Bachelor’s Programme in Electrical Engineering Programme description

This programme description was prepared by OsloMet;pursuant to the National Curriculum Regulations for Engineering Education, adopted by the Ministry of Education on 18 Mai;2018.

The Norwegian Qualifications Framework for Higher Education, which was adopted by the Ministry of Education and Research on 20 March 2009 and 15 December 2011, provides an overview of the overall learning outcomes defined in terms of the knowledge, skills and general competence candidates are expected to have achieved on completion degree programme. The learning outcomes described in the programme description have been prepared in accordance with the National Curriculum Regulations and the Qualifications Framework.

The tuition is research-based and is revised annually to be able to meet businesses and the labour market’s expectations of a newly graduated engineer.

Students on the programme can choose between the following programme options:

• Automation (Technical Cybernetics)
• Medical Technology

The programme options provide the students with relevant technical qualifications in basic engineering subjects, courses related to the individual options, and technology.

The programme provides opportunities for interesting jobs in both private and public enterprises, both in Norway and abroad. Examples include the development, maintenance and sale of control and monitoring systems, and medical equipment, which is essential in industry and in the health service.

Electrical and Electronic Engineering is a three-year full-time study programme, and candidates who have earned 180 credits will be awarded the degree Bachelor of Electrical and Electronic Engineering.

The programme is aimed at applicants who have a background in natural science and wish to take higher education in electronic engineering and information technology. Applicants without a natural science background can apply for admission to the OsloMet’s introductory course or three-semester scheme to qualify for the engineering programmes. See OsloMet's;website www.oslomet.no.

The Higher Education Entrance Qualification/prior learning and work experience and Mathematics R1+R2 and Physics 1. An introductory course or qualifications from a technical college under previous systems are sufficient to meet the qualification requirements. Applicants with qualifications from a technical college pursuant to the Act relating to Tertiary Vocational Education (2003) only need to take Mathematics R1+R2 and Physics 1.

Reference is made to the Regulations concerning Admission to Higher Education,https://lovdata.no/dokument/SF/forskrift/2017-01-06-13

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

KnowledgeThe candidate:

• has broad knowledge of overall system perspective in the discipline of engineering in general, with a specialisation in electronic engineering and information technology. The candidate has knowledge of electrical and magnetic fields, and broad knowledge of electrical components, circuits and systems
• has basic knowledge of mathematics and natural science – including electromagnetism – and relevant social science and economics subjects, and how to use them in problem solving in electronic engineering and information technology
• has knowledge of technological history and developments with the emphasis on electrical technology, the role of engineers in society, consequences of developments in and the use of technology
• is familiar with research and development work in their own field and with relevant methodology and work methods in the field of electronic engineering and information technology
• is capable of updating their knowledge in the field by collecting information and through contact with professional environments and practical work

SkillsThe candidate:

• is capable of applying knowledge and relevant results from research and development work to solve theoretical, technical and practical electronic engineering and information technology problems and of making well founded choices
• has competence in digital engineering, is capable of working in relevant laboratories/fields and masters measurement and troubleshooting methods, the use of relevant instruments and the use of software for targeted and innovative work
• is capable of identifying, planning and carrying out engineering projects, assignments, tests and experiments both independently and as part of a team
• is capable of finding, evaluating, using, and referring to information and relevant material and presenting it in a manner that sheds light on an issue
• is capable of contributing to new ideas, innovation and entrepreneurship through participation in the development, quality assurance and realisation of sustainable products, systems, and solutions that benefit society

General competenceThe candidate:

• is capable of communicating knowledge about electronic engineering and information technology to different target groups both orally and in writing, and has the ability to illustrate the importance and impacts of electronic engineering and information technology
• is capable of reflecting on their own professional practice, including in teams and interdisciplinary contexts, and is able to adapt professional practice to the work situation
• is capable of contributing to the development of good practice by participating in professional discussions in the field and by sharing knowledge and experience with others

The same courses are taught in all programme options the first two semesters. Students make their choice of programme option before the third semester. The number of credits passed and grades from the first year of the programme may form the basis for placement on a programme option if the number of applicants exceeds the capacity. A programme option will not start up if there are not enough applicants.

The respective course descriptions (in section 11) give more detailed information about work methods, coursework requirements, reading lists, assessment and exam aids. Teaching plans for each individual course will be published at the start of the semester. They contain detailed reading lists, a progress schedules, detailed information about planned exercises, and required coursework with pertaining deadlines.

The programme comprises the following courses, cf. the National Curriculum Regulations:

Common courses, 30 credits – basic mathematics, systems perspectives on engineering and an introduction to professional engineering practice and work methods. The common courses are common to all study programmes.

Programme courses, 50-70 credits – technical subjects, natural science subjects and social science subjects. Programme courses are common to all programme options in a study programme.

Technical specialisation courses, 50-70 credits –provide a clear specialisation in the student’s engineering field and that are based on programme courses and common courses.

Elective courses, 30 credits –provide breadth or depth in the professional specialisation.

Students who have either failed (F) or had valid grounds for absence (medical certificate) at an earlier ordinary exam in an elective course and who wish to retake the course as part of their bachelor’s degree the next year are guaranteed a place on the course (provided that the course is available). They must contact the Section for Academic Affairs before the semester registration starts to be guaranteed a place.

Elective courses 2022-2023

5. semester

Elective courses are available in the fifth semester (selected in the fourth semester). Start-up is dependent on a sufficient number of students registering for a course.

