YFEF2200 Youth culture, gender and diversity Course description

Emnet omhandler ungdomskultur, barn og unges utvikling, relasjonskompetanse, identitet, likeverd, kjønn og mangfold. Det vil blant annet handle om å ta i bruk den yrkesfaglig kompetanse i/fra elektro og datateknologi som er relevant i for fag i ungdomsskolen (8-10 trinn). I tillegg til faglig fordypning og praksis i eget programområde. Emnet vil også omhandle karriereveiledning og det å forstå overgangen mellom ungdomsskolen og videregående opplæring

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

Kunnskap

Studenten

• har kunnskap om ungdomskultur, unges utvikling, identitet, kjønn og mangfold.
• har kunnskap om ungdom i vanskelige situasjoner og om deres rettigheter i et nasjonalt og internasjonalt perspektiv
• har kunnskap om relevante læreplaner i ungdomstrinnet 8-10 trinn
• har kunnskap om sosiale medier, nettvett og kildekritikk
• har kunnskap om arbeidsmetoder/verktøy og teknologi relevant for yrkesutøvelsen

Ferdighet

Studenten

• kan analysere aktuelle læreplaner for 8-10 trinn
• kan planlegge og gjennomføre opplæring innenfor eget programområde og relevante fag på ungdomstrinnet
• kan utøve karriereveiledning knyttet til ungdommers utdanningsvalg
• kan vurdere, begrunne og dokumentere yrkesfaglig arbeid

Generell kompetanse

Studenten

• kan opparbeide relasjonskompetanse knyttet til ungdom i vanskelige situasjoner, og ungdomskultur, for tilrettelegging av opplæring i relevante fag på ungdomstrinnet
• kan legge til rette for samarbeid mellom skolens hjelpeapparat, hjem, skole og arbeidsliv i et samfunnsperspektiv
• kan tilrettelegge for samarbeid mellom ungdomsskolen og videregående opplæring
• kan inspirere, motivere og veilede i kreative og utforskende arbeidsformer
• kan drøfte relevant innhold innenfor elektro og datateknologi tilpasset ungdomstrinnet
• kan tilrettelegge for yrkesfaglig opplæring på ungdomstrinnet

Arbeids- og undervisningsformer i emnet er praktiske undervisningsøvelser, forelesning/dialogbasert undervisning, rollespill, refleksjon over pedagogisk praksis gjennom refleksjonsnotat og erfaringsdeling, og utviklingsarbeid i gruppe. Faggrupper i profesjonsfaget dannes på tvers av utdanningsprogrammet, gruppestørrelser fra tre til fem studenter.

After completing the course, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and competence

Knowledge

The student has

• in-depth knowledge of structural and molecular variation, such as sequence, length, and copy number variation, and mechanisms leading to genetic variation
• advanced knowledge of genetic variation that can lead to disease
• in-depth knowledge of screening methods that are used in medical genetics and high-throughput methods used for molecular genetic research
• advanced knowledge of the principles behind methods and their areas of application
• specialised insight into the areas of application for selected bioinformatics tools for DNA and RNA analyses.

Skills

The student is capable of

• carrying out independent basic analyses using the PCR technique, DNA sequencing, fragment analysis and qPCR
• independently assessing the suitability of methods and using this in the development of diagnostic methods
• understanding and interpreting quantitative qPCR results in an independent manner
• using basic bioinformatics tools in the development of methods and analysis of NGS data

Competence

The student is capable of

• familiarising him/herself with and taking a critical approach to new methods and apparatuses used in biomedicine (including NGS platforms), with a view to their areas of application, possibilities, and limitations

The following required coursework must be approved before the student can take the exam:

• minimum attendance of 80% at the laboratory course
• minimum attendance of 80% at seminars
• approx. three written laboratory reports in accordance with specified criteria

Exam content: The learning outcomes

Exam form: Individual written exam, 4 hours

The following required coursework must be completed by students prior to submitting their master’s thesis for examination:

• participation in organised ‘writing seminar groups’ that will meet a minimum of 8 times for 2 hours each session, in which students’ present and discuss drafts of their thesis work (maximum of 10 pages / 3,000 words). Each student will present their work a minimum of two times each for feedback and discussion. These writing seminars support the development of students’ writing, and their capacity to take a critical stance to their own work and the work of others.
• Participation in at least one (1) 2-hour library database workshop and at least one (1) 2-hour academic / thesis writing workshop.
• Submission of a (mid-term) progress report / seminar paper for review (approximately 5,000 words).

The purpose of participation in the writing seminar groups, and other academic writing workshops, is to facilitate students’ progress in the writing of their thesis for its timely completion and submission for examination.

Similarly, the purpose mid-term progress report is to check on progress and, as required, identify any particular strategies or interventions needed to facilitiate timely progress and completion.

The basis for assessment is an individual master’s thesis of 30,000 to 38,000 words (excluding the cover page, summary, table of contents, reference list and appendices), followed by an individual oral exam lasting 45 to 60 minutes. The oral exam consists of an examination/conversation about the master’s thesis and its strengths and weaknesses.

Written thesis are evaluated, followed by the oral exam. One final grade is awarded for the master’s thesis, based on these two components. The final grade is set after the oral exam.

If the written master’s thesis does not meet the specified formal requirements, the submission will be registered as ‘failed’. An oral exam will then not be held for the candidate.

Assessment criteria

The master’s thesis will be assessed on the basis of the following criteria:

• The clarity, relevance and/or originality of the research questions or issues in relation to international education and development
• Ability to think independently and critically
• Documentation and use of relevant theory and research, and systematic approach to use of sources
• Connections between the main issues, research questions, choice of method, discussions and conclusions
• Ability to collect, systematise, interpret and present knowledge in a logical and easy-to-follow manner in relation to selected theories and perspectives
• Reflection on ethical issues in the research process
• Written presentation, clear table of contents, accurate literature references, reference list and appendices

Examination Report

A structured, written, evaluation report from the examiners will be provided to all candidates after the completion of the oral exam component.

Resit/rescheduled exams

A student will not be allowed to submit a new master’s thesis in the same programme if a pass grade has already been awarded. If a fail grade is awarded for the master’s thesis, the student can submit a new or revised thesis once only (see the Regulations Relating to Studies and Examination at OsloMet. Resit/rescheduled exams are organised in the same way as ordinary exams.

Right of appeal

If a student appeals the grade, both components of the exam must be re-assessed together. A new oral exam will be held.