Engelsk 1, trinn 1-7 Programplan

Programplan i engelsk 1, trinn 1–7 (30 studiepoeng) - oppdrag bygger på forskrift om rammeplan for grunnskolelærerutdanningene for 1.–7. trinn og 5.–10. trinn, fastsatt av Kunnskapsdepartementet 1. mars 2010 og nasjonale retningslinjer for engelskfaget i grunnskolelærerutdanningens program for trinn1–7.

Engelsk 1 har som hovedmål å øke lærernes kunnskap om det engelske språket og utvikle deres praktiske og didaktiske engelskferdigheter slik at de kan gi faglig solid engelskopplæring på barnetrinnet i grunnskolen som trygge modeller for elevene. Studiet bygger på nyere engelskfaglig og fagdidaktisk forskning og møter sentrale føringer gjennom LK20, både verdigrunnlaget i den overordnede delen og den fagspesifikke delen av læreplanverket. En viktig del av studiet er møtet med ulike typer engelskspråklige tekster for barn, som kan fungere som inngang både til språk- og kulturforståelse, inspirasjon til egen kreative språkutfoldelse og til personlig berikelse. Fagfornyelsens tre kjerneelementer i engelsk – kommunikasjon, språklæring og møte med engelskspråklige tekster – står sentralt i studiet.

Engelsk 1 er forskningsbasert, profesjonsrettet og praksisnært og har som mål å utvikle lærernes evne til å gi læringsfremmende engelskundervisning, veiledning og vurdering fra 1. til 7. årstrinn. For å kunne legge til rette for og bidra til elevenes læringsutbytte i engelsk i samsvar med gjeldende læreplan trenger lærerne å utvikle sin handlingskompetanse og sin kritiske beredskap overfor læreverk og andre læringsressurser. En solid språkbevissthet og innsikt i hvordan bruk av engelske tekster kan gi glede i seg selv, bidrar til en god profesjonell plattform og ramme for språklæringen. En forventet effekt av kompetanseutviklingen gjennom engelsk 1 er at deltakerne vil kunne bidra til et positivt fag- og læringsmiljø på egen skole.

Engelsk er et verdensspråk i dag. Samtidig omtales språket som et «første fremmedspråk» i språkpolitiske dokumenter om språksituasjonen i Norge. En viktig del av engelsk 1 er bevisstgjøring omkring den rollen det engelske språket har globalt, i det norske samfunnet og i norsk skole. Et sentralt mål for engelskopplæring i tråd med fagfornyelsen er utvikling av elevenes kommunikative kompetanse i engelsk. Dette innebærer blant annet at elevene skal kunne bruke engelsk på en måte som er tilpasset hensikt, mottaker og den situasjonen språket brukes i. Engelsk 1 har derfor fokus på de faglige og fagdidaktiske ressursene studentene bør ha til disposisjon for selv å kunne møte dette kravet og hjelpe elevene til å mestre disse utfordringene.

On completion of the Master's Degree Programme in Structural Engineering and Building Technology, candidates are expected to have the following learning outcome defined in terms of knowledge, skills and general competence:

Knowledge:

The candidate

has advanced knowledge in the calculations and design of buildings and structures and specialized insight in a limited area, depending on the choice of specialization (structural engineering, building technology, or transport infrastructure engineering).

has in-depth knowledge of scientific theory and methods as well as knowledge of codes and regulations used in the analysis and design of structural components and systems.

is able to evaluate climate and environmental effects on the built environment, and apply this knowledge in solving new structural engineering, building technology and transport infrastructure problems.

is able to analyze questions/issues related to structural engineering, building technology and transport infrastructure engineering, based on the historical development of the discipline/subject area, new technology and society's need for more sustainable design in the built environment.

