MGDE6200 The Teaching of German as a Foreign Language in Norwegian Secondary Education Emneplan

See the admission requirements for the programme.

After completion of the course, the student has acquired the following learning outcomes, defined as knowledge, skills and general competence.

Knowledge

The student

• has extensive knowledge of the sound system and intonation of German, the language’s grammatical structure and possesses insight into cultural conventions on the use of the German language
• has knowledge of language pedagogy and modern subject didactics and knows to adapt them to the target group
• is familiar with research and development work relevant to the subject of Foreign Languages for years 5‒10

Skills

The student

• is capable of facilitating different work methods that promote exploration, curiosity and creativity in German language learning and in an interdisciplinary perspective
• is capable of carrying out teaching that promotes the pupils’ digital competence
• possesses analytical skills with respect to self-assessment and self-improvement
• will be able to identify and evaluate intercultural challenges, and will be capable of teaching necessary strategies to overcome and reflect such challenges

General competence

The candidate

• is capable of reflecting on his/her own teaching practice and interaction with other professionals
• is capable of facilitating varied and adapted educational activities that motivate the pupils’ interest in further language learning and that create good conditions for in-depth learning
• is capable of integrating the basic skills in the subject

The Teaching of German as a Foreign Language in Norwegian Secondary Education is a blended learning course with digital learning combined with two periods of campus training one in Oslo and one at Pädagogische Hochschule Freiburg, Germany. Between the face-to-face sessions, there will be online training, with self-paced weekly modules accompanied by regular virtual meetings with teachers and other group members.

There will be weekly virtual sessions in language learning as well as sessions in linguistics and didactics. Some parts of the digital and interactive resources will be based on the platform Dhoch3 (DAAD).

There will be weekly exercises to be completed online as well as the opportunity to interact with other group members and teachers on the platform.

This course will allow students to apply fundamental and advanced hydraulic and process engineering principles in real-life style projects. Students will analyse the influence of design and operating conditions on complex smart water infrastructure and process functionalities. The focus will be on students developing an integral systems approach to design selected water systems.

The course content includes: Environmental legislation and influencing factors; Control of water discharges and gas emissions; Environmental risks assessments; Technical and economic appraisals of a process in which safety and environmental impacts form integral parts of screening alternative solutions; Literature review of alternative solutions; Safety and operability of water system; Unit specification and flow sheets; Engineering drawings; Executive summary; Detailed unit design.

The students will work on a project of their own choice related to a design project.

The students will make use of suitable software for the individual projects.

On successful completion of this course the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge:

The student will have

• advanced comprehension of sustainability and environmental risk in relation to water system design;
• advanced comprehension of project management in team and individual based settings;
• advanced knowledge of applying combined hydraulic and process engineering methods.

Skills:

The student

• has creative and critical skills, and is able to select amongst alternatives and make decisions in areas impacted with uncertainty;
• can communicate effectively results of their work in the form of written reports and oral presentations with strict page and time limits, respectively;
• has hands-on experience in creating model implementations of complex bioprocesses;
• can implement and apply computational tools for scenario analysis to evaluate cost-benefits and to infer effective design and operational solutions;
• can apply software for integrated control of environmental pollution;
• can analyse water systems in terms of capital investment and operating costs.

General competence: 

The student

• has deep insight into preliminary and rigorous process and unit design;
• Is able to draw engineering drawings, process flowsheets, control and P&I diagrams of the water system;
• Is able to solve complex water system problems by combining statistics, process and hydrology modelling tools.

The teaching will consist of a combination of:

• Scoping lectures & trainings.
• Coursework assignments.
• Trainings on project reporting and execution held by consulting engineers invited from industry; scoping lecture on current needs held by practitioners invited from municipalities/operators/regulator.
• Training on practical use of tools and software for data management, computer simulation and statistical assessment.

Live in-person and online lectures will be recorded, and the material will be made available to students on CANVAS.

None.

The exam consist of two parts, one group and one individual:

1. A written group report (max. 2 members) on the overall process design and operation, (max. 3000 words); counting 50% of the grade.
2. A individual report (max. 2000 words) on the rigorous design of a selected unit operation process; counting 50% of the grade.

Both parts of the exam must be awarded a pass grade in order for the student to pass the course.

In the event of failed or valid absence of exam, the postponed exam will be given as either an oral or written examination.

Part one and part two can be appealed.