TEGN3210 Lingvistikk for tegnspråklærere Emneplan

The master’s programme is organised as a full-time course of study over two years and is divided into six compulsory courses and one elective course. The programme comprises both practical and theoretical tuition at the university and external practical training. Each year of the programme has a scope of 60 credits.

The first year of the programme comprises courses that build and elaborate on the basic subjects from the bachelor’s degree: social pharmacy, pharmacology, medicinal chemistry and pharmaceutics. The year includes two pharmacy-specific courses and two common courses with other master’s degree programmes, in addition to external practical training in a community pharmacy or hospital pharmacy.

• Students take the course Theory of Science, Ethics and Research Methods (10 ECTS credits) together with students from the Master’s Programme in Health and Technology. The students will acquire knowledge about different theory of science approaches and an understanding of the background and application of research ethics and scientific methods.
• The course Innovation within Healthcare (10 ECTS credits) is intended to introduce the students to relevant terminology and give them an understanding of innovative processes, and they will design an innovation project in collaboration with other students. The course takes an interdisciplinary approach, which is important to understanding the many innovation opportunities in health sciences, including the development of new pharmaceuticals and services. The course is also open to students from other master’s programmes.
• In Patient-Centered Treatment and Health Literacy (15 ECTS credits), students will acquire in-depth knowledge and understanding of advanced and individualised pharmaceutical treatment of different and vulnerable groups of patients. Their communication skills and health literacy will also be developed. The course is intended to prepare students for the challenges pharmacists encounter as pharmaceutical experts in society and as participants in the development of patient-centred tasks and services in hospitals and municipal health services.
• In Advanced Pre-Registration Training (10 ECTS credits) students will take practical training for two months at a community pharmacy or hospital pharmacy. Considerable emphasis is placed on pharmacists’ responsibilities and roles in pharmacies and on communication and cooperation with other health personnel and patients/users.
• In Development and Manufacturing of Medicinal Products (15 ECTS credits), the students will gain a broader understanding of how pharmaceuticals are developed, including medicinal chemistry, drug analysis and knowledge of the production of key types of pharmaceuticals. The course also includes some practical laboratory work. The students will further develop their knowledge and skills in quality control.

The second year of the programme comprises the master’s thesis and an elective course.

• The master’s thesis (50 ECTS credits) is a supervised, independent and delimited research and development project. The topic and research question can be selected from among all the pharmacy courses. Work on the thesis can be carried out at OsloMet or a partner institution in Norway or abroad.
• In the elective course (10 ECTS credits), the student chooses a relevant course from another master’s programme, preferably one of the courses in the Faculty of Health Sciences’ programme portfolio (see more information below). Which elective courses the faculty offers each semester/ study year will vary. It can also be possible to select courses from other faculties at OsloMet or other educational institutions in Norway or abroad. To ensure that the workload is as even as possible throughout the year, the student is in principle recommended to take the elective course in the autumn semester. However, it can be taken in the spring semester if the student prefers.

All courses conclude with a final assessment. See the section ‘Assessment and grading’ for more information about the programme’s assessment arrangements.

The academic year is 40 weeks long, and the expected workload is 40 hours per week. This includes scheduled activities, the students’ own activity, required coursework and exams.

Elective course

The following courses at the Faculty of Health Sciences are pre-approved and offered as elective courses for students at the Master’s Programme in Pharmacy:

• MABIO4110 Molecular Cell Biology, 10 ECTS credits (AUTUMN)
• HETEK4300 Bacteriology and Antimicrobial Resistance, 10 ECTS credits (AUTUMN)
• MAVIT5800 Introduction to Clinical Studies for Healthcare Personnel, 10 ECTS credits (AUTUMN)
• MAVIT4800 Personalized Nutrition, 10 ECTS credits (AUTUMN)
• MSLV4200 Collaboration and Collaborative Managment, 10 credits (AUTUMN)
• MABIO4410 Genomic Analysis, 10 ECTS credits (SPRING)
• MAVIT5100 Health Communication, 10 credits (AUTUMN)
• SFV5100 Digital Revolution? Social Science Perspectives on Technology in the Health and Social Care Sector, 10 credits (AUTUMN)

Note that there may be an upper limit for the number of places on each elective course. Also note that courses can be cancelled if there are less than 10 students registered for the course.

Students must apply for a place on elective courses no later than the semester before, subject to specific deadlines.

It is also possible to choose other master’s courses at the Faculty of Health Sciences, master’s courses from other faculties at OsloMet or courses offered at other educational institutions. In such cases, the student must apply for approval of the desired course as an elective course in the master’s programme. The master’s programme coordinator assesses the application. If the desired course is approved, the student must contact the course provider herself/himself and apply for admission to the course.

Study progress

The following progress requirements apply to the programme:

• Students must complete and pass all courses in the first year of the programme before they can start the course MAFAR5900 Master’s Thesis.