Skills:

The candidate is able to

analyze and make use of scientific publications and technical literature in discussions and to justify decisions on the choice of building and structural solutions.

work independently and in team and make use of excising theories and methods, as well as rules and regulations, to solve practical and theoretical problems related to buildings and structures.

use relevant methods for research and development work in an independent manner within the field of structural engineering, building technology and transport infrastructure engineering.

use relevant computer software and ICT tools in the analysis, design and visualization of buildings and structures.

carry out an independent, delimited research or development project under supervision and in accordance with applicable research ethical standards.

General competence:

The candidate is able to

analyze academic and professional ethical issues and make ethically sound recommendations of building and structural products and technical solutions, including their impact on humans and the environment.

apply his/her knowledge and skills to analyze and design complex constructions and buildings and structures within structural engineering, building technology and transport infrastructure engineering.

convey the results of independent work, both in writing and orally.

communicate on issues, analyses and solutions within structural engineering, building technology and transport infrastructure engineering, both with specialists and the general public.

contribute to the development of new structural and sustainable solutions.

The programme is a full-time programme over two years that consists of a lecture-based component with a scope of 90 credits and an independent project - the master's thesis - with a scope of 30 credits.

Content

The master's degree programme is profession-oriented and adapted to meet the building construction and infrastructure industry and society's need for up-to-date, forward-looking expertise in structural engineering, building technology and transport infrastructure engineering.

Structural engineering concerns the analysis, calculation and design of load-bearing structures and structural systems. Bridges, quays, offshore installations and other large building structures are exposed to great loads combined with environmental and climate impacts. The Finite Element Method (FEM) is used to determine load effects (stress and strain) in the different parts of such complex structures. The study programme focuses on providing the students with solid, theoretical knowledge and applied skills in linear and non-linear FEM analysis, design of structures and structural systems, and service life dimensioning and service life extension of structures. Theory and applied skills are taught in the courses MABY4100 Finite Element Method in Structural Analysis, MABY4400 Structural Analysis and Design, MABY4800 Innovation in Steel and Concrete and MABY4500 Durability and Service Life of Structures. Behaviour of structures under dynamic loads is covered in the course MABY5200 Structural Dynamics.

Building technology concerns the analysis, calculation and design of the body of the building, including facades and building envelopes. Climate change and increased focus on resource use and environmental impacts thereby also entail a greater focus on the choice of materials and climate adaptation in connection with the design of buildings. The study programme focuses on providing the students with more detailed knowledge of building physics processes, principles and methods, and an understanding of the importance of the choice of building materials and components in the design of energy-efficient, environmentally friendly, climate-resilient buildings. Here, life-cycle analyses (LCA) and sustainability assessments are important tools for decisions on the choice of materials and building solutions. Theory and applied skills are taught in the courses MABY4200 Building Physics and Climate Adaptation of Buildings, MABY4700 Sustainability Assessment and Life-Cycle Analysis, MABY4600 Sustainable Building Design and MABY4900 Timber Building Engineering. Computational fluid dynamics in and around buildings as well as structures are covered in the course MAEN4300 Fluid Dynamics and Computational Methods.

Transport infrastructure engineering concerns the analysis, calculation, design and management of transport infrastructure systems. Roadways and railways are typical transport infrastructure systems and they must be well designed and managed to provide safe and resilient support to traffic that is ever-changing with the advancement in the transport technology and increase in societal demand for multi-modal future-oriented transportation forms. Besides, existing transport infrastructure systems also need to be taken care of to ensure safe functionality. This specialization is built upon the important knowledge and skills of structural analysis and sustainability assessment offered in the common courses MABY4100 Finite Element Method in Structural Analysis and MABY4700 Sustainability Assessment and Life-Cycle Analysis. In addition, theory and applied skills in the field of transport infrastructure engineering are taught in the courses SMUA4200 Traffic Engineering and Intelligent Transport Systems, SMUA4600 Geophysical Information Systems, MABY5030 Advanced Pavement Design and Rehabilitation, MABY5040 Advanced Railway Engineering, MABY5050 Smart infrastructure and Asset Management and MABY5060 Managing Infrastructure Projects.

