BAPD3100 Kritisk refleksjon i designpraksis Emneplan

I dette emnet har studentene anledning til å fordype seg innenfor ett eller flere områder innenfor designfaget. I emnet skal studenten planlegge og gjennomføre en kreativ design- og utviklingsprosess fortrinnsvis med fokus på brukernes behov, ønsker og krav. Kritisk refleksjon og dialog med målgruppene er en viktig del av prosjektarbeidet, med jevnlige brukerpresentasjoner/brukertester gjennom emnet.

Kompetanse tilsvarende bestått 1. 2 og 3. semester eller tilsvarende.

Etter gjennomføring av emne har studenten følgende læringsutbytte, definert i kunnskap, ferdigheter og generell kompetanse.

Kunnskap

Studenten

• skal kunne gjennomføre en kompleks designprosess med tilhørende designfaglig fordypning i et internasjonalt og bærekraftig perspektiv
• skal kunne relevante metoder og verktøy innen valgt designpraksis.
• skal systematisk utforske estetikk, funksjonalitet, materialteknologi og tilvirkningsmetoder innen valgt designpraksis.
• skal kunne gjennomføre kritiske refleksjoner i forhold til eget arbeid.

Ferdigheter

Studenten

• skal kunne identifisere og beskrive relevans for valgt prosjekt
• skal ved hjelp av kreativitet og dialog med interessenter kunne utvikle innovative produkter og løsninger.
• skal vise hvordan brukere, interessenter og fag/ressursmiljø involveres i prosjektet.
• skal kunne beherske digitale og analoge verktøy som utviklings-, kommunikasjons-, og presentasjonsverktøy.
• skal gjennom fremstilling av fysiske og digitale modeller/prototyper, føre en diskusjon som viser dyp innsikt innen valgt designpraksis

Generell kompetanse

Studenten

• behersker kritisk refleksjon i et lokalt og internasjonalt perspektiv.
• fremstår gjennom prosjektarbeid som en nyskapende designstudent med dybdekunnskap innen valgt område.
• behersker bygging av relevante nettverk
• er i stand til å kommunisere med involverte aktører, brukere og publikum
• kan dele sine erfaringer og kunnskap med andre studenter og delta i diskusjoner i fagmiljøet
• kan reflektere over sin egen utvikling i læreprosessen

Approved by the Doctoral Committee 28.03.2019.

This PhD-course is open for candidates at the PhD Programme in Educational Sciences for Teacher Education, PhD candidates from other relevant programmes, and academic employees.

Language: English (or Norwegian, dependent on the language of participants and course holders).

The classroom is the most important arena for research on learning and teaching. This includes the implementation of curricula, the teacher-student relationships, the students’ different learning conditions, the use of different teaching methods, classroom and group organization, students with special needs, teacher collaboration and more.

The course will focus on central research methods used in classroom research: Observation, including video observation, various forms of interviews, re-use of data and analysis of data. The main aim is to introduce the participants to observation and interview as research methods in the context of classroom research, to provide an insight into research designs and analytical approaches, and to build participants` capacity to create and implement adequate research designs on their own.

The course is organized by the research community "Classroom research" (Klasseromsforskning) and the Faculty of Education and International Studies, Department of Primary and Secondary Teacher Education.

On completion of the course, the candidate will have achieved the following learning outcomes:

Knowledge

The candidate

• is in the forefront of qualitative classroom research
• has in-depth knowledge of observation and interview as central research methods
• can evaluate the expediency and application of different methods and processes in classroom research (different traditions in observational methodology, interview methodology, observation design, interview design and approaches to analysing data)
• has in-depth knowledge about ethical challenges concerning classroom research
• has in-depth knowledge of validity, reliability and generalizability in qualitative classroom research
• can assess the appropriateness and application of various observation and interview methods in qualitative classroom research
• can contribute to the development of different approaches to analysing observation and interview data in the filed of classroom research
• can contribute to the development of new knowledge, new theories, methods, interpretations and forms of documentation in the field of classroom research

Skills

The candidate:

• can professionally carry out classroom observation and interviews
• can design and carry out research and academic development related to classroom observation and interviews
• can develop, create and implement different observation and interview designs at a high international level in the context of classroom research
• can challenge established knowledge and practice within classroom research

General competence

The candidate:

• can identify and establish constructive connections between theories, research methods, empirical data, analysis and findings
• can identify relevant ethical issues regarding the use of classroom observation and interviews
• can present their research with high academic integrity
• can participate in discussions around methodological benefits and challenges related to the use of observation and interviews in qualitative classroom research

Coursework requirement are:

1. 80 % attendance on the course.

2. Each participant presents orally his/her research project in a plenary seminar with focus on research methods and analysis, 10 minutes each.

The candidate writes an individual paper of 2000 - 4000 words plus reference liste. The paper must be written in English. Norwegian may be used if all participants are proficient in a scandinavian language.

In case of failed exam/legal absence, the candidate may have a new exam under the same conditions when a new/postponed exam is arranged. If the paper is not graded with "pass", the candidate must submit a revised version within a given time limit.

The paper will be assessed by the course coordinator and a member of the academic staff with relevant genre competence.

Target group

The target group is PhD-candidates at OsloMet, as well as PhD-candidates associated with the Center for Welfare and Labour Research (SVA) and candidates from other universities and university colleges. In addition, non-PhD-candidates may apply for admission to the course if space is available.

Admission requirements

The admission requirement is a five-year master’s degree (three years + two years), or equivalent qualification or other qualifications in teacher education, educational science or development studies.

In case of a large number of applicants, PhD candidates enrolled in the PhD programme in Educational Sciences for Teacher Education or other programmes will be prioritized, then other academic employees at the Faculty of Teacher Education and International Studies, then external applicants.

Applicants that are not enrolled on the PhD-programme at the Faculty of Education and International Studies at OsloMet must send a summary in English of maximum one A4 sheet with relevant information about their own project / area of interest, containing topic, methodology, theoretical approach, and why this course might be relevant for their project.