KDK2010 Kunst, formidling og eksperimentering Emneplan

Emnet fokuserer på videreutviklingen av studentens praktiske og teoretiske ferdigheter. Det praktiske arbeidet i emnet kombineres med kunst- og formidlingsteori.

Prosjekter i emnet

Prosjekt 1: Utforskning og eksperimentering I. Individuelt arbeid: Prosjektet gir en grunnleggende innføring i samtidskunst fra begynnelsen av 1900-tallet. Forholdet mellom kunstnerisk arbeid og anvendelsen av fagteori står sentralt i prosjektet.

Prosjekt 2: Formidling av samtidskunst til bestemte målgrupper. Gruppearbeid (felles praksisprosjekt): Prosjektet retter seg mot formidling av samtidskunst til bestemte målgrupper og er direkte knyttet opp til praksisfeltet i kunst og formidling.

Prosjekt 3: Utforskning og eksperimentering II. Gruppearbeid: Prosjektet bygger videre på Utforsking og eksperimentering I og gir en grunnleggende innføring i samtidskunst fra midten av 1900-tallet. Forholdet mellom kunstnerisk arbeid og anvendelse av fagteori står sentralt i prosjektet.

Prosjekt 4: Formidlingstekst. I prosjektet arbeides det med ulike former for formidlingstekster.

Emnet avsluttes med en individuell eksamen.

The work and teaching methods used in the programme are intended to facilitate the integration of knowledge, skills and general competence and have considerable transfer value to professional practice. Health and natural science theory is placed in a radiography context and related to the profession right from the start of the programme.

Teaching activities are intended to stimulate active learning and engagement. Good learning outcomes are first and foremost dependent on the students’ own efforts. Own effort means both benefiting from teaching and academic supervision and following this up with independent work in the form of theoretical studies and practical skills training. Normal study progress requires students to make great personal efforts in the form of study groups and individual work.

Different types of digital learning resources are used in the programme to stimulate student activity and cooperation. These resources can be used in students’ preparations for teaching activities, as support in cooperation processes and for podcast production and digital storytelling. It is also expected that all students should contribute to creating a good learning environment for their fellow students through active participation in the different work and teaching methods.

More detailed descriptions of the most common work and teaching methods used in the programme are provided below. The individual course descriptions state which work methods each course employs.

Self-study and group work

Learning requires a high degree of own activity and self-study, including both individual work and cooperation with fellow students in groups. Through activities such as exchanging ideas, presentations, discussions, writing assignments and problem-based assignments, students will be stimulated to learn by communicating knowledge and experience, expressing their own opinions and, together, reflecting on their own attitudes, actions and understanding of the field. Active participation in group work gives students an opportunity to develop their cooperation skills as well as their academic understanding and analytical skills.

Lectures

Lectures are used to shed light on main elements, concepts, principles and important issues. Lectures can be held in auditoriums or made available in digital format.

Skills training

Students acquire skills through practical training on each other, simulations or in interaction with users/patients. They develop their professional role through supervision and teaching that promotes reflection on their own professional practice. Skills training can take place in laboratories at OsloMet or at cooperating institutions.

Seminars/workshops

Students are able to engage in relevant topics to deepen their knowledge and develop their skills in academic formulation and reflection. They do this through academic presentations, solving assignments, discussions and assessment of other students’ academic performance.

Flipped classroom

Flipped classroom is used as one of the teaching activities in several of the courses in the programme. This means, for example, that a lecture is substituted with digital learning resources such as video clips or digital lectures. These resources are made available to students in advance and the students prepare by watching the videos before attending a teaching session. This allows more time to be dedicated to problem-solving activities with the course lecturers. The students can use demonstration videos to familiarise themselves with methods and approaches in preparation for skills training.

Written assignments

Assignments are written both individually and in groups. Students work on different forms of written assignments throughout the programme. Through this work, the students learn to see connections, develop more in-depth knowledge and understanding, and develop their specialist terminology. Students are expected to supplement subject matter from teaching activities and the syllabus with research and scholarly articles, reference works and online resources. In some courses, the students will assess each other’s work and provide feedback to each other.

Ingen.

