minst tre års grunnutdanning hvorav til sammen ett år må være en fordypning på 60 studiepoeng i et obligatorisk grunnskolefag eller i pedagogikk, eventuelt en kombinasjon av pedagogikk og utdanningsledelse. Studiet kan tas som et heltidsstudium over to studieår eller som et deltidsstudium over fire studieår, med unntak for enkelte fagfordypninger.

Ved opptak velges en fagfordypning på 30 studiepoeng (to emner à 15 studiepoeng) blant skolefagene engelsk, kroppsøving, matematikk, musikk, naturfag, norsk, norsk tegnspråk, RLE, samfunnsfag eller begynneropplæring, eller blant fagfordypningene profesjonspedagogikk, pedagogisk veiledning, spesialpedagogikk eller utdanningsledelse.

Studiet skal styrke faglig, fagdidaktisk og pedagogisk kompetanse for arbeid i skole- og utdanningssektoren. Slik kompetanse er relevant for undervisning og veiledning, forskning, forsøks- og utviklingsarbeid, faglig og administrativ ledelse i grunnopplæringen, og for faglig og pedagogisk veiledning.

Masteroppgaven utgjør en vesentlig del av studiet. Studium og oppgave skal samlet gi kompetanse både til å arbeide med FoU innen utdanningsfeltet og i andre stillinger der det stilles krav om forskningsmessig kompetanse. Det kan også være grunnlag for opptak til relevante doktorgradsprogrammer.

Studiet fører fram til graden Master i skolerettet utdanningsvitenskap med fordypning i skolefag, pedagogikk eller utdanningsledelse, på engelsk Master of Educational Sciences for Basic Education. Det vil framkomme på vitnemålet hvilken fordypning studenten tar i studiet.

Fordypningskravet (60 studiepoeng) som kreves for opptak danner grunnlaget for videre fordypning i masterstudiet. Alle må søke seg inn på ønsket fagfordypning. I spesielle tilfeller kan en student etter søknad endre valg av fordypning etter påbegynt studium dersom øvrige krav er innfridd. Fakultetet kan begrense tilbudene som lyses ut (hvilke fagfordypninger) for hvert opptak. Igangsetting av fagfordypningene forutsetter tilstrekkelig antall søkere.

Søkere med fullført Lærerspesialistutdanning i begynneropplæring, matematikk, norsk, engelsk eller spesialpedagogikk (hver på 60 studiepoeng) kan få dette innpasset i masterstudiet. Det må søkes om opptak til studiet på vanlig måte, og etter opptak kan det søkes om å få innpasset lærerspesialistutdanningen i de fem nevnte fagene som del av studiet. Disse studentene følger et tilrettelagt løp av masterstudiet på deltid.

Søkere med fullført Nasjonal rektorutdanning eller tilsvarende kan få dette innpasset etter opptak. Eventuelt ytterligere innpassing må det søkes om på vanlig måte. For søkere som har nasjonale videreutdanningsmoduler (hver på 15 studiepoeng) i skoleledelse på masternivå, kan det i tillegg søkes om å få innpasset inntil 30 studiepoeng av disse. Også disse studentene vil følge et tilrettelagt løp av masterstudiet på deltid.

The target group is first and foremost those who want a solid, broad and practical education in the user aspects of information technology and who wish to work in the area of data processing and information technology.

The Higher Education Entrance Qualification/prior learning and work experience.

Reference is made to the Regulations concerning Admission to Higher Education:

https://lovdata.no/dokument/NL/lov/2005-04-01-15?q=forskrift_opptak_høyere_utdanning

After completing and passing the three-year bachelor’s degree programme in Applied Computer Technology, the candidate is expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• has broad knowledge of the user aspects of IT
• is familiar with the principles of universal design of IT
• is familiar with programming techniques, especially for the presentation layer
• has insight into and an understanding of their own role as a technologist and the role of information technology in society
• is capable of updating their knowledge through studying literature, searching for information, having contact with professional environments and user groups, and through experience
• is familiar with relevant new ideas, techniques, methods and principles in the field that have emerged in national and international development and research

Skills

The candidate:

• is capable of planning, developing, testing and evaluating IT systems
• is capable of Java programming
• is capable of using selected programming tools and development environments
• is capable of communicating with and presenting solutions to clients
• is capable of conducting program, system and user tests
• is capable of complying with applicable standards and developing solutions accordingly
• masters the methods, tools and techniques necessary for working in a systematic and innovative manner
• is capable of identifying, analysing, planning and carrying out various information technology assignments and projects, both independently and as part of a team
• is capable of applying new ideas and new knowledge from development and research to solve theoretical, technical and practical information technology tasks
• is capable of seeking out specialist literature and critically assessing the quality of sources
• is capable of compiling reference lists in accordance with the applicable template

General competence

The candidate:

• has insight into the interaction between people, technology and enterprises
• is familiar with the effects of the use of IT systems on an enterprise and the working environment
• is capable of communicating and assessing the needs and requirements of different user groups in relation to technology and of making decisions on the choice of solutions adapted to different needs
• is capable of helping to ensure that, as far as possible, users with disabilities are able to use IT services without special adaptations
• is capable of communicating with and disseminating knowledge about information technology and its applications, importance and consequences to relevant groups
• has insight into and an understanding of the potential consequences of information technology for an organisation, society and the working environment
• has information literacy skills; knows why it is necessary to search for quality-assured sources of knowledge, why sources must be cited, and is familiar with what is defined as plagiarism and cheating in student work

Utdanningen gir studenten internasjonale perspektiver gjennom bruk av relevant og komparativ internasjonal forskning, faglitteratur og nettressurser, og dette er forankret i de enkelte emneplanene. Studenter som ønsker det, vil ha mulighet for et opphold ved et lærested i utlandet. Et slikt opphold må finne sted etter gjennomført felleskurs og fordypningsemner og i samforståelse med veileder. OsloMet har samarbeid med en rekke utenlandske universiteter. Utfyllende informasjon om utenlandsopphold ligger på universitetets nettsider, eventuelt kan internasjonal koordinator kontaktes.

