Supervison and Mentoring for Early Childhood Education and Care Institutions, module 1 Programme description

Studiet skal gi innsikt og erfaring i hvordan digitale verktøy og teknologi kan anvendes i fag- og yrkesopplæringen for å realisere målet om likeverdig opplæring for alle elever. Den raske teknologiske utviklingen i samfunnet medfører endringer i arbeidslivet, som bør gjenspeiles i skole og yrkesfaglig opplæring. Ny teknologi fordrer endrede pedagogiske og didaktiske rammer, og påvirker undervisning og læringsprosesser. Elevaktive undervisnings- og læringsformer er sentralt i den nye læreplanen Kunnskapsløftet 2020 (LK20). Digital teknologi er et sentralt verktøy for nye tilnærminger, og lærere skal bruke digitale verktøy, læremidler og ressurser i arbeidet med å videreutvikle og forbedre elevenes læring. Lærere ved de ulike yrkesfaglige utdanningsprogram møter en variert elevgruppe med behov for tilrettelegginger både innenfor det ordinære tilbudet og som del av den spesialpedagogiske tilretteleggingen. God digital kompetanse hos elever på utdanningsprogrammene kan styrke andre grunnleggende ferdigheter og øke måloppnåelse i fag, som ledd i frafallsforebyggende arbeid og øke sannsynligheten for læreplass.

Økende digital praksis i opplæringen forutsetter digitale ferdigheter hos den enkelte lærer, og i skolen som organisasjon. Læreres digitale kompetanse og evne til digitalt læringsdesign kan gjøre yrkesfagene mer praktiske og stimulere elevenes engasjement og utforskertrang, slik det kommer frem i LK20. God pedagogisk bruk av digitale verktøy og teknologi krever profesjonsfaglig digital kompetanse hos både lærere og elever. Lærere som lykkes med sin pedagogiske IKT-bruk kjennetegnes ved at de har en høy digital kompetanse, har gode klasseledelsesevner, de mestrer digital underveisvurdering og evner å tilpasse undervisningen til et stadig mer digitalisert samfunn og skole.

Studentenes digitale praksis og utprøving av digital teknologi med elever på egen eller annen egnet arbeidsplass, står sentralt i hele studiet. Det er stor variasjon i yrkesfagene og det vil være nødvendig å tilpasse de digitale virkemidlene til fagenes egenart.

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

Knowledge

The candidate

• is familiar with the global phonetic system and intonation of French, the language’s grammatical structure and insight into cultural conventions on the use of French
• has knowledge of daily life, traditions, customs, values and cultural expressions in French speaking countries and is able to compare with Norway
• has knowledge of language learning theories and children and young people’s language acquisition in a multicultural perspective
• has knowledge of language didactics adapted to the pupil group
• has knowledge of the curriculum, the Common European Framework of Reference for Languages, the European Language Portfolio ages 6–12 and 13–18 and the European Language Portfolio for language teacher students
• is familiar with research and development work that is relevant to the subject of Foreign Languages for years 5-10

Skills

The candidate

• is capable of communicating with good pronunciation and intonation, and of freely using key-structures of French in oral and written communication
• is capable of understanding long oral and written authentic texts in different genres and media
• is capable of planning, carrying out and assessing French language tuition adapted to different pupil groups
• is capable of assessing the use of authentic texts and other learning resources in teaching
• is capable of facilitating different work methods that promote exploration, curiosity and creativity in French language learning and in an interdisciplinary perspective
• is capable of using midway and final assessments to guide pupils in their French language skills development
• is capable of carrying out teaching that promotes the pupils’ digital competence

General competence

The candidate

• is capable of reflecting on his/her own teaching practice and interaction with others in professional practice
• is capable of facilitating varied and adapted educational activities that motivate the pupils for further language learning and creating good conditions for in-depth learning
• is capable of integrating the basic skills in the subject

The EPS semester is divided into two parts:

1. A multidisciplinary group project (20 ECTS) designed to develop students' initiative, project management skills, co-operation, communication skills, individual creativity and ability to apply their disciplinary knowledge in a broader context . Projects can be within the Faculty of Technology, Art and Design and/or in collaboration with external companies, partners and stakeholders.
2. Two Supporting Courses (Project Management and English and Academic Writing), which run throughout the semester, plus a series of guest lectures and workshops.

For more details, see course plans.

The programme is divided into 14 compulsory courses and incorporates both practical and theoretical teaching at the university and external practical training at pharmacies. Each year of the programme has a scope of 60 credits.

First year of the programme: The students are introduced to the pharmacy profession and the basic chemical and biological subject areas on which the field of pharmacy subjects is based. In addition, they will become familiar with the development and production of pharmaceuticals.

Second year of the programme: The students will learn what pharmaceuticals consist of, how they work and how they are used in key therapy areas.

Third year of the programme: The last year focus on application of knowledge and skills. The students will undergo practical training at pharmacies, where the focus is on handling prescriptions, customer service and communication. The students will also complete a Bachelor’s degree project in groups.

The courses that make up the study programme build on each other with gradual progress both in terms of theoretical and practical knowledge. All courses conclude with a final assessment.

The academic year is 40 weeks long, and the expected workload is 40 hours per week. This includes scheduled activities, students’ own activity, required coursework and exams.

Study progress

• In order to start the second year, the student may lack a maximum of one passed course from the first year*
• In order to start the third year, the student must have passed all courses from the first year and may lack a maximum of one passed course from the second year.

*Exception from the progress requirement:

• The partial exam 1 Drug Calculations in the course FARB1400 Pharmaceutics and Drug Calculations is exempt from the progress requirement. If the student only lacks a pass in the drug calculations exam in FARB1400, and the other two partial exams in this course have been passed, the student can begin the second year even if one additional course in the first year has not been passed.

