POSDO6100 Practice Oriented Systemic Design Emneplan

The final assessment is based on two parts.

1. Individual oral exam (approx. 30 minutes). Each student has to prepare an individual presentation from one of the listed topics (maximum 12 minutes). The exam is evaluated by two internal examiners.
2. The second part consists of an individual paper on a chosen subject addressed in the course in agreement with the teacher (2,500- 3,000 words).

The individual paper should

• have an individually chosen topic from the subject areas presented in the course
• be a more in-depth study of this individually chosen subject
• focus on the target group relevant to the student’s own educational system.

The paper can

• be a purely theoretical study/analysis
• include practical studies
• test out educational ideas linked to the subject

The topic must be approved by the student’s supervisor.

Resit/rescheduled exams

Resit/rescheduled exams shall take place within reasonable time after the ordinary exam. The regulations on sitting a resit/rescheduled exam are set out in the ‘Regulations relating to studies and examinations at Oslo Metropolitan University’. The student is responsible for registering for a resit/rescheduled exam.

Part two: All examination suppert materials are permitted. However, Sources musts be stated in accordance with

applicable rules for source References.

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

Knowledge

The participant will attain knowledge within:

• general systems theory
• cybernetic and communication theory
• system dynamics and analysis
• game dynamics in systems
• methods for data gathering in complex settings (visual interviewing, design probes and play probes, co-design, among others)
• experimentation in systems

Skills

The participant is capable of:

• describing and identifying exceedingly complex contexts
• creating systems-maps
• performing system analyses
• utilizing methods for data gathering, sharing, cooperation, analysis, and documentation: visual interviewing, design probing, play probing, co-design, feministic design, auto-ethnographical research, mapping workshops, and analysis of relations, patterns, causality, stakeholders, systems dynamics.
• documenting findings in co-created visualizations.
• creating strategies and interventions for change in private and public sector.

General competence

The participant attains advanced competence in systemic design by:

• developing the ability to understand and handle complexity and systems thinking in design processes.
• holistic thinking and understanding of design projects in relation to sustainability and global mega trends.
• communication and cooperation by visualization.

The course consists of four weeks with workshops, tutoring sessions and independent study.

The participants will be encouraged to work with cases from their own professional working life in groups and with additional cases presented in the course.

Part one: The exam is evaluated by two internal examiners. Overall exam procedures will be reviewed and approved by an external examiner.

Part two: The exam is evaluated by two internal examiners.

The language of all teaching and supervision is English, and the students should therefore

have a working knowledge of both spoken and written English.

The target groups are:

• Students in the third year of the fulltime/seventh semester of the part time Bachelor

Programme in Early Childhood Education at Oslo Metropolitan University.

• International exchange students at the Faculty of Education and International Studies from

preschool and primary school teacher education institutions. Students from other

academic areas may also be accepted.

Students must be prepared to participate in various outdoor activities.

The course is designed to offer a fulltime studyprogramme in English for students of Early

Childhood and Primary School Teacher Education. The period of study will be for four months.

The course may be taken as an elective in-depth programme by students in their final year

of the Bachelor Programme in Early Childhood Education at Oslo Metropolitan University.

Admission

For students at the Department of Early Childhood Education:

• Students in the third year of the full-time/seventh semester of the part-time Bachelor Programme in Early Childhood Education at Oslo Metropolitan University.
• International exchange students at the Faculty of Education and International Studies from preschool and primary school teacher education institutions. Students from other academic areas may also be accepted.

For international exchange students:

• Admission as an international student at the Faculty of Education and International Studies. Students from other academic areas may also be accepted. Students must have completed at least two years of their undergraduate degree studies at their home institution in order to be accepted.

The topics of study are:

Play, movement, nature and outdoor education.

• Outdoor education in different natural environments

• Play and movement in nature and outdoor environments

• Practical work on natural science, food literacy and physical education

• Practical work in selected biotopes

• Motor behaviour, physical activity, play and risk-taking

• Role model and gender awareness in pedagogical work outdoors

• The Nordic concept of "friluftsliv" (outdoor life)

• A more in-depth study of a chosen topic

Childhood in a Nordic welfare system

• Education, cultural formation and childhood

• Critical reflective work on play, movement and outdoor education

• Physical literacy and motor development

• Different cultural traditions and pedagogical approaches to outdoor activities

• Focus on the relevant target group in the student`s educational system

Field experience, reflective practice and didactics regarding play, movement, nature, food and

outdoor education

• Different approaches to outdoor didactics and sustainable development

• Development work related to institutional work

• Comparative approaches to cultural and pedagogical traditions

Two examiners. External examiners are used regularly.