Arbeidskrav skal være levert/utført innen fastsatt(e) frist(er). Gyldig fravær dokumentert med for eksempel sykemelding, gir ikke fritak for å innfri arbeidskrav. Studenter som på grunn av sykdom eller annen dokumentert gyldig årsak ikke leverer/utfører arbeidskrav innen fristen, kan få forlenget frist. Ny frist for å innfri arbeidskrav avtales i hvert enkelt tilfelle med den aktuelle læreren.

Arbeidskrav vurderes til "Godkjent" eller "Ikke godkjent". Studenter som leverer/utfører arbeidskrav innen fristen, men som får vurderingen "Ikke godkjent", har anledning til to nye innleveringer/utførelser. Studenten må da selv avtale ny innlevering av det aktuelle arbeidskravet med faglærer. Studenter som ikke leverer/utfører arbeidskrav innen fristen og som ikke har dokumentert gyldig årsak, får ingen nye forsøk.

Nærmere informasjon om arbeidskrav finnes i de enkelte emneplanene.

Required coursework means compulsory assignments/activities that must be approved by a given deadline in order for students to be able to sit the exam. Coursework can be written work, project work, oral presentations, lab courses, compulsory attendance at lectures etc. Required coursework can be done individually or in groups.

The required coursework is intended to ensure the students’ progress and development and that they participate in necessary elements of the programme. Coursework requirements can also be set to ensure that students achieve a learning outcome that cannot be tested in an exam.

Previously approved coursework can be valid for two years after it is approved, provided that the course has not changed.

Required coursework is assessed as ‘approved’ or ‘not approved’.

The coursework requirements for each course are described in the course description. The number and type of coursework requirements, the rules for meeting the coursework requirements, deadlines and other details are set out in the course descriptions and teaching plans that are announced at the start of the semester.

Not approved coursework

Valid absence documented by, for example, a medical certificate does not exempt students from meeting the coursework requirements. Students who have valid grounds for absence, or who have submitted coursework that is not approved, should as far as possible be given a new chance to resubmit it before the exam. This must be agreed with the lecturer in question on a case-to-case basis. If another attempt at meeting a coursework requirement is not possible because of the nature of the subject/course, the student must be prepared to meet the coursework requirement on the next possible occasion. This can result in delayed progress in the programme.

The examination regulations are specified in the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet. See OsloMet’s website www.oslomet.no

Oral and practical exams are assessed by two examiners, as these forms of exams cannot be appealed. Formal errors can nonetheless be appealed.

One overall grade is given for the portfolio. It is only possible to appeal the exam result for the portfolio assessment as a whole. Any information provided about weighting is only considered additional information in relation to the final grade. If parts of the portfolio contain elements such as an oral presentation, practical assignments etc., the exam result cannot be appealed. The rules concerning right of appeal are described in each individual course description.

Exams that are only assessed by internal examiners shall be regularly selected for external assessment.

Assessment

The grades pass/fail or a grade scale with grades from A to E for pass and F for fail are used for exam assessment.

Prerequisite knowledge and study progress

Prerequisite knowledge over and above the admission requirements is described in the course descriptions.

Even if no specific requirements for prior knowledge are defined, the students should take courses worth at least 50 credits each year to be able to complete the programme within the nominal length of study.

• From the first to the second year of the programme – courses worth 50 credits should be completed
• From the first and second years to the third year of the programme – courses worth 100 credits should be completed

Students must be registered in the third year of the programme and have completed at least 100 credits from the first and second years of the programme by 1 October before they can write their bachelor’s thesis.

Programme supervisor scheme

The programme supervisor scheme is part of the quality assurance of each individual study programme. A programme supervisor is not an examiner, but someone who supervises the quality of the study programmes. All study programmes at OsloMet shall be subject to supervision by a programme supervisor, but there are different ways of practising the scheme. Reference is made to the Guidelines for Appointment and Use of Examiners at OsloMet: https://student.oslomet.no/retningslinjer-sensorer

Rescheduled/resit exams

Students must register for resit/rescheduled exams themselves. Resit/rescheduled exams are normally organised together early in the following semester. Resit exams are for students who have taken the exam and failed. Rescheduled exams are for students who did not take the ordinary exam. The conditions for taking resit/rescheduled exams are set out in the Regulations relating to Studies and Examinations at OsloMet.

Diploma

The final assessment for each course will be included on the diploma for the bachelor’s degree in Applied Computer Technology. The title of the bachelor’s thesis will also be included on the diploma.

The purpose of OsloMet’s quality assurance system is to strengthen students’ learning outcomes and development by raising the quality at all levels. OsloMet wishes to cooperate with the students, and their participation in quality assurance work is crucial. The overall goals for the quality assurance system include:

• ensuring that the educational activities, including practical training and the learning and study environment, maintain a high level of quality
• ensuring that the study programmes are relevant to the professional fields
• ensuring that the quality continues to improve

For the students, this entails, among other things, student evaluations:

• course evaluations
• annual student surveys for all of OsloMet

More information about the quality assurance system is available here: https://student.oslomet.no/regelverk#etablering-studium-evaluering-kvalitetssystem