Etter å ha gjennomført dette emnet har studenten følgende læringsutbytte, definert som kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten:

• har grunnleggende kunnskap om relevante prosesser og metoder knyttet til kunstneriske arbeid
• har innsikt i kunsthistorie, kunst- og formidlingsteori, samt filosofisk estetikk

Ferdigheter

Studenten:

• kan utforske og eksperimentere i ulike kunstneriske prosesser
• kan velge ut, og bruke, egnede strategier i kunstnerisk, skriftlig og muntlig formidling
• kan formidle kunst til valgt målgruppe
• kan bruke estetiske virkemidler og relevant teori i egne prosjekter

Generell kompetanse

Studenten:

• har kjennskap til mangfold og flerkulturelle perspektiv
• har innsikt i opphavsrettslige forhold knyttet til fagområdet
• har kjennskap til etiske utfordringer som berører fagområdet

Emnet er organisert i form av kunstnerisk arbeid og teoretiske studier. Prosjektarbeid er en vesentlig del av studiet. Undervisningen foregår med vektlegging på progresjon, fra felles grunnleggende oppgaver til selvstendig valgte tema. Det forutsettes tilstedeværelse i verksted og aktiv deltakelse i undervisningen. I studiet benyttes undervisningsformer som forelesninger, seminarer, veiledning og faglige debatter. Det forventes at studenten selv innhenter relevant fagstoff utover pensum og det oppfordres til å bruke læringssentrene og de ressursene som tilbys der.

Følgende arbeidskrav er obligatorisk og må være godkjent for å fremstille seg til eksamen:

Prosjekt 1: Utforskning og eksperimentering I (individuelt arbeid):

• Et kunstnerisk arbeid som omfatter prosessarbeid og sluttprodukt.
• En akademisk tekst som er knyttet til det kunstneriske arbeidet (1200 ord +/-10%).

Prosjekt 2: Formidling av samtidskunst til bestemte målgrupper (gruppearbeid):

• Praktisk gruppearbeid knyttet til formidling av samtidskunst til bestemte målgrupper med utarbeidelse og gjennomføring av et eget formidlingsdesign.
• En grupperapport (antall ord avhenger av prosjektet og vil presiseres i oppgaveteksten for arbeidskravet).

Prosjekt 3: Utforsking og eksperimentering II (gruppearbeid):

• Et kunstnerisk arbeid som omfatter prosessarbeid og sluttprodukt.
• En muntlig og visuell gruppepresentasjon som beskriver, drøfter og analyserer det kunstneriske arbeidet.

Prosjekt 4: Formidlingstekst: Individuelt arbeid med

• en formidlingstekst på 200 ord (+/-10%).

For å fremstille seg til eksamen må studentens fravær ikke ha oversteget 20%.

Et individuelt eksamensprosjekt som består av følgende deler som utarbeides i sammenheng.

• Et kunstnerisk arbeid som følges av en formidlingstekst (200 ord +/- 10%).
• En akademisk tekst (1200 ord +/- 10%).

Karakter gis ut fra en samlet vurdering av dette.

Eksamensresultatet kan påklages.

The target group is everyone who wants to take a bachelor's degree in radiography and who are interested in health technology, people and research, both for professional practice as a radiographer and as a starting point for further studies.

The admission requirements are the Higher Education Entrance Qualification or an assessment of prior learning and work experience.

Applicants must submit a transcript of police records in connection with admission to the programme, cf. the Regulations concerning Admission to Higher Education.

The use of clothing that covers the face is incompatible with taking the programme's theoretical and practical training courses. During the practical training, the students must comply with the clothing regulations in force at all times at the relevant practical training establishment.

