Educational Theory and Practice in Art and Design Education - part-time Programme description

In the final year of the programme, the students are given an opportunity to take part in an international exchange and take a practical placement period abroad. The exchange period can be for one or two semesters. The exchange period replaces the specialisation subject and/or the area of knowledge Leadership, cooperation and development work in the final semester of the programme. Practical placement in another country can replace ordinary practical placement in the sixth semester.

OsloMet has a strategic focus on urban environments, diversity and internationalisation. Multicultural and international perspectives run through the whole study programme.

The students use literature and teaching materials in Scandinavian languages and English and relate to cultural expressions from all over the world. The students also meet guest lecturers from partner institutions in a number of countries. Several of the specialisation subjects are taught in English and accept students from partner institutions in many different countries.

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 Students who have not had a coursework requirement approved after two attempts will be withdrawn from the exam in the subject and must retake the coursework requirement the next time it is offered.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.

Study progress

Pedagogical competence is particularly important for ensuring progression and making the education profession-oriented. This is linked to national guidelines and local support tools for progression in the practice. The progression of professional orientation is followed up through professional supervision and guidance during practice periods, based on the following progression plan:

1st year: Self-leadership, as well as interaction with and leadership of children

2nd year: Pedagogical leadership of children, co-workers, and home-kindergarten collaboration

3rd year: Pedagogical leadership of children and the kindergarten

Further details are provided on what this entails in different academic years of the program.

1st year:

The professional supervision covers both the student role and the kindergarten teacher role. In the conversations with the professional supervisor, the student's role and self-leadership in the study and cooperation with others, as well as professional ethical dilemmas and experiences from practice, are reflected upon in light of theory and the future professional role. The purpose of the professional supervision is to promote the student's ability to lead themselves, as well as to assess and reflect on their own conduct, self-leadership, and interaction with others considering the future professional role.

2nd year:

The professional supervision focuses on the kindergarten teacher as a professional practitioner in the kindergarten. Topics addressed in the profession-related conversations include collaboration with others, pedagogical leadership, didactics, and understanding of the professional role. The purpose of professional supervision is for the student to gain an increased understanding of the fundamental knowledge and value base of the kindergarten teacher, as well as their own professional identity, and to practice articulating their own professional competence.

3rd year:

The professional supervision focuses on the kindergarten teacher as a professional practitioner in the kindergarten. Topics addressed in the profession-related conversations include cooperation with others, pedagogical leadership of democratic processes in the kindergarten, and awareness of profession ethics in the professional role. The purpose of professional supervision is for the student to gain an increased understanding of the kindergarten teacher’s fundamental knowledge and value base, as well as their own professional identity, and to practice communicating their own pedagogical philosophy

Progress requirements

Normal progress for a full-time student is 60 credits in the course of an academic year.The Early Childhood Education and Care programme at OsloMet is subject to special progress requirements. This means that the students must meet the following requirements in order to be allowed to start the final year of the programme:

• The student must have passed all knowledge areas from the first year in order to start the final year of the programme.
• The student must have earned at least 80 credits by the end of the second year of the programme in order to start the final year.
• The practical training period must be approved before the student can continue to the next year of the programme.

Students who do not meet the progress requirements must take a year out from their studies to resit exams / retake supervised practical placement study.

Admission takes place directly to the chosen specialisation. The requirement for admission to the Master’s Degree Programme in Health Sciences is a bachelor's degree or an equivalent degree within a specified field, with an average grade of at least C. However, an average grade of C does not guarantee admission. If the number of qualified applicants exceeds the number of places on the programme, the applicants will be ranked according to the applicable ranking rules.

Admission to individual coursesFor admission to individual courses, the admission requirements are described in the course description. The grade C requirement does not apply to admission to individual courses. More information about admission to individual courses can be found on the programme’s website.

Reference is made to the Regulations relating to Admission to Studies at OsloMet. The specialisations and single courses will only be run if a sufficient number of qualified candidates apply.

Admission requirements for the Specialisation in Nursing – Clinical Research and Professional Development

A bachelor’s degree or equivalent degree in nursing and Norwegian authorisation as a general nurse.

Studiet forutsetter en selvstendig og systematisk arbeidsform og aktiv deltakelse i felles aktiviteter. Obligatoriske kurs og oppgaver er lagt inn i studiet som arbeidskrav. Det gis undervisning innenfor sentrale deler av studiet. Det forutsettes at studentene arbeider aktivt med fagstoffet på egen hånd og også setter seg inn i temaer og fagstoff som ikke blir direkte belyst gjennom undervisningen. Den enkelte student er selv ansvarlig for å ha tilgang til egnede rom- og verkstedsfasiliteter for det estetisk skapende arbeidet. Det legges vekt på at studentene skal utvikle faglige kunnskaper og ferdigheter gjennom samarbeid, og det er derfor krav om stor grad av obligatorisk tilstedeværelse i undervisning og aktiviteter. Ved prosjektbasert undervisning og studier i grupper kan samarbeidet foregå både på interne og eksterne arenaer.

Studentens eksisterende kunnskap innen design, kunst og håndverk står sentralt og er utgangspunkt for en større fordypningsoppgave/FoU-oppgave som gjennomføres under fagdidaktikk i design, kunst og håndverk 2. Fordypningsoppgaven skal gi innsikt i vitenskapelig forståelse og arbeidsmåte. Fordypningsoppgaven legger grunnlag for refleksjoner rundt praktisk-estetisk arbeid og undervisning.

Arbeidsformer:

• forelesninger, seminarer og individuelt studium
• faglige innføringer og demonstrasjoner
• individuelt arbeid, gruppearbeid og prosjektarbeid

• ekskursjoner
• varierte presentasjoner og dokumentasjonsformer

Deltidsstudentene vil få deltidstilpasset undervisning, men der det er mulig følger deltidsstudentene de samme forelesningene som heltidsstudentene. Deltidsstudiet er basert på individuelt og gruppebasert arbeid og veiledning via internett gjennom bruk av asynkron og synkron kommunikasjon, som kombineres med inntil 3 campussamlinger pr. semester. Både praktiske og teoretiske studieformer vektlegges.

Pedagogisk praksis gjennomføres hovedsakelig i grupper, men det kan også legges til rette for individuelle løsninger. Praksis kan avvikles lokalt, under forutsetning av egnede praksissteder og kvalifiserte praksislærere. Praksis tilrettelegges for gjennomføring på deltid. Under praksis må studenter likevel tilpasse seg praksislæreres undervisningsdager. Veiledning og øvrig samarbeid mellom høgskole, praksislærer og student gjennomføres via videokonferanse.

Den enkelte student er selv ansvarlig for å skaffe og vedlikeholde tilfredsstillende nettoppkopling (bredbånd), maskinvare (PC, headset og webkamera) og programvare. En oppdatert liste over tekniske minstekrav sendes ut i god tid før studiestart. Høgskolen kan gi support angående kommunikasjonsprogramvaren. Dette er et supplement til annen teknisk support fra bredbåndsleverandører etc. Dette må den enkelte student organisere selv.

Learning outcomes at the programme level for the Master's Degree Programme in Health Sciences

The student’s overall learning outcomes for the Master’s Degree Programme in Health Sciences fully cover the description of master’s degree level (level 7) of the Norwegian Qualifications Framework.

A candidate who has completed his or her qualification should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• has advanced knowledge of health-related services and health-promoting work within their field of specialisation
• can analyse academic problems on the basis of the history, traditions, distinctive character and place in society of the health sciences
• has knowledge of different perceptions of body, health, illness, function and functional impairment
• has in-depth knowledge of the individual’s right to autonomy and user participation, and of important considerations in the development of equitable health services and health-promoting work
• has insight into the role of interprofessional cooperation in achieving results in health-related services and health-promoting work
• has insight into the UN Sustainable Development Goals, particularly Goal 3, Good Health and Well-being, and an understanding of the connection between health and sustainable development in society
• has thorough knowledge of the theory of science, research methods and ethics of particular relevance to health sciences and the area of specialisation

Skills

The candidate

• can understand, motivate and cooperate with individuals and next of kin undergoing health-related learning, coping and change processes
• can analyse existing theories, methods and interpretations in the field of health sciences and work independently on practical and theoretical problem-solving
• can adapt health services and health-promoting work to different groups in society
• can contribute to the expedient and correct use of technology to improve the quality of the health services
• can use knowledge of quality improvement and implementation to improve the services
• can analyse and deal critically with various sources of information and use them to structure and formulate scholarly arguments
• can use relevant methods for research and scholarly and/or professional development work in an independent manner
• can carry out an independent, limited research or development project within their specialisation under supervision and in accordance with applicable norms for research ethics

General competence

The candidate

• can analyse the relationship between the individual, service and societal levels when designing health-related services and in health-promoting work
• can contribute to innovation and quality improvement that builds on relevant knowledge of nursing gained from research and experience, and knowledge of users
• can work in interprofessional teams in order to more efficiently address complex health challenges
• has an international perspective in their field of specialisation
• can assess their own research design and research method based on a specific research question
• can disseminate relevant problems, analyses and research results to specialists and the general public in a way that meets research ethics requirements
• can contribute to new thinking and innovation processes in the health services and in health-promoting work

Specialisation in Nursing – Clinical Research and Professional Development

The following additional learning outcomes apply to candidates taking the Specialisation in Nursing – Clinical Research and Professional Development:

• has advanced knowledge of research and professional development in nursing and can assess and discuss methodological approaches to questions related to the nursing field
• has advanced knowledge of a chosen area of specialisation in nursing
• can analyse clinical issues as a basis for research and professional development in nursing
• can develop patient care in accordance with research and by engaging in professional development

Studiet er internasjonalt orientert og tar i bruk internasjonal forskning og faglitteratur. Noe av pensumlitteraturen er på engelsk. Noe av undervisningen kan også forekomme på engelsk. Det kan være aktuelt med gjesteforelesere, fra utenlandske institusjoner.

The increasing globalisation of the labour market makes international experience and knowledge of languages and cultures increasingly important. Internationalisation contributes to raising the quality of education and strengthens the academic community relating to the master’s programme, at the same time as it strengthens the students as global citizens.

The programme has a focus on multicultural and global problems. This approach contributes to an increased understanding and improves the students' ability to work in a professional capacity in a multicultural society. The students gain access to specialist terminology in English through the syllabus, which comprises both textbooks and international research literature.

The staff’s network, research collaboration and cooperation with colleagues in other countries contribute to internationalisation. The programme is represented in international networks.

OsloMet has exchange agreements with educational institutions in Europe and worldwide.

Courses adapted to incoming exchange students

The following courses have been adapted for incoming exchange students:

• MAFAR4100 Innovation within Healthcare, 10 ECTS credits
• MAVIT4700 Food, Health and Sustainability, 10 ECTS credits
• MAVIT5100 Health Communication, 10 ECTS credits
• MAPSY4400 Mental Health of Migrants and Minorities, 10 ECTS credits

The courses listed above will be taught in English if international students have registered for them. Otherwise, courses will generally be taught in Norwegian.

Semesters adapted to outbound exchange students

Students who wish to take courses at an educational institution abroad as part of their master’s degree normally go on an exchange in the third semester. Students admitted to a specialisation that as a norm has a master’s thesis worth 50 ECTS credits can apply to instead write a master’s thesis worth 30 ECTS credits. The students are responsible for finding relevant courses at partner institutions and must apply to have them approved in advance. An international coordinator can provide guidance in relation to selecting a course.

Reference is otherwise made to the criteria that apply to student exchanges and the information about stays abroad.

Coursework requirements are all types of work, tests and compulsory attendance that are requirements for being permitted to take the examination. Coursework requirements can be individual or in groups. Required coursework is assessed as approved/not approved. The coursework requirements for each course are described in the relevant course description.

The primary purpose of coursework requirements is to promote students' progress and academic development and to encourage them to acquire new knowledge. The programme's main coursework requirements are in the form of compulsory attendance, written assignments and tests.

Compulsory attendance

Attendance is compulsory in areas where the student cannot acquire knowledge and skills simply by studying literature.

If a student exceeds the maximum limit for absence stated in the course description or do not participate in a group presentation, the lecturer will consider whether it is possible to compensate for absence by meeting alternative requirements. This can e.g. be written assignments or oral presentations, individually or in groups. If it is not possible to compensate for the absence, the student must take the course the next time it is taught. 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.

Written assignments

Several courses have compulsory written assignments or reports as part of their coursework requirements. Written work that is not approved must be improved before re-submission. If the work is not approved on re-submission, the student cannot take the ordinary examination/assessment.

The students are entitled to a third attempt before the resit/rescheduled examination. If an assignment is not approved the third time it is submitted, the student must re-take the course with the next class.

Kvalitetssikring

Hensikten med kvalitetssikringssystemet for OsloMet er å styrke studentenes læringsutbytte og utvikling ved å heve kvaliteten i alle ledd. OsloMet ønsker å samarbeide med studentene, og deres deltakelse i kvalitetssikringsarbeidet er avgjørende. Noen overordnede mål for kvalitetssikringssystemet er:

• å sikre at utdanningsvirksomheten inkludert praksis, lærings- og studiemiljøet holder høy kvalitet
• å sikre utdanningenes relevans til yrkesfeltet
• å sikre en stadig bedre kvalitetsutvikling

For studenter innebærer dette blant annet studentevalueringer:

• emneevalueringer
• årlige studentundersøkelser felles for OsloMet

Mer informasjon om kvalitetssikringssystemet, se her: http://www.hioa.no/Om-HiOA/System-for-kvalitet-og-kvalitetsutvikling-for-utdanning-og-laeringsmiljoe-ved-HiOA

Tilsynssensorordning

Tilsynssensorordningen er en del av kvalitetssikringen av det enkelte studium. En tilsynssensor er ikke en eksamenssensor, men en som har tilsyn med kvaliteten i studiene. Alle studier ved OsloMet skal være under tilsyn av tilsynssensor, men det er rom for ulike måter å praktisere ordningen på. Viser til retningslinjer for oppnevning og bruk av sensorer ved OsloMet, se her: https://student.oslomet.no/retningslinjer-sensorer