Programplaner og emneplaner - Student
PHUV9450 Design-baserte forskningsmetoder Emneplan
- Engelsk emnenavn
- Educational Design Research Methods
- Studieprogram
-
Ph.d.-program i utdanningsvitenskap for lærerutdanning
- Omfang
- 5.0 stp.
- Studieår
- 2023/2024
- Pensum
-
HØST 2023
- Timeplan
- Emnehistorikk
-
Innledning
This course addresses different forms of Educational Design Research (EDR) and the related term Design-Based Research (DBR), providing participants with a foundation in the theoretical and historical underpinnings of EDR. The course provides examples of EDR projects by the course leaders including the different steps and considerations that go in to planning such studies. Finally, the course emphasizes student participation, discussion and getting feedback on their own EDR designs and thesis writing.
Approved by LUI's educational committee 21.06.2021
Læringsutbytte
After completion of the course, the student will have acquired the following learning outcomes, defined as knowledge, skills and general competence.
Knowledge
The student
- has knowledge of the historical, epistemological, and methodological issues connected to different perspectives on Educational Design Research and Design-Based Research
- has understanding of principles and questions for selecting Educational Design Research and distinguishing between related methodologies
- has knowledge of current issues and research in the educational sciences related to EDR, including ethical considerations, the role of the researcher, and the roles of partners and participants
Skills
The student
- can plan and develop research designs following EDR principles
- can make choices about methods for data collection and analysis within EDR projects
- can identify key considerations for working with partners in authentic settings to carry our EDR projects
General competence
The student
- can develop nuanced readings and critiques of current EDR research literature
- can integrate EDR methodologies into the candidates own research projects
Arbeids- og undervisningsformer
Course sessions include lectures, discussions, small group design exercises, and text feedback sessions. The course is planned to take place on two non-consecutive days so that participants have a chance to apply and reflect on the concepts before returning for the second session.
Arbeidskrav og obligatoriske aktiviteter
Del 1) Alle hjelpemidler er tillatt så lenge regler for kildehenvisning følges.
Del 2) Ikke relevant.
Vurdering og eksamen
Del 1) Gradert skala A-F.
Del 2) Bestått-ikke bestått.
Begge eksamensdeler har selvstendig vurdering, men begge må være bestått for å bestå emnet som helhet og få uttelling i studiepoeng.
Både del 1 og del 2 framkommer på vitnemålet. Samlet resultat for de to delene gis vurderingsuttrykk A-F.
Hjelpemidler ved eksamen
Del 1) Hver besvarelse vurderes av to sensorer. Ekstern sensor benyttes regelmessig, og minimum ved hver tredje gjennomføring av emnet. Ved uttrekk av besvarelser til ekstern sensur skal uttrekket omfatte minimum 10 % av besvarelsene, men uansett ikke færre enn 5 besvarelser. Ved uttrekk skal ekstern sensors vurdering komme alle studentene til gode.
Del 2) Summativ vurdering gjennomføres av én representant fra praksisstedet. Endelig vedtak om Bestått-ikke bestått fattes av universitetet.
Vurderingsuttrykk
Gjennomført emne
MAKRE4100 Sykepleie og behandling til pasienter med kreft, 10 stp., MAVIT4100 Kvalitetsforbedring og implementering av kunnskapsbasert praksis, 10 stp. og MAVIT4050 Vitenskapsteori og forskningsmetoder, 10 stp.
Sensorordning
10 studiepoeng overlapp med KREFTPRA2 Kliniske studier i kreftsykepleierens funksjons- og ansvarsområder 2, 10 stp./ MAKREPRA20 Praktiske studier i kreftsykepleiers funksjons- og ansvarsområder 2, 10 stp.
10 studiepoeng overlapp med KREFT6900 Kreftsykepleiens samfunnsvitenskapelige og fenomenologiske kunnskapsgrunnlag, 10 stp./ MAKRE4200 Teoretiske studier i kreftsykepleierens funksjons- og ansvarsområder 2, 10 stp.
Opptakskrav
This PhD course is open for candidates at the PhD Program in Educational Sciences for Teacher Education, other PhD candidates and academic employees.
The admission requirement is a five-year master’s degree (three years + two years) or equivalent qualifications in teacher education, other pedagogical education, educational science, development studies, or other education on equivalent level in subjects relevant for teacher education.
In case of a large number of applicants, PhD-students enrolled in the PhD programme in Educational Sciences for Teacher Education will be prioritized, then students in other PhD-programmes, then academic employees at the Faculty of Teacher Education and International Studies.
Those applicants who are not enrolled in the PhD Programme in Educational Sciences for Teacher Education will have to send a summary of max. One A4 sheet with relevant information about their own PhD project or other project/sphere of interest containing the topic, methodology, theoretical approach, how far they are in their PhD work and why this particular subject is relevant for their project.