Students enrolled on the programme within either structural engineering specialisation or building technology specialisation start to choose their specialisation from the second semester. Students enrolled on the programme within transport infrastructure engineering specialisation start their specialisation from the first semester. The MABY5000 Civil Engineering Seminars and Projects as well as the master's thesis will give the students practice in applying their knowledge and skills to relevant issues through more comprehensive project work.

Construction projects are increasingly complex and interdisciplinary. The study programme focuses on teaching students how to use advanced computer programs and simulation tools to solve complex problems relating to structural engineering, building technology and transport infrastructure engineering.

The study programme also aims to qualify candidates with the competence to participate in research work in the field. All the courses taught in the second semester therefore include an element of research at different levels. The course MAEN5300 Research Methods and Ethics underpins the master's thesis and provides an introduction to research methods, ethics, and academic writing and dissemination of results.

MABY5900, the master's thesis, is an independent, supervised research or development project in the core areas of the field, and represents further specialisation in either ‘structural engineering’, ‘building technology’ or ‘transport infrastructure engineering’.

The structure of the programme

The master's degree programme consists of compulsory courses, elective courses and a master's thesis. The course portfolio is composed so that the compulsory courses ensure academic and professional breadth, at the same time as the students are given an opportunity for in-depth study and specialisation through elective courses and the master's thesis.

Specialisation in the field of ‘structural engineering’ - SEB requires the students to choose, in addition to the mandatory courses:

• In the second semester, the following two courses:

  • MABY4400 Structural Analysis and Design (10 credits)
  • MABY4800 Innovation in Steel and Concrete (10 credits)

• In the third semester, at least one course between the following two:

  • MABY4500 Sustainable Concrete Structures (10 credits)
  • MABY5200 Structural Dynamics (10 credits)

Specialisation in the field of ‘building technology’ - BIT requires the students to choose, in addition to the mandatory courses:

• In the second semester, the following two courses:

  • MABY4600 Sustainable Building Design (10 credits)
  • MABY4900 Timber Building Engineering (10 credits)

• In the third semester, at least one course between the following two:

  • MABY4500 Sustainable Concrete Structures (10 credits)
  • MAEN4300 Fluid Dynamics and Computational Methods (10 credits)

In this way, students in both specialisations, i.e. STE and BIT, get the opportunity to also choose some from the ‘transport infrastructure engineering’ elective courses (max. 1 per semester, i.e. in second and third semesters)

Specialisation in the field of ‘transport infrastructure engineering’ - TIE requires the students to choose, in addition to the mandatory courses:

• In the second semester, three courses from the following four courses:

  • MABY4400 Structural Analysis and Design (10 credits)
  • MABY5030 Advanced Pavement Design and Rehabilitation (10 credits)
  • MABY5040 Advanced Railway Engineering (10 credits)
  • SMUA4600 Geographical Information Systems (10 credits)

• In the third semester, two courses from the following four:

  • MABY4500 Sustainable Concrete Structures (10 credits)
  • MABY5200 Structural Dynamics (10 credits)
  • MABY5050 Smart Infrastructure and Asset Management (10 credits)
  • MABY5060 Managing Infrastructure Projects (10 credits)

In order for students to be assigned a supervisor for the master's thesis, all exams from first year of the study programme must be passed.

Students are encouraged to contact relevant enterprises in the region for the purpose of gaining practical training and experience in the fields through a summer job or similar, and to establish cooperation on project assignments.

The work and teaching methods in the programme includes lectures, exercise sessions, computer exercise sessions, seminars, project work, group work, presentations, inspections and excursions, laboratory work and discussions. The scheduled study activities shall be motivating and inspiring for the students and induce non-organised academic work. The work methods are intended to stimulate cooperation, own activity, reflection and fresh thinking.