The work and teaching methods facilitate the integration of knowledge, skills and general competence and are designed to have the greatest possible transfer value to professional practice. Emphasis is therefore placed on using varied and student-active work and teaching methods and alternating between theoretical studies and practical training.

The students will receive follow-up throughout the programme in the form of supervision and feedback. They will at times also assess each other’s work and provide feedback to each other (peer review).

More detailed descriptions of the most common work and teaching methods used in the programme are provided below. The individual course descriptions state which work methods each course employs. The practical training is described in a separate chapter; see below.

Web-based work and teaching methods

Several forms of digital learning resources are used in the programme, such as digital platforms, digital lectures, video clips, podcasts, tests and assignments. These resources can be used to prepare for teaching sessions, during seminars using the flipped classroom method, and as part of self-study. This form of teaching requires the students to meet prepared for the organised teaching activities. Interaction will also take place digitally, in the form of virtual meetings, webinars etc.

Self-study and student cooperation/group work

Learning requires a high degree of own activity and self-study in the form of both individual work and cooperation with fellow students. Through activities such as exchanging ideas, presentations, discussions, writing assignments and problem-based assignments, students will be stimulated to learn by communicating knowledge and experience, expressing their own opinions and, together, reflecting on their own attitudes, actions and understanding of the subject. Students are encouraged to take initiative to schedule and actively participate in study groups to promote learning. In some courses, it is vital that students work together on various cases and assignments to find joint solutions.

Skills training/laboratory work

During skills training, students will work individually or in groups in the laboratory on issues of relevance to the course they are taking. The students will conduct experiments or solve practical assignments that show their theoretical understanding of various methods and techniques in accordance with procedures and quality control. They will also acquire the skills required to carry out the assignments in an independent manner.

Skills training may also include the use of digital tools to solve assignments or improve communication skills.

Seminars

Seminars emphasise dialogue and discussion between the subject teacher(s) and students in order to stimulate the student’s academic development. Oral presentations by students and discussions are emphasised.

In connection with the master’s thesis, seminars are held where the master’s theses are presented and discussed. The students receive feedback from their fellow students and teachers, which enables the students to learn from each other. Research-based issues, methods and academic supervision are among the topics discussed in the seminars. Seminars can also take place on digital collaboration platforms.

Lectures

Lectures are primarily used to introduce new subject matter, provide an overview and highlight main elements and links within different topics, and also to communicate relevant research-based issues and literature.

Projects, assignments and supervision

Through written assignments, case histories and the master’s thesis, the students will formulate research questions for assignments and work on them over time, either individually or in cooperation with other students. They will learn theory and develop skills in using and referencing sources, analysis, discussion and written and oral communication. The primary purpose of this is to develop their ability to reflect critically, see elements in context and develop a deeper understanding of a subject.

Developing academic writing skills is a key aspect of the programme. Supervision is an important component of the work on the master’s thesis. The supervision is intended to ensure that the project complies with research ethics principles and help students to formulate the research question and ensure quality in the collection and analysis of data.

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

Kunnskap

Studenten

• har kjennskap til sentrale problemstillinger i det vitenskapelige studiet av menneskers språk, uavhengig av fysisk modalitet, og kjenner grunnleggende teoretiske begreper for lingvistisk analyse
• Har grunnleggende kunnskaper om semantikk, pragmatikk, fonetikk, fonologi, morfologi og syntaks som allmenne lingvistiske fagområder

Ferdigheter

Studenten

• kan beskrive og analysere språklige fenomener med bruk av sentrale teoretiske begreper innenfor de ulike lingvistiske fagområdene
• Kan finne fram til, vurdere og henvise til lingvistisk fagstoff til en gitt lingvistisk problemstilling og bruke dette i en diskusjon

Generell kompetanse

Studenten

• kan formidle lingvistisk fagstoff i pedagogiske sammenhenger
• Kan diskutere tegnspråklingvistiske problemstillinger innenfor en allmennlingvistisk ramme

Undervisningen tar utgangspunkt i arbeid med individuell og gruppevis analyse og bearbeiding av språklig materiale og foregår på norsk tegnspråk. Studentaktive læringsformer har en sentral plass i undervisningen. Studentene skal selv undervise i lingvistiske emner mye av tiden. Mange av øktene er obligatorisk også for TEGN1100, disse vil fungere som deres publikum/studenter. Tilbakemeldinger og diskusjon vil foregå i undervisningstiden basert på studentenes undervisningsopplegg. Noe undervisning gis i form av forelesninger. 

Retten til å avlegge eksamen forutsetter godkjente arbeidskrav og deltakelse i bestemte faglige aktiviteter.

Arbeidskrav

1. Studentene skal gi en ca. 15 minutters presentasjon på norsk tegnspråk for læreren, medstudentene og studenter i andre emner om et allmennlingvistisk tema.

