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.

Students must have the following requirements approved before examination:

Before the home exam:

Introductory assignment - literature review (approved/not approved)

This is a paper of 1800 words (+/- 10 %) that is to be completed by the student during the first period of home study. Relevant literature is available online, through Leganto, and set books will be identified for students to purchase. For the assignment, students should write 2-3 pages on development in Africa based on the readings, and a further 2-3 pages on a theme covered in the reading list. Students will have the possibility to contact the seminar leader during this period.

The purpose of the assignment is to develop background knowledge in order to prepare for the time in Ghana, to begin the process of identifying a topic for field-study, and to show evidence of academic conventions (a supported argument with a range of sources that have been referenced). The paper is to be submitted before the start of the course in Ghana, and will be assessed as approved/not approved by the seminar leader during the first two weeks. A student who receives a 'not approved' is entitled to maximum two new attempts to fulfil the course requirement. A new deadline for the revised assignment will be made by the seminar leader in relation to each individual case.

Before the field study report exam:

Research diary (approved/not approved)

It is a requirement of the course that students keep a diary of their experiences in Ghana, which starts at arrival in Ghana, and with particular attention to the periods of fieldwork. The diary should include plans, methods and daily thoughts on the experience of doing research, by being reflective on the processes, successes and limitations. It could also include such things as interview questions, notes on focus groups, drafts of questionnaires, and links to ideas and debates in the literature. The guiding principle is that it is useful to the students as researchers as it will be an essential source when it comes to preparing the assignments. A requirement is that students write down some reflections each day during fieldwork, and the diary is assessed as approved/not approved by the seminar leader.

Oral presentation on field study findings (approved/not approved)

Oral presentation on field study findings (approved/not approved). This will take place during the last week in Ghana, when each group will present their field study. The focus is on the methodological experiences and empirical results of their fieldwork, but it should be related to ideas from the literature and issues and debates raised in the course. The purpose of the assignment is to consolidate the students' learning from both their own field study and the academic literature, assessing similarities and differences, and being aware of possible reasons for such comparisons. The format - an oral presentation - gives students experience in a useful skill, as well as providing a learning opportunity for other members of the course. The oral presentation will be of approx. 30 minutes, and is assessed as approved/not approved by the seminar leader.

Course work requirements must be met within fixed deadlines. Lectures and seminars are mandatory, due to field preparations and group activities. Students who, due to illness or other valid and documented reasons (such as a medical certificate), do not meet the work requirements within the fixed deadlines, may be given a new deadline, in each individual case given by the seminar leader. Students who, due to the same reasons, have less than 80% attendance at lectures and seminars, will by the seminar leader be given a written assignment of 2000 words (+/- 10 %) over a fixed topic and with a fixed deadline. Students who do not comply with this lose the right to take the final exam (i.e. submit their field study report).

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.

Examination support material is permitted.

Grades are given according to a scale ranging from A (outstanding) to F (not approved).

Grading scale will be according to the ECTS-grading scale, with A-E as pass grades and F as fail grade.

Criteria for the different grades

A, Outstanding: An outstanding performance. The assignment paper/performance documents outstanding subject knowledge and an outstanding degree of independence and ability in relating subject knowledge to the educational goals of the course.

B, Very good: A very good performance, well above the average. The assignment paper/performance documents very good subject knowledge and a high degree of independence and ability in relating subject knowledge to the educational goals of the course.

C, Good: An average performance. The assignment paper/performance documents a fair level of subject knowledge and some degree independence and ability in relating subject knowledge to the educational goals of the course.

D, Fairly good: A performance below average. The assignment paper/performance documents a level of subject knowledge with some deficiency, and shows a lesser degree of independence and ability in relating subject knowledge to the educational goals of the course.

E, Adequate: A performance satisfying the minimum requirements. The assignment paper/performance documents low degree of subject knowledge, and shows a low level of independence and ability in relating subject knowledge to the educational goals of the course.

F, Not approved: The assignment paper/performance does not satisfy minimum requirements

One internal and one external examiner.

Development Studies II is intended for

• students who wish to include development studies as a part of a bachelor's degree
• professionals (teachers, nurses, journalists, engineers etc.) and others who seek further education in international, development and multicultural issues.

Admission requirement

Applicants must qualify for university admission in Norway. Development Studies II is a second level course and builds on Development Studies I (offered in Vietnam) or UTVB1100 Introduksjon til utviklingsstudier and UTVB1200 Regionalkunnskap og globalhistorie at OsloMet. The requirement is that students have done at least 30 credit units in development studies, or 60 credit units in social sciences. Be aware that students who are granted admission on the basis of 60 credit units in social sciences, with no development studies, will not be granted admission in the second year in the bachelor programme in Development Studies at OsloMet.

As this course is a second level course within development studies, it will be organised around four core themes building on Development Studies 1 in Vietnam or UTVB1100 Introduksjon til utviklingsstudier and UTVB1200 Regionalkunnskap og globalhistorie at OsloMet.

The Regional Context

This theme provides an introduction to the African experience of development, related to African history, environment, culture and political development. Global influences will be considered, as well as the particular experiences of Ghana. One aim will be to show the many and diverse social and cultural changes that have taken place in the region as a result of political and economic policies and programmes.

Environment, climate and development

This theme will analyse key environmental issues with relation to development processes and understandings of sustainable development. Changes in natural resources, natural resource management and political ecology are central topics, as are agriculture and livelihood.

Critical and alternative approaches to development

This theme delves into critical and alternative approaches in development studies, such as postcolonialism, decolonization, and feminist viewpoints. It examines the impact of colonialism on development practices and challenges traditional narratives, while also exploring power dynamics and gender norms within development.

Studying development in the field

Conducting a field study is a core component of the course. Lectures and activities will be conducted in order to give students a solid foundation in various methodologies (quantitative, qualitative, and participatory), an appreciation of the difficulties, constraints and opportunities, as well as a consideration of their positionality and ethical issues related to doing development research.

Ingen info

Etter at emnet er gjennomført, har studenten oppnådd følgende læringsutbytte definert som kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten har kunnskap om

• læringsteorier og perspektiver på læring
• elevmangfoldet i skolen
• læring og utvikling i ulike kulturelle og språklige kontekster
• tilpasset opplæring i fellesskapet
• kjønn - likestilling og likeverd, identitetsutvikling og roller
• sosialiseringsfaktorer i barns oppvekst
• barn og unges fysiske og psykiske helse
• læreplaner og ulike kartleggingsverktøy for tospråklige elever
• hvordan barne- og ungdomslitteratur kan brukes i opplæringen

Ferdigheter

Studenten har ferdigheter i

• begrunnelser, refleksjon og handling om barns læringsprosesser
• å planlegge, gjennomføre og vurdere tilpasset opplæring
• å bruke ulike vurderingsformer i vurderingen av elevers ferdigheter i skriftlig og muntlig språk

Generell kompetanse

Studenten har generell kompetanse i

• å reflektere over mangfoldet av familiemønstre og barns oppvekstforhold
• å reflektere over elevers læring og utvikling knyttet til ulike læringsteoretiske perspektiver