Innovation Education and Management of Learning in Worklife Programme description

Required coursework and participation in certain teaching activities must be approved before the student can take the exam. The purpose of coursework requirements and academic activities with compulsory participation described in the individual course descriptions is to provide a sufficient basis to ensure that students receive academic follow-up relating to the contents of the course, and to assess the degree to which learning outcomes have been achieved.

The students must complete the required coursework specified in the individual course descriptions. This is intended to ensure active student participation and clear requirements as regards study effort and the achievement of learning outcomes.

Required coursework must be submitted/completed and approved within the deadlines set in the teaching plan. If not, the student will not be permitted to take the exam.

Coursework requirements are assessed as 'Approved' or 'Not Approved.' All students have two attempts at a coursework requirement. A student who receives the assessment 'Not Approved,' fails to submit by the deadline, or does not show up at the scheduled time for the completion of a coursework requirement, has used one attempt, regardless of the reason. Students who have not had a coursework requirement approved after two attempts will be withdrawn from the exam in the subject and must retake the coursework requirement the next time it is offered.

Some coursework requirements in the programme may be partially or fully replaced with an international coursework requirement carried out in collaboration with the programme's international partners, such as a digital learning activity. The institution will offer the international coursework requirement as an optional component to students and will organize it in a timely manner before implementing the coursework requirement outlined in the course plan. The framework for workload and documentation in an international alternative should mainly be the same as the coursework requirement it replaces.

More information about coursework requirements is available in the individual programme/course descriptions.

Teaching activities with compulsory 100 percent participation

Through their studies, the students shall develop cooperation competence and skills that are important to the knowledge areas. Experience sharing and the development of practical skills, communication and relational competence are important parts of the learning. Such skills and competence cannot be acquired through self-study, but must be learned through interaction, practice and dialogue with, among others, fellow students and teachers, and through participation in teaching.

Which activities are subject to a participation requirement is clear from the course descriptions and specified in the teaching plan. In the event of absence, students must primarily attend the teaching session at another time or take part in an alternative academic arrangement.

Requirement of 70 percent attendance in all lectures

The attendance requirement for all teaching activities is 70 percent. The programme is structured around work and teaching methods that involve collective learning processes, which cannot be replaced by individual study forms.

Absence over 30 percent results in the student losing the right to take the exam in the pertaining subject, regardless of the reason for the absence. This normally leads to the student’s progress being delayed, as it is not possible to meet the 70 percent attendance requirements for courses offered simultaneously in different years of the study programme.

Assessment is an important element in qualifying students for the profession. It is based on coursework requirements, exams and practical placement study. It shall be possible to test the students in relation to the expected learning outcomes.

The students will be subject to different forms of assessment during the course of their studies. They will be tested by written, oral and practical forms of assessment. The different forms of assessment are intended to contribute to the students progressing in their education and to take account of the fact that students have different backgrounds, abilities and needs. Detailed descriptions of assessment forms are provided in the individual course descriptions.

Continuous assessment is based on the expectations and goals defined for the course/knowledge area as part of the learning process. Such assessments can be oral or written, formal or informal. The final assessment measures and approves the achieved learning outcome and is related to exams and practical placement study.

The students are responsible for familiarising themselves with the different exam dates and any changes relating to exams. The students are responsible for ensuring that they have registered for the exam.

Assessment and grading are carried out in accordance with the provisions on assessment in the Act relating to universities and university colleges (the universities and university colleges Act) and the Regulations relating to studies and examinations at OsloMet

Examiners

To provide an external perspective on all assessments, an external examiner or a programme supervisor will take part in the different assessments in the programme. A programme supervisor is an external examiner appointed to evaluate the assessment arrangement for a course or the study programme as a whole. The evaluation is documented in a report in which any proposals for changes to the assessment form or process are outlined.

Qualitative assessment criteria

The following general national assessment criteria form the basis for assessments:

A – Excellent: An excellent performance, clearly outstanding. The candidate demonstrates excellent judgement and a high degree of independent thinking.

B – Very good: A very good performance. The candidate demonstrates sound judgement and a very god degree of independent thinking.

C – Good: A good performance in most areas. The candidate demonstrates a reasonable degree of judgement and independent thinking in the most important areas.

D – Satisfactory: A satisfactory performance, but with significant shortcomings. The candidate demonstrates a limited degree of judgement and independent thinking.

E – Sufficient: A performance that meets the minimum criteria, but no more. The candidate demonstrates a very limited degree of judgement and independent thinking.

F – Fail: A performance that does not meet the minimum academic criteria. The candidate demonstrates an absence of both judgement and independent thinking.

Rights and obligations in connection with exams

The exam candidates’ rights and obligations are set out in the Regulations Relating to Studies and Examinations at OsloMet. The regulations describe, among other things, the conditions for resit/rescheduled exams, the right to appeal and what is considered cheating in an exam. The candidates are obliged to familiarise themselves with the provisions of these regulations. A description of each exam is found in the relevant course description.

Suitability assessment

Teacher education institutions are responsible for assessing whether students are suited to the teaching profession. Suitability assessments are carried out on a continuous basis throughout the study programme, and will be included in the overall assessment of the student’s professional and personal suitability for the teaching profession. A student who represents a potential threat to the life, physical or mental health, rights and security of children is not suited to the profession. Students who demonstrate little ability to master the profession of ECEC teacher must be informed of this at the earliest possible stage of the programme. They will be given supervision and advice to enable them to meet the requirements for suitability for the teaching profession, or be advised to leave the programme. The suitability assessment takes place continuously throughout the programme.