To work as a consultant engineer or researcher requires a high level of expertise in the use of advanced computer programs and simulation tools (ICT tools) for problem-solving. Computer exercises and tasks that require the use of advanced ICT tools are therefore one of the main work methods used in the study programme.

Seminars in cooperation with the construction industry will shed light on the complexity of building projects and provide a more comprehensive understanding of key topics in the study programme. Contact with business and industry through external lecturers, seminars, inspections and excursions, in addition to ordinary tuition, will give the students a relevant and motivational approach throughout the study programme.

Research and teaching are well integrated throughout the study programme. The teaching is constantly updated to encompass new knowledge, and research articles are part of the syllabus in many of the courses. Furthermore, the students will participate in research-related discussions and be included in ongoing research and development through projects that are part of the study programme.

Project-based learning relating to engineering tasks is used to give the students practice in work on complex issues. The study programme will prepare the students for work methods used in the construction industry, through group work and project assignments in cooperation with the construction industry. The projects are intended to develop the students¿ ability to formulate and analyse research questions using scientific methods. Projects are normally carried out in groups, and the students will also thereby develop their ability to listen to others, exchange knowledge and discuss solutions in cooperation with others. Project work shall culminate in reports written on the basis of a template for scholarly articles/reports. The specialisation course (elective course) in the third semester includes a project where the students are to work on a given issue relating to challenges in the construction industry.

The master's thesis is a piece of independent research or development work in one of the key topics of the study programme. Each student will be assigned an internal supervisor, who will 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. Seminars with supervisors and fellow students will develop each student's ability to critically assess and discuss their own and other students¿ work. The thesis shall be a written report based on research principles and methods.

Both the language of instruction and the course literature are in English, which means that the study programme is well suited for international students and student mobility. The study programme is structured so that it is possible for the students to take one semester abroad, in the third or fourth semester.

Building technology and structural engineering are well-established subjects that are taught at a number of universities abroad. OsloMet is part of the Erasmus programme for student exchange and has entered into several Erasmus+ agreements with relevant universities and university colleges. An Erasmus+ agreement with Edinburgh Napier University in Scotland and a collaboration agreement with the National Technical University of Athens in Greece have been prepared especially for this study programme.

Students can gain approval and recognition of up to 30 credits on application. Students who go on an exchange in the fourth semester will write their master's thesis with a supervisor from the host institution. Students who choose to go abroad in the third semester may take 15 credits in either structural engineering or building technology in place of the elective specialisation course.

OsloMet has a dedicated web page with supplementary information about student exchanges: https://student.oslomet.no/utveksling-tkd

The study programme consists of well-established courses that are taught at a number of universities abroad, and have a dedicated web site with detailed information about the exchange possibilities: https://student.oslomet.no/en/utveksling-ma-in-structural-engineering-and-building-technology .

;

Assessment and grading shall take place in accordance with the provisions on assessment set out in Act No 15 of 1 April 2005 relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet.

The forms of assessment used shall promote learning and document that the students' competence is adequate in relation to the applicable learning outcome. The forms of assessment used in this study programme include supervised written exams, oral exams, individual and group project assignments and portfolio assessments. Assessment of the master's thesis and the oral presentation of the thesis come in addition to this.

The forms of assessment and grade scale are described in more detail in the individual course descriptions. In connection with the final assessment in the course, a grade scale with grades from A to E for pass (A being the highest) and F for fail is used, or the assessment pass/fail.

The master's degree programme is profession-oriented, which means that students are to a significant extent assessed on the basis of their ability to solve problems, and on whether their presentations of solutions meet technical, academic and ethical requirements. Project assignments with reports and presentations are therefore one of the dominant assessment forms used in the study programme.

The tuition takes place in English, and assignments/exams will also be in English. Students may, by agreement with the person responsible for the course, submit assignments in Norwegian (Scandinavian). The assignment given in the elective course (specialisation course) in the third semester and the master's thesis should preferably be in English.

For courses where the assessment is based on both a project assignment and a written/oral exam, students must pass both the project assignment and the exam to be awarded a pass grade in the course.

