ACIT4910 User Diversity and ICT Barriers Emneplan

This course covers differences in user requirements due to user heterogeneity, situational variations and the wide range of hardware, software and versions of these. Identification of disabling barriers and how these can be eliminated or reduced through universal design of ICT is a central theme in this course. Furthermore relevant guidelines, regulations and legislation will be covered.

No formal requirements over and above the admission requirements.

A student who has completed this course should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

On successful completion of this course the student

• has thorough knowledge of diversity among users, equipment and user situations
• has thorough knowledge of demography and age structure of society, trends and tendencies and their implications for universal design of ICT
• has thorough knowledge of sensory, motor and cognitive disabilities
• has thorough knowledge of the concept of disability and the Gap model
• has advanced knowledge of disabling barriers in ICT solutions
• has advanced knowledge about universal design and accessibility
• has thorough knowledge about accommodation, assistive technology and welfare technology
• has advanced knowledge of relevant laws, policies and standards

Skills

On successful completion of this course the student

• can analyse and deal critically with different user requirements, and apply these to structure and formulate arguments regarding accessibility, accommodation, and universal design of ICT
• can analyse contradictions within/between universal design, accessibility and accommodation in different situations

General competence

On successful completion of this course the student

• can identify disabling barriers of ICT solutions based on the Gap model
• can carry out independent study and master dedicated terminology related to user diversity, impairment, disability and universal design
• can communicate scientific problems, analysis and conclusions in ICT and user diversity, impairment, disability and universal design to both specialists in health care and the general public;;

This course is organized as a series of lectures and seminars where students present and discuss core concepts and topics in the literature. Guest lectures will be held on chosen topics. There will be visits to, for example, public institutions, non-governmental organizations (NGOs), and rehabilitation centres. Each student works on a project assignment on a topic from the curriculum, and will have their work peer reviewed by two fellow students.

The following required coursework must be approved before the student can take the exam:

• Individual oral presentation of journal or conference articles in class (15 to 20 minutes).
• Participation: Obligatory participation in 2;excursions is required in order for the student to pass this course. The dates for the excursions will be announced at semester start.

Exam in two part:

• Individual project report (5000-6000 words). The project examination counts 70% of the final grade.
• Individual oral examination (20 minutes for each candidate). The oral examination counts 30% of the final grade.

Both exams must be passed in order to pass the course.

The oral examination cannot be appealed.

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New/postponed exam

In case of failed exam or legal absence, the student may apply for a new or postponed exam. New or postponed exams are offered within a reasonable time span following the regular exam. The student is responsible for applying for a new/postponed exam within the time limits set by OsloMet. The Regulations for new or postponed examinations are available in Regulations relating to studies and examinations at OsloMet.

All aids are permitted for the project. For the oral exam, students will not have access to computers or other aids.

Grade Scale A-F.

Sentrale temaer i emne 2 er kommunikasjon i klasserommet, argumentasjon, sosial kompetanse, bildebøker og tilrettelegging av undervisningen i en mangfoldig elevgruppe.

Bestått emne 1.

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

Kunnskap

Studenten

• har kunnskap om sosial kompetanse
• har kunnskap om interaksjonsmønstre og kommunikasjon i klasserommet
• har kunnskap om abstraksjon og generalisering i begynneropplæringen
• har kunnskap om tilpasset opplæring i et mangfoldig klasserom
• har kunnskap om å avdekke og forebygge lese- skrive- og matematikkvansker
• har kunnskap om de fire regningsartene og relasjoner mellom regningsartene
• har kunnskap om bildebøker relevant for begynneropplæring
• har kunnskap om leseforståelse

Ferdigheter

Studenten

• kan analysere og vurdere elevers innspill, argumentasjon og løsningsmetoder i matematikk forankret i forskning, teori og praksis
• kan analysere, vurdere og gjennomføre undervisning knyttet til bildebøker og fagtekster for barn
• kan kartlegge og vurdere elevers matematikkompetanse, leseferdigheter og skriveutvikling og legge til rette for tilpasset opplæring i et mangfoldig klasserom
• kan planlegge og evaluere matematikk-, lese- og skriveundervisning med utgangspunkt i relevante kompetansemål i læreplaner for fag, samt bruke vurdering for å fremme læring
• kan legge til rette for utvikling av sosial kompetanse i et trygt og inkluderende læringsmiljø

Generell kompetanse

Studenten

• har et reflektert og faglig grunnlag for dialog med kollegaer, elevene og deres foresatte om den faglige, personlige og sosiale læringen og utviklingen til elevene
• kan organisere og drive tilpasset lese-, skrive- og matematikkopplæring etter faglig begrunnede prinsipper og i samsvar med gjeldende læreplan i en mangfoldig skole
• kan drøfte kritisk temaer som vurdering og tilpasset opplæring