For further information about suitability, see http://www.oslomet.no/Studier/Skikkethetsvurdering.

Opptakskravet er generell studiekompetanse eller tilsvarende realkompetanse.

Følgende krav må oppfylles for å være kvalifisert realkompetansesøker:

1. Søkere må være 25 år eller eldre i opptaksåret og kan ikke ha generell studiekompetanse. Søkere må dokumentere ett av følgende:

• fagbrev eller tilsvarende, og minimum to års relevant yrkespraksis;
• minimum fem års relevant yrkespraksis. Inntil to av de fem årene kan erstattes av relevant ulønnet arbeid, utdanning, organisasjonserfaring eller liknende.

2. Søkere må ha tilstrekkelige ferdigheter i norsk (eller annet nordisk språk) til å kunne gjennomføre studiet. Faget norsk (eller annet nordisk språk) skal bestå av minimum 112 årstimer fra videregående opplæring eller tilsvarende, bestått med karakteren 2 eller bedre. Alternativt kan kravet til norsk dokumenteres med en attest fra arbeidsgiver som beskriver hvordan søkeren på en tilfredsstillende måte har brukt norsk skriftlig og muntlig (eller annet nordisk språk) som en vesentlig del av sitt arbeid. Søkere med morsmål fra land utenfor Norden må dokumentere at de oppfyller krav til norsk tilsvarende kravet til generell studiekompetanse, i henhold til krav i forskrift om opptak til høyere utdanning.

Relevant deltidsarbeid av ulikt omfang og lengde kan regnes om til heltid, etter gjeldende regelverk.

Etter fullført emne har studenten følgende læringsutbytte definert som kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten har

• kunnskap om hvordan entreprenørielle holdninger og ferdigheter utvikles i individet
• kunnskap og forståelse for hvordan innovasjonsmetodikk kan fremme utvikling av egen arbeidsplass
• kunnskap om skole- og arbeidsliv, og sammenhengen mellom ungdomskultur og årsaker til frafall fra skole- og arbeidsliv

Ferdigheter

Studenten kan

• anvende ulike innovative og entreprenørielle strategier for utvikling av aktiviteter og tiltak, eksempelvis bygging av nettverk og samarbeid med lokalt arbeidsliv
• lede innovative og entrepreniørielle læreprosesser i en mangfoldig gruppe
• formidle sentralt fagstoff digitalt, muntlig og skriftlig

Generell kompetanse

Studenten kan

• reflektere over etiske utfordringer i møte med sammensatte grupper
• i samarbeid med kollegaer, bidra til utvikling av et godt læringsmiljø for alle deltakere
• anvende forskningsbasert kunnskap i sitt arbeid med innovajsonspedagogikk og læringsledelse

Studiet er et samlingsbasert deltidsstudium. Mellom samlingene skal studentene gjennomføre studieoppgaver på egen eller annen egnet arbeidsplass.

Det vil bli lagt vekt på en kollektiv læringsprosess gjennom erfaringsutveksling og refleksjon. Samarbeid i en lærende organisasjon, forankring og felles kompetanseutvikling står sentralt i studiet. Studentene skal gjennomføre innovasjonsarbeid på egen arbeidsplass innen yrkesopplæring.Læringsformene skal bidra til at studentene kan gjennomføre aktive læringsprosesser og lede for eksempel lærlinger, kollegaer, grupper eller samarbeidspartnere i innovasjon og endringsarbeid på arbeidsplassen. Organisering og innhold er konkret og praktisk der arbeid med eget prosjekt gjennomføres gjennom utvikling av samarbeidsprosesser og entreprenørielle ferdigheter.

Undervisning og læring skjer gjennom en kombinasjon av forelesninger, cafèdialog (erfaringsutveksling), realøvelser, bruk av digitale verktøy og gjennomføring av entreprenøriell læringsledelse. Deler av disse aktivitetene kan være basert på veiledning via universitetets elektroniske læringsplattform og i tilknytning til egen arbeidssituasjon.

Arbeidskravene skal bidra til refleksjon og læring, samt sikre at studenten er aktive og medansvarlige for studieprogresjonen. Arbeidskravene skal være levert/utført innen fastsatt(e) frist(er). Arbeidskravene må være godkjent før eksamen kan avlegges.

Faglig innhold og arbeidsmåter i studiet er knyttet til erfaringsdeling og utvikling av praktiske ferdigheter. Slike læringsferdigheter kan ikke tilegnes ved selvstudium, men må opparbeides gjennom reell dialog med medstudenter og lærere og ved tilstedeværelse i undervisningen. Det er derfor krav om 80 % tilstedeværelse. Fravær ut over 20 % må kompenseres ved et ekstra arbeidskrav etter avtale med faglærer

Bestemmelser om eksamen er gitt i lov om universiteter og høgskoler og forskrift om studier og eksamen ved OsloMet - storbyuniversitetet

• Redaksjonelle endringer foretatt 12. februar 2019
• Godkjent av prodekan for studier ved LUI 19. april 2017
• Redaksjonelle endringer foretatt 8. januar 2020