Practical Pedagogy for Tertiary Vocational Education 1 Programme description

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

After completing the course, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student:

• is capable of applying and processing knowledge of science and technology to solve mechanical problems
• is capable of proposing technical solutions, and analysing and quality assuring the results

Skills

The student:

• is capable of translating knowledge into practical solutions
• masters mechanical modelling and analysis methods
• is capable of quality assuring and analysing results obtained in a project
• is capable of documenting and discussing results, both orally and in writing, so that they shed light on an issue
• is capable of obtaining literature and other background information of relevance to the project, and writing reports based on standardised methods

General competence

The student:

• is capable, in an independent and systematic manner, of carrying out an engineering assignment based on a practical industrial or research-related issue
• masters both independent work and team work, including planning and implementation of engineering projects
• has the ability to place their own work in a wider engineering context

The bachelor’s thesis is an independent project assignment carried out in groups of students. The content of the thesis shall be relevant to the programme. The bachelor’s thesis shall be method-oriented and problem-oriented, and shall be organised in a manner that allows students to use knowledge and skills from several fields.

The thesis shall preferably be written in cooperation with an enterprise, industry organisation or public institution.

None.

The assessment of the bachelor’s thesis will be based on the execution of the project, the report, the poster and the oral presentation:

1. The execution, oral presentation and poster count 40%. The execution is assessed on the basis of the project’s level of difficulty and the students’ planning, progress, initiative, practical skills, assessment skills, independence and cooperation skills.
2. The report counts 60% and is assessed on the basis of the academic quality, clear presentation, systematic structure, language, literary references and the students’ degree of independence in the writing process.

The result of part 1 of the exam cannot be appealed. The result of part 2 of the exam can be appealed.

Both parts of the exam must be awarded grade E or better in order for the student to pass the course.

The programme is organised as a digital web-based programme that includes asynchronous work assignments, coursework requirements, vocational teaching practice and synchronous sessions. Asynchronous work assignments make up five thematic assignments per semester. The thematic assignments are published on a digital learning platform and can be done either individually or in groups by given deadlines. Synchronous sessions make up a total of five days per semester, and supervision is also provided to small learning groups in connection with coursework requirements. Work assignments will also include obtaining information from and in collaboration with the labour market and, if relevant, the industry. All classes will be taught in English.

OsloMet’s learning platform will be used during the programme.

Because the programme is based on teaching practice and assignments, and related to practice in the role of vocational teacher, 20% of the syllabus is chosen by the students themselves. By encouraging students to obtain their own appropriate literature, the students develop competence in line with the programme description’s learning outcomes and their own learning objectives under the supervision of the lecturer. Literature selected by students must be approved by the person responsible for the course. The learning outcome descriptions determine which parts of the literature are relevant for each course.

The following vocational education principles apply to the choice of forms of learning and the organisation of content:

• Practice-oriented learning

The programme is based on the challenges and duties encountered in tertiary vocational education. This means that students’ experience from their own vocational teaching practice and reflections on this play a key role in the study programme.

• Problem-oriented learning

The students will learn by working on realistic problems and situations. Problem-oriented learning can be achieved through, for example problem-based learning and solving assignments, project work and development work.

• Experience-oriented learning

The students shall be aware of and able to express their feelings and thoughts in different situations. They should also be able to facilitate such learning processes for their students.

• Experience-based learning

This means developing an awareness of previous experience and gaining new experience through various forms of vocational education work. By planning, testing and reflecting on new practice, the students will increase their awareness of and their range of options in different teaching situations.

• Example-based learning

Students learn by analysing, processing, applying and generalising suitable examples for use in their own practice.

• Value-oriented learning

The students shall become aware of and clarify their norms and attitudes in relation to professional ethical standards and the consequences of their own choices.

• Student influence

The students shall exercise influence in the programme through supervision, the student representative system and evaluations.

Grade scale A-F.

Two internal examiners. External examiners are used regularly.

During the programme, students shall document various coursework requirements linked to the learning outcomes for the programme, the learning community at joint sessions, work between sessions and their own practice in tertiary vocational education. The required coursework is intended to develop the students' ability to reflect on and plan their own learning work and key issues that are relevant to the role of a tertiary vocational teacher. The study programme places great emphasis on the students developing the ability to be active participants in development work in cooperation with others.

The required coursework must be submitted by the stipulated deadlines. The required coursework is assessed as approved/not approved. Required coursework that is not approved can be reworked and submitted for approval twice. In such cases, the student must agree with the lecturer on resubmission of the coursework in question.

Absence for valid reasons documented by e.g. a medical certificate does not exempt students from meeting the coursework requirements. Students who fail to submit/meet a coursework requirement by the deadline due to illness or for other documented valid reasons can be given an extended deadline. A new deadline for meeting the coursework requirements must be agreed with the lecturer in question in each individual case.

Students who do not submit/complete a coursework requirement by the deadline without a documented reason or agreement with the lecturer will not be granted another attempt.

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

Requirements made of students during the programme

Students are expected to participate in web-based interaction, complete teaching practice in their own workplace and do the coursework required on the program. Emphasis is placed on a collective learning process achieved through exchanging experiences and reflections all through the study period. Therefore it is expected that students are present in all teaching activities throughout the study-period. In all a minimum attendance of 80 % is required.

Students who, due to illness or another documented valid reason, do not meet to the requirement for participation, shall agree on alternative activity(s) in each individual case with the teacher.

All required coursework must be approved and practical training completed by stipulated deadlines in order to take the exam.

The development of assessment competence is a key part of the programme, and continuous assessment is an integral part of the learning process. The objective of the assessment is to give students feedback on their own development in relation to the programme's objectives, and to give the students experience they can use in the assessment work they will carry out as vocational teachers.

Progress and learning in the programme will be documented and assessed by means of the lecturer’s assessment, feedback from fellow students and self-evaluation. This enables students to develop awareness and methodology competence about assessment work in their own profession as teachers.

More information about the final assessment can be found in the course description.

Rights and obligations in connection with exams

The students’ 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. It is the students’ responsibility to register for any resit/rescheduled exams.

Examiners

Tutors will be used in accordance with the Guidelines for Appointment and Use of Examiners at OsloMet.

Godkjent av utdanningsutvalget ved LUI 17.01.2022.