MAPDPRA Practical Training Emneplan

Design competence is sought after and highly valued in many different professional arenas in society today. This requires design students to develop their knowledge, skills, and general competences in various professional environments by working on a variety of tasks and projects in collaboration with designers and professionals from different fields.

Admission to the Master's programme.

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

Knowledge

The student

• knows how to adjust and implement design knowledge into a dynamic and professional environment
• understands the organizational structures and roles within a business, public or private institution or organization

Skills

The student

• can work with projects under pressure from deadlines and given design project criterias
• can collaborate professionally with work colleagues, team members, clients etc. on a design brief/project
• manage to critically reflect on experiences gained from the practical training in relation to own learning

General competence

The student

• can engage and apply their knowledge and skills to carry out design related work tasks within a professional environment
• can, based on theory and research, critically evaluate own and others practice
• has developed an understanding about the role to come as a professional designer, different possibilities within the discipline and own preferences

The teaching and learning methods include lectures, self-study, field trips, peer assessments, group work and various presentations. Digital learning resources will be made available to students in advance, and some of the time they spend at the university will be used to work on assignments and group work.

The students will complete practical training in a design business, public institution or organization over a period of twelve weeks. During this time, students will take part in professional projects. Practice will be related to reflecting processes and theory through course assignments. Guidance will come from both the staff working at the place of practical training as well as the university teaching staff.

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

• 2 written and visual reflection notes
• participation in digital midway presentation

Emnet fokuserer på brukerperspektivet i helsefremming. Lærings- og mestringssentrenes (LMS) ideologi og funksjon, frisklivssentraler og andre arenaer for mestring og brukermedvirkning belyses og problematiseres, likedan brukerperspektivet i aktuelle lover og helsepolitiske føringer. Det legges vekt på det tverrprofesjonelle samarbeidet i pasientforløpet. Brukerens rolle i helsefremmende arbeid i regi av brukerorganisasjoner er sentralt i dette emnet. Det legges også vekt på kunnskap om brukermedvirkning for utsatte grupper, samt i hvilken grad påvirkes medvirkning av strukturell ulikhet som sosial posisjon, kjønn, alder og etnisitet.

Opptak til studiet.

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

Kunnskap

Studenten:

• har bred kunnskap om aktuelle lover og helsepolitiske føringer
• har inngående kunnskap om ulike former for brukermedvirkning på systemnivå
• har inngående kunnskap om strukturell ulikhet
• har bred kunnskap om nødvendigheten av et tverrprofesjonelt samarbeid med pasient/bruker og pårørende.

Ferdigheter

Studenten:

• kan analysere og forholde seg kritisk til ulike helsefremmende tiltak
• kan analysere og forholde seg kritisk til hvordan brukerperspektiv tillegges vekt på systemnivå
• kan analysere og kritisk vurdere sentrale elementer av brukermedvirkning i koordinering av pasientforløp
• kan anvende kunnskap på nye områder innenfor helsefremming

Generell kompetanse

Studenten:

• har analytisk kompetanse i vurdering av ulike brukerperspektiv
• kan vurdere aktuelle etiske problemstillinger relatert til brukerperspektiv

On successful completion of the course, the student has the following learning outcomes classified as knowledge, skills and general competence:

KnowledgeThe student

• can describe the development of social education as a separate profession
• can explain the role and function of social educators in cooperation with other professions
• can explain the rights of persons with disabilities and legislation of importance to the professional practice of social educators
• can explain the UN Convention on the Rights of Persons with Disabilities
• can describe important ethical theories and core values in habilitation and rehabilitation
• can explain inclusion, equality and non-discrimination to ensure equal services for all
• can describe important skills in communication, interaction and cooperation, and how they are influenced by language and culture
• can explain guidelines for preventing risk and threatening incidents, including sexual abuse
• can describe the social educator work model
• can explain different pedagogical theories on motivation and learning
• can explain cognitive and sociocultural development
• can describe relational skills that are important to the professional practice of social educators

SkillsThe student

• can demonstrate relational skills in a group to promote cooperation
• can reflect on different pedagogical perspectives and approaches
• can prepare a simple interview guide

General competenceThe student

• can identify and reflect on relevant academic and ethical challenges in the professional practice of social educators