Oral exams shall be assessed by two examiners, as this form of assessment cannot be appealed.

The master's thesis will be assessed by an external and an internal examiner. In addition to submitting a written report, students must also give an oral presentation of the thesis to the external examiner and supervisor(s). The examiners will set the grade for the master's thesis after the oral presentation and questioning. Exams and portfolios that are only assessed by internal examiners shall regularly be selected for external assessment.

Students have the right to demand an explanation for and to appeal against a grade awarded and/or formal errors in connection with exams in accordance with Section 5-3 of the Act relating to Universities and University Colleges.

In connection with portfolio assessments, students can normally only appeal against the final grade awarded for the portfolio, and only if it contains verifiable components. If the portfolio assessment cannot be appealed, two examiners are used.

Students must register for resit/rescheduled exams themselves. Resit/rescheduled exams are normally organised jointly, early in the following semester. Oral exams can also be used in the event of resit/rescheduled exams.

After completing the programme, students will be awarded a diploma showing all their final grades (final assessments) in the courses that form the basis for the degree. The title of the master's thesis will also be included on the diploma.

Quality assurance

The purpose of OsloMet's quality assurance system is to strengthen students¿ learning outcomes and development by raising the quality at all levels. Cooperation with the students, and their participation in the quality assurance work, is decisive to the overall learning outcome. Among the overall goals for the quality assurance system is to ensure:

• that the educational activities, including practical training and the learning and study environment, maintain a high level of quality
• that the study programmes are relevant for the professional fields
• that the quality development continues to improve

For the students, this entails, among other things, student evaluations in the form of:

• course evaluations
• annual student surveys for all of OsloMet

More information about the quality assurance system is available here: https://student.oslomet.no/regelverk#etablering-studium-evaluering-kvalitetssystem

The programme supervisor scheme is part of the quality assurance of each individual study programme. A programme supervisor is not an examiner, but someone who supervises the quality of the study programmes. All study programmes at OsloMet shall be subject to supervision by a programme supervisor, but there are different ways of practising the scheme. Reference is made to the Guidelines for Appointment and Use of Examiners at OsloMet: https://student.oslomet.no/regelverk

Kandidaten har etter fullført studium følgende totale læringsutbytte definert i kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Kandidaten

• har avansert kunnskap i biomedisin og spesialisert innsikt i masteroppgavens tema
• har avansert kunnskap om normale og patologiske tilstander og cellebiologiske mekanismer
• har avansert kunnskap om biomedisinske analysemetoder
• kan anvende sine kunnskaper og ferdigheter på nye områder for å gjennomføre avanserte arbeidsoppgaver og prosjekter
• har inngående kunnskap om vitenskapsteoretiske tradisjoner

Ferdigheter

Kandidaten kan

• analysere en biomedisinsk problemstilling og velge riktig metode
• kvalitetssikre biomedisinske analyse- og/eller behandlingsmetoder innen valgt fordypning
• arbeide selvstendig og etisk bevisst med et veiledet forskningsarbeid tilknyttet en forskningsgruppe
• skrive vitenskapelig og presentere forskningsresultater i henhold til gjeldende konvensjoner i biomedisin

Generell kompetanse

Kandidaten kan

• analysere og diskutere etiske problemstillinger i biomedisinsk forskning
• analysere og presentere forskningsresultater skriftlig og muntlig
• delta i diskusjon om biomedisinsk forskning og fagutviklingsresultater med kolleger og allmenheten
• bidra til nytenking og innovasjon i biomedisin, medisinsk teknologi og på andre helsefaglige områder 

Studiet består av emner som gir muligheter for forskjellige løp. Ett løp er egnet for bioingeniør/ingeniører/farmasøyter som ønsker fordypning i biomedisinsk forskning og utvikling.  To løp er egnet for radiografer som ønsker fordypning innen henholdsvis CT eller stråleterapi. Det