Requirements for admission based on prior learning and work experience

• The applicant must be over 25 years of age
• The applicant can not have general study competence
• The applicant must document a minimum of five year full-time professional experience within the health or social sector or equivalent, where the applicant has worked with patients, students or clients.
• Course requirements
  • Norwegian 393 hours
  • English 140 hours
  • Mathematics 224 hours

After completing the Bachelor’s Degree Programme in Radiography, the candidate should have the following overall learning outcomes defined in terms of knowledge, skills and competence:

Knowledge

The candidate

• is familiar with radiography’s history, development, distinctive nature and place in society
• has broad knowledge of anatomy, physiology and pathology, biochemistry, microbiology, pharmacology, physics and health technology
• has broad digital competence, including on medical image and information systems, information transfer, image storage and teleradiology
• has broad knowledge of imaging and safety in conventional radiography, computed tomography (CT) and magnetic resonance imaging (MRI)
• has basic knowledge of other fields such as radiation therapy, nuclear medicine/PET (positron emission tomography), interventional radiography and mammography, as well as imaging, safety and treatment methods
• has broad knowledge of radiation and radiation protection in relation to human beings and the environment
• has knowledge of health and social issues in the population
• has knowledge of relevant ethical theories and professional ethics guidelines for radiographers
• has knowledge of communication and guidance theories and methods, and can understand their importance to communication and to building relations
• has knowledge of philosophy of science, evidence-based practice as a method, the research process and research ethics
• has knowledge of the health and welfare system and equitable health services in a public health perspective
• has knowledge of applicable legislation, regulations and guides in their practice, both national and international

Skills

The candidate can

• apply knowledge of physics, machines and image processing techniques to optimise diagnostic imaging examinations and contribute actively to quality control
• apply adapted communication, patient care and risk assessments for individual patients, next of kin and members of staff
• initiate necessary emergency medical interventions such as cardiopulmonary resuscitation
• apply evidence-based practice
• find, critically assess and refer to information, scientific literature and ethical issues, and present it in a way that sheds light on radiography issues
• engage in interdisciplinary and interprofessional cooperation and identify needs for cross-sector cooperation across enterprises and levels

General competence

The candidate

• can plan, carry out and assess diagnostic imaging procedures based on the referral, justification and the patient's clinical condition, independently and through interdisciplinary cooperation
• can identify and discuss radiography issues and thus contribute to developing the quality of practice
• has insight into factors that contribute to good public health in relation to individuals and groups in society
• has insight into how medical technology equipment used in diagnostic imaging and treatment is constructed and functions, and takes responsibility for safe use of radiation and optimisation
• can reflect on his/her own professional role in relation to society's needs and participate actively in public debate of relevance to the field, and communicate important academic subject matter orally and in writing
• has insight into the history and practice of the profession, both nationally and internationally

Learning outcomes have been defined for the radiographer education in the following areas:

• Anatomy, physiology, pathology and pharmacology (1)
• Physics and imaging (2)
• Patient care, communication and ethics (3)
• Radiation protection (4)
• Digitalisation and e-health (5)
• Research, development and innovation (6)
• Health policy and society (7)

The topics are closely intertwined in the teaching and form the basis for the skills required to practise the profession. Students will develop knowledge, skills and general competence that enable them to follow up and influence the development of the discipline and society’s requirements of radiography services.

The first year of the programme emphasises basic subjects, with a focus on basic modalities such as conventional radiography, and practical training.

The second year of study emphasizes pathology, diagnostics, and treatment, as well as MRI and the application of evidence-based practice. The academic year concludes with an extended clinical placement lasting 12 weeks.

The third year includes courses related to radiography as a profession, another extended clinical placement of 12 weeks, and specialization in CT and digital health technology. In the sixth semester, students work on their bachelor's thesis.

The structure of the programme

The programme is divided into 12 compulsory courses and incorporates both practical and theoretical teaching at the university and external practical training. Each year of the programme has a scope of 60 credits.

The courses are based on each other to facilitate progress with increasing requirements for knowledge and understanding of radiography. The practical training courses are a key part of the radiographer education. The practical training gives students experience of planning, carrying out and evaluating radiography, both in terms of theoretical and practical knowledge. All the 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 and exams.

Study progress

The following progress requirements apply to the programme:

• In the first year of study, the students must pass the course RAB1210 and coplete the mandatory assignments in RAB1100 must be passed in order to begin the course RAB1360
• The first year of study must be completed in order to begin the second year
• In the second year of the programme, the course RAB2010 must be passed before students can begin the clinical placement course RABPRA2
• The second year of the programme must be completed in order to begin the third year