Arbeidskravet skal bidra til å sikre læringsutbyttet i forbindelse med grundig og oppdatert kunnskap om et felt innenfor studiet av lingvistikk.

2. Studentene skal levere en individuell skriftlig hjemmeoppgave på 1250 ord +/- 10 %. Oppgaven skal trekke på erfaringer fra egen undervisning, sett i lys av lingvistisk og tegnspråkdidaktisk teori. Temaet skal være godkjent av faglærer på forhånd, og leveres innen en dato fastsatt av faglærer. Oppgaven vurderes som godkjent / ikke godkjent.

Arbeidskravet skal bidra til å sikre læringsutbyttet knyttet til et eller flere av emnets kunnskapsmål. 

Se programplan for generell informasjon om arbeidskrav.

Krav om deltakelse

Det er krav om 80% tilstedeværelse i emnet. Se programplan for mer informasjon om krav om deltakelse.

Different forms of assessment are used that are adapted to the learning outcomes of the different courses in the programme. The forms of assessment used are intended to support learning and document the students’ level of competence in relation to the expected learning outcomes. The students will receive advice and supervision and have their performance assessed during the programme. It is important and necessary to assess students’ knowledge and skills often, so that they receive feedback on whether their performance is in line with the programme’s requirements and whether they have achieved the learning outcomes.

The assessment of exams and practical training is carried out in accordance with the applicable rules set out in the Act relating to Universities and University Colleges, the Regulations relating to Studies and Examinations at OsloMet and the Guidelines for Appointment and Use of Examiners at OsloMet.

The forms of assessment used in each course in the programme are described below. All exams taken and the title of the master’s thesis will be stated on the diploma.

Exams

All courses conclude with an exam. The following forms of assessment are used in the programme:

Home examTaken over a set period of time at the end of the course, normally with a set question/assignment text unless otherwise stated in the course description.

Project examTaken over the whole or large parts of the course, normally with a topic decided by the students themselves unless otherwise stated in the course description.

Oral examCan take place individually or in groups. It can either be an independent form of assessment or used to adjust the grade awarded for another exam.

Supervised individual examTaken at the university’s exam premises over a set number of hours.

Portfolio examA collection of written assignments that the students work on throughout the course. The students can receive feedback on their assignments once during the work process, provided that they are submitted by the stipulated deadline. The portfolio is submitted for final assessment at the end of the course.

Most courses have required coursework that must be approved before the student can take the exam. See the course descriptions for more details.

Resit and rescheduled exams are carried out in the same manner as the ordinary exam unless otherwise specified in the course description.

Grades awarded for written exams can be appealed, cf. Section 5-3 of the Act relating to Universities and University Colleges. It is not possible to appeal the grades awarded for oral and practical exams. For a group exam, the result of an appeal will only have consequences for the candidates who submitted the appeal. This means that all members of the group do not have to participate in the appeal.

Assessment of practical training

Practical training is assessed as pass/fail. The assessment of practical training is based on the learning outcomes for the course and the formative assessment. The formative assessment, i.e. the assessment of the student’s knowledge, skills, competence and suitability, is carried out during the period of practical training, and summarised half-way through and at the end of the period.

To pass the practical training, the student must have met the compulsory attendance requirement. A minimum attendance requirement of 90% applies to the practical training. The attendance requirement applies both to time spent at the practical training institution and any teaching activities provided as part of the programme. The following also applies to absence:

• Less than 10% absence: The student can complete the practical training course as normal.
• Between 10% and 20% absence: the student can make up for the practical training/teaching activities missed, insofar as this is possible. This must be agreed with the practical training supervisor and the person responsible for the course at the university.
• More than 20% absence: The student must normally retake the whole practical training course. This will result in delayed progress in the programme.

If the student exceeds the maximum limit for absence, the course will be registered as failed and count as one (1) attempt.

Suitability

Diplomas for the completed programme will only be awarded to graduates who are suited to practise the profession. A student who represents a potential threat to the physical or mental health, rights and safety of their patients and colleagues is not suited for the profession.

Suitability assessments are made on a continuous basis throughout the study programme and will be included in the overall assessment of the students’ professional and personal suitability for work as health personnel. Students who demonstrate little ability to master the profession must be informed of this at the earliest possible stage of the programme. They will be given supervision and advice on how to improve or be advised to leave the programme. Special suitability assessments are used in exceptional cases, cf. the Regulations concerning Suitability Assessment in Higher Education, cf. Regulations to the Act relating to Universities and University Colleges, Chapter 7.

Alle hjelpemidler er tillatt så lenge regler for kildehenvisning følges

Gradert skala A-F

Det benyttes to interne sensorer. Det er knyttet tilsynssensor til utdanningen som evaluerer vurderingsordningene i emnet og studiet som helhet.