EPN-V2

PROS6100 Innføring i programmering for lærere for trinn 1-7 Emneplan

Engelsk emnenavn
Introduction to Programming for Teachers, Level 1¿7
Studieprogram
Programmering for trinn 1–7
Omfang
7.5 stp.
Studieår
2020/2021
Timeplan
Emnehistorikk

Innledning

Emnet gir en grunnleggende innføring i programmering og algoritmisk tenkning med fokus på skolekontekst og visuell programmering.

Forkunnskapskrav

Tilsvarende opptakskrav i programplanen.

Læringsutbytte

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

Kunnskap

Studenten

  • Har kjennskap til prinsipper for algoritmisk tenkning
  • Har kjennskap til utvikling og oppbygging av programmer basert på visuell programmering
  • Har kunnskap om ulike plattformer og verktøy for visuell programmering
  • Har forståelse av grunnleggende programmeringsprinsipper: løkker, tester, variabler, funksjoner
  • Har kjennskap til hvordan datamaskiner og programmer fungerer
  • Har kunnskap om programmering i gjeldende læreplaner og i fagfornyelsen

Ferdigheter

Studenten

  • Kan identifisere og dekomponere et problem, og utforme løsninger som gjør bruk av programmering
  • Kan utvikle programmer ved bruk av visuell blokkprogrammering
  • Kan kommentere programmeringskode
  • Kan generalisere, tilpasse og videreutvikle enkle programkoder og algoritmer
  • Kan programmere fysiske enheter
  • Kan undervise i algoritmisk tenkning ved bruk av analoge og digitale tilnærminger
  • Kan gjennomføre enkle undervisningsopplegg med programmering
  • Kan veilede og vurdere elevers prosess og produkt i arbeid med algoritmisk tenkning og analog og visuell programmering

Generell kompetanse

Studenten

  • Kan gjøre rede for algoritmisk tenkning og programmering i skolen
  • Kan reflektere over programmering i skolen, i læreplan og integrert i fag
  • - Kan reflektere over hvordan programmering kan ses i sammenheng med kreativitet og samarbeid
  • Kan gjøre rede for hvordan digitalisering kan påvirke og endre samfunnet

Innhold

Clinical training is part of the course VPSYPRA11/VPSYDPRA11 Development and Practice of Interpersonal Competence and constitutes 20 credits. Two different forms of clinical training are part of the course (both forms of clinical training include compulsory groups and seminars with a supervisor from the university):

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  • The project-oriented training lasts approx. three weeks and will be supervised by a supervisor from the university.

The theme of project-oriented practice is the organisation of mental health services in an improvement perspective. The students work on the topic by carrying out a project where they gather knowledge and experience from a professional in a relevant field of practice.

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  • The clinical training takes place over eight weeks of 30 hours, 240 hours in total, and the student will be supervised by a clinical training supervisor and a supervisor from the university

The student will develop concrete learning outcomes in collaboration with the clinical training supervisor. The student’s learning objectives must be approved by the supervisor. The student shall be given a minimum of one hour’s supervision from the clinical training supervisor per week.

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The clinical training supervisor is responsible for guiding the student during the clinical training. The clinical training supervisor must have an advanced education within the field. The supervisor from the university is responsible for guiding the student during the project-oriented training and period of clinical training.

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The clinical training will normally be carried out in places affiliated with OsloMet – Oslo Metropolitan University through cooperation agreements. The student may apply to complete the clinical training elsewhere. If the application is granted, the students is responsible for covering any expenses relating to this. The clinical training cannot be completed in the students' own workplace, i.e. the student's own unit, ward or similar.

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The course VPSYPRA11/VPSYDPRA11 concludes with a written assignment where theoretical knowledge is applied to challenges relating to the clinical training or other phenomena relating to the field of mental health care.

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Compulsory attendance at the clinical training.

The attendance at the supervised professional training is compulsory.

  • The student must attend at least 90 % of the scheduled time
  • The student will be allowed to make up for absence of between 10 and 20 per cent by agreement with the clinical training supervisor and the supervisor from the university
  • If a student's absence exceeds 20%, he/she will fail the clinical training*
  • The attendance requirement cannot be deviated from due to illness or for other reasons

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*If illness prevents the student from attending the clinical training so that their absence exceeds the permitted amount, the student is required to present a valid medical certificate for all days of absence in excess of 10% of the scheduled time in order for the absence to be deemed valid. The student's attempt at taking the clinical training will then not count.

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If the student terminates the period of clinical training without a valid reason, for instance by leaving the programme, the course will be registered as failed and the student will have used one attempt. Students who fail the clinical training twice will normally have to leave the programme.

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Assessment of the professional training

During the clinical training, students will be given a midway assessment and a final assessment where the student's performance is assessed in relation to the learning outcomes for the clinical training course VPSYPRA11/VPSYDPRA11.

Clinical training is assessed as pass/fail by the clinical training supervisor and the supervisor at the university. Pursuant to the Act relating to Universities and University Colleges, the university is responsible for the final assessment of the student.

Reference is also made to the Regulations relating to Studies and Examinations at OsloMet -;Oslo Metropolitan University Chapter 8. Supervised clinical training. Number of attempts.

Arbeids- og undervisningsformer

Studiet er helt nettbasert, men krever at studentene følger en gitt plan og progresjon, for å skape et felles læringsmiljø med øvrige deltakere og involverte lærere. Studiet vil ta i bruk instruksjonsvideoer, nettbaserte forelesninger og diskusjoner og det vil bli gitt tilbud om veiledning i nettmøter.