Any further delay in the study progression will result in a delay in the study.

The programme’s learning outcomes cover a broad spectrum. This requires varied and complex work and teaching methods in order to support students’ learning process. The work methods promote learning processes that build on the students’ own activity and responsibility for their own learning. Students are expected to use problem-solving work methods and develop their ability to work both in groups and independently. A good learning outcome is first and foremost dependent on the students’ own effort. This applies both to benefiting from teaching and academic supervision and to independent work in the form of theoretical studies and practical skills training. Independent work includes both cooperation with fellow students and individual work.

The following work and teaching methods are used in the course: lectures, digital learning resources, seminars, skills training, lab exercises, clinical training, self-study, project work and other independent or group assignments. The students may also be taken on excursions.

The students will receive regular supervision and feedback throughout the study period, both in connection with theoretical tuition, written assignments and clinical training.

LecturesLectures will primarily be used to introduce important subject matter. The purpose of the lectures is to highlight connections and main elements in topics, and to communicate relevant issues. The theory lectures will mainly take place at Oslo University Hospital (OUS) – the Norwegian Radium Hospital, or through the use of digital learning resources.

Seminars Seminars are used to focus on a specific topic and require active participation by the students. The seminars are led by the course lecturer and are a forum for discussing and communicating issues in the field of radiography. Seminars normally require advance preparation, which can be done using digital resources, academic texts, articles and interactive assignments.

Written assignments The students will work continuously throughout the study period on written reports and project assignments, individually and in groups. Presentations in plenary sessions to fellow students, lecturers and others may also be relevant. The work will give the students experience of presenting their own knowledge, experience and opinions, in writing and orally. Students will receive feedback on their written assignments from the supervisor and/or fellow students.

Skills training and lab exercisesSkills training and lab exercises take place in smaller groups. In clinical practice in radiotherapy, skills training will take place in different modalities where the students acquire skills through clinical training and reflection. In clinical physics and dosimetry, lab exercises will be carried out and tuition will be provided in how to conduct different measurements and calculations.

Bestemmelser om eksamen er gitt i lov om universiteter og høgskoler, forskrift om studier og eksamen ved OsloMet.

Innlevering av eksamensoppgave er ved avslutning av hvert emne. For informasjon om bruk av sensorer, se de enkelte emneplanene.

Det kan klages over karakterfastsetting og på formelle feil i samsvar med bestemmelsene i lov om universiteter og høgskoler, jfr også forskrift om studier og eksamen ved OsloMet.

Studentenes rettigheter og plikter ved evt ny/utsatt eksamen framgår av forskrift om studier og eksamen ved OsloMet. Studentene er selv ansvarlig for å melde seg opp til eventuell ny/utsatt eksamen.

Vurderingsformer

DTK6100 - Individuell semesteroppgave - Vurderingsuttrykk: Bestått/Ikke bestått

DTK6200 - Individuell semesteroppgave - Vurderingsuttrykk: Bestått/Ikke bestått

Students must write an essay as part of the compulsory course.

The elective courses offered use various exam forms which are described in more detail in the individual course descriptions.

The essay will be assessed and approved by the person responsible for the course and a member of the academic staff affiliated to the PhD programme. The learning outcome descriptions are used as assessment criteria.

If the essay is not approved, the student can submit a revised essay once by a specified deadline. The PhD Regulations Section 4-3 states that the provisions regarding cheating in the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University apply to exams or tests taken during the PhD programme's training component.

The degree PhD of Educational Sciences for Teacher Education is awarded on the basis of:

• approved completion of the training component, alternatively other approved academic training or qualification
• an approved trial lecture on a specified topic
• an approved research thesis and approved public defence of the thesis.

Assessment is regulated by Chapter 6 of the Regulations. The supplementary provisions for assessment for the degree of philosophiae doctor (PhD) at OsloMet contain more detailed guidelines on the assessment procedure for submitted theses. The diploma will state the title of the thesis and information about the academic training programme the PhD candidate has completed.

Right of appeal

Rejections of applications for assessment of the thesis and decisions not to approve a thesis, trial lecture or public defence can be appealed to the Board of Appeal pursuant to the Public Administration Act Section 28 ff. The Appeals Board at OsloMet is the appeals body.

Required coursework is all types of work, tests and compulsory attendance that are requirements for being permitted to take the exam. Required coursework is assessed as approved/not approved. The coursework requirements for each course are described in the respective course descriptions.

The primary purpose of coursework requirements is to contribute to the students' progress and academic development, and to stimulate the students to master the subject matter. The programme has coursework requirements in the form of compulsory attendance and laboratory assignments. Other coursework requirements may apply; see the course descriptions for more information.

Compulsory attendance

Attendance is compulsory for teaching activities that cover subject matter that the student cannot acquire on his or her own, or in teaching activities where cooperation with fellow students is a precondition for carrying out the activities.

A minimum attendance of 80% is required at seminars and compulsory scheduled and supervised group work. A minimum of either 80% or 90% attendance is required for skills training (laboratory courses and practical handling of prescriptions). Other activities may also be subject to compulsory attendance requirements. Detailed provisions on compulsory attendance are set out in the course descriptions and teaching plans.

The attendance requirements must be met before the student can take the exam in the course. Students will be contacted if they are at risk of exceeding the maximum limit for absence. If it emerges that a student has exceeded the limit for absence, the lecturer must assess whether and how the student can compensate for the absence. Whether or not it is possible to compensate for absence depends on the extent of the student's absence and which activities they have missed. Absence from compulsory teaching activities that cannot be compensated for may lead to delayed progress in the programme.

Laboratory reports

In certain laboratory courses, the student must document his/her laboratory work through written reports (lab reports).

Reports that are not approved after the first submission must be improved and re-submitted.