Medical Technology

5. semester

ELVE3610 Robotics

MEK3100 Programming 2

TKDF1000 Interdiscplinary Project Work (this course is given 2022/23)

DAVE3625 Introduction to til Artificial Intelligence

DAVE3700 Mathematics 3000

DAVE3710 Academic English

6. semester

DAVE3705 Mathematics 4000 (*)

Automation

5. semester

ELVE3610 Robotics

TKDF1000 Interdiscplinary Project Work (this course is not given 2022/23)

DAVE3625 Introduction to Artificial Intelligence

DAVE3700 Mathematics 3000

DAVE3710 Academic Engelsk

6. semester

DAVE3705 Mathematics 4000 (*)

(*) Emnet arrangeres om våren og det legges derfor ikke opp til at studenter fra studieprogrammet elektronikk og IT skal ta dette emnet ved normert studieløp. Studenter ved studieprogrammet har like fullt tilgang til å melde seg på emnet, og hvis man får gjennomført emnet kan det godkjennes som valgemne i graden.

Denne videreutdanningen er for deg som ønsker å videreutvikle din kompetanse om barns utvikling av motorikk og barns behov for bevegelse i barnehagen. En barnehagelærer skal kunne støtte barn slik at alle barn blir trygge på egen kropp, får en positiv selvoppfatning og blir kjent med egne følelser. Du får inngående innsikt i hvordan du kan tilrettelegge og utvikle barnehagens fysiske miljø inne og ute. Emnet passer godt for deg som ønsker å legge til rette for og å stimulere til fysisk aktivitet, lek, utfoldelse og mestringsopplevelse for enkeltbarn og barnegrupper. Studiet legger vekt på dialog og refleksjon knyttet til ulike temaer, slik at du får et godt grunnlag til å reflektere rundt problemstillinger du møter i ditt pedagogiske arbeid.

Emnet presenterer og drøfter nyere forskning og ulike perspektiver på barns kroppslige lek og læring.

Utdanningen skal bidra til at studentene får inngående kunnskap om fagområdets vitenskapelige teori og metode og samtidig kan anvende kunnskapen på nye områder. Gjennom studiet skal studentene få innsikt i hvordan kropp og bevegelse kan inngå i tverrfaglige utviklingsprosjekt. Studiet gir innsikt i ulike perspektiver, tradisjoner, verdier og normer for fysisk aktivitet og lek i ulike fysiske miljø. Det vil være progresjon i gjennomgående temaer for å sikre at studenten kan gi et pedagogisk tilbud tilpasset barnas alder og behov og reflektere over ulike tilnærminger og teorier.

Studentene skal få erfaringer med å vurdere og analysere det de lærer i studiet i tråd med innholdet i Rammeplan for barnehagen. Med utgangspunkt i rammeplanens verdigrunnlag vil temaer som barn og barndom, demokrati, mangfold og respekt, likestilling og likeverd, bærekraftig utvikling, livsmestring og helse, inngå i studiet på et overordnet og tverrprofesjonelt nivå.

Fysisk-motorisk utvikling og aktivitet i barnehagen (30 studiepoeng) er en samlingsbasert videreutdanning på masternivå over to semestre. Fullført emne kan, etter søknad, innpasses som del av masterprogrammet i barnehagekunnskap (120 studiepoeng) ved OsloMet. Det søkes om innpassing av Fysisk-motorisk utvikling og aktivitet i barnehagen etter opptak på masterprogrammet i barnehagekunnskap.

Opptakskravet er bachelorgrad innen barnehagelærerutdanning eller tilsvarende pedagogisk utdanning på bachelornivå, jfr. Barnehagelovens bestemmelser §§ 24 og 25. Studentene skal i løpet av studiet gjennomføre oppgaver og arbeidskrav som tar utgangspunkt i refleksjon, kunnskapsdeling i profesjonsfellesskap og utprøving på eget arbeidssted. Det er derfor et krav at studenten arbeider i barnehage, eller har kontakt med en barnehage der det er mulig å gjennomføre arbeidskrav som er del av videreutdanningen, under hele studiet. Dette dokumenteres med en bekreftelse fra arbeidsgiver, eller barnehagen der arbeidskrav skal gjennomføres.

Med tilsvarende pedagogisk utdanning på bachelornivå menes følgende utdanninger i kombinasjon med tilleggsutdanning i barnehagepedagogikk (60 studiepoeng):

• grunnskolelærer for trinn 1–7 eller tidligere allmennlærerutdanning
• faglærer (fireårig faglærerutdanning i praktiske og estetiske fag eller treårig faglærerutdanning som gir kompetanse for tilsetting fra 1. klassetrinn)
• spesialpedagog, barnevernspedagog eller kateket
• Steinerhøyskolens bachelorutdanning i førskolepedagogikk eller Steinerhøyskolens lærerutdanning med bachelorgrad i steinerpedagogikk

Veiledet praksisopplæring knyttet til arbeid med barn må inngå som en integrert del av utdanningen.

For lærere er det krav om undervisningskompetanse fra 1. trinn i grunnskolen, eller tilsvarende kompetanse fra utdanning fra utlandet.

Dersom det er flere kvalifiserte søkere enn ledige studieplasser, rangeres søkere etter karakterpoeng fra bachelorutdanning. Søkere som har fått innvilget tilretteleggingsmidler fra Utdanningsdirektoratet (Udir), får 5 tilleggspoeng.

Se emneplanen.

Se emneplanen.

Se emneplanen.