Studiet forutsetter studentaktivitet knyttet til praktiske øvingsoppgaver, samarbeid, refleksjoner, medstudentvurderinger og erfaringsdeling på egen arbeidsplass. Det vil også bli lagt til rette for flervalgsoppgaver for egenevaluering.

Arbeidskrav og obligatoriske aktiviteter

The programme is aimed at health care and social workers who wish to specialise in the field of mental health care.

Vurdering og eksamen

Eksamen gjennomføres i slutten av høstsemesteret. Eksamen er en individuell skriftlig hjemmeeksamen. Varighet: tre arbeidsdager. Omfang om lag 1500 ord.

Hjelpemidler ved eksamen

Admission to the programme is in accordance with the Regulations relating to Admission to Studies at OsloMet - Oslo Metropolitan University and the national curriculum for further education in mental health care, adopted by the Ministry of Education and Research on 1 December 2005.

The academic basis for admission is:

  • A bachelor's degree or an equivalent degree in health and social care and/or public health
  • A minimum one years' relevant work experience following the completion of the education. By relevant work experience is meant direct patient/user-related work

Transcript of police records

Applicants who are admitted to the programme must submit a transcript of police records, cf. the Regulations for admission to higher education, Chapter 6.

Vurderingsuttrykk

Upon completion of the Advanced Programme in Mental Health Care, the candidate is expected to have acquired the following overall learning outcomes defined in terms of knowledge, skills and competence:

Knowledge

The candidate has

  • in-depth knowledge of perspectives, concepts and theories relating to descriptions and understandings of mental health, mental disorders and mental health care
  • thorough knowledge of relationship and care theories used in prevention, treatment, rehabilitation and habilitation in mental health care
  • advance competence in mental health care and in matters that are of significance to openness and stigma relating to mental health
  • advanced knowledge of the relationship between biological, psychological, social and cultural factors of significance to the risk, development, pathways and recurrence of mental health issues
  • in-depth knowledge of theories of science and research methodologies in the fields of mental health, mental disorders and mental health care
  • in-depth knowledge of how the organisation of mental health care might promote and/or inhibit mental health and mental disorders
  • in-depth knowledge of legal obligations and user/patient rights in mental health care

Skills

The candidate is capable of

  • analysing and thinking critically with regards to theories, methods and interpretations relating to mental health, mental disorders and mental health care
  • analysing and applying theoretical knowledge about the concepts relationships and caregiving in the field of mental health care
  • has advanced skills that include ethical reflection, awareness of their own preconceptions, and the competence of users and next of kin
  • facilitate interdisciplinary collaboration in the practice of mental health care

Competence

The candidate is capable of

  • analysing and reflecting on ethical issues relating to the discipline, profession and research
  • initiating and partaking in discussions about health and socio-political issues, analysis and conclusions in the field of mental health care
  • planning, implementing and evaluating measures for individuals, families, network groups and society that promote knowledge and development in relation to mental health

Sensorordning

The programme is offered as a full-time programme over one year and a part-time programme over two years. The advanced programme is part of the Master’s Degree Programme in Health Sciences with specialisation in Mental Health Care at OsloMet, and courses, themes and lectures will therefore be coordinated. All courses are compulsory.

Opptakskrav

The work and teaching methods shall facilitate the integration of knowledge, skills and competence in order to help achieve the greatest possible transfer value to professional practice. Emphasis is therefore placed on using a variety of work methods and alternating between theoretical studies and practical training.

Teaching activities should stimulate active learning and engagement. A good learning outcome is dependent on the students' own effort, cooperation with fellow students and individual work.

Different types of digital technology are used in the programme to stimulate student-active learning and collaboration. Digital learning resources in the form of film clips, podcasts, academic texts, articles and interactive assignments are used in the programme.

The students will receive follow-up throughout the programme in the form of supervision and feedback. In some cases the students will assess each other's work and provide feedback. Such feedback may be provided in writing, orally or as a combination of both.

More detailed descriptions of the most common work and teaching methods used in the programme are provided below.

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Lectures

Lectures are mainly used to introduce new material and to provide an overview. The students are invited to engage in dialogue and discussion. Lectures are often used together with other teaching methods. Most lectures are held in Norwegian, but might also take place in English.

Study groups

The students work with assignments while supervised by the lecturer. Academic discussions and assignments are carried out and solved in cooperation with other students. Group work is intended to support the learning of subject matter and at the same time provide training in cooperation, interaction and communication skills.

Seminars

The seminars will focus on student-active work methods. During the seminars, students will work on various topics and on developing their own relational competence and their competence to provide care. The seminars are intended to give the students an opportunity to practise presenting topics, develop critical thinking and provide constructive feedback. In some seminars, students will practise their relational skills through e.g. roleplay and exercises.

Supervision

The students will attend supervision groups. Sessions will focus on sharing and reflecting on their experience from practical training. The students will work on integrating theoretical knowledge and practical experience. The students will work on integrating theoretical knowledge and relating it to the practice of mental health care.

Self-study

Not all topics are covered by organised teaching activities. Students are expected to acquire this knowledge through self-study. Students come to this programme with different preconditions for learning, and self-study enables them to prioritise topics and areas they want to focus more on. Self-study also helps to encourage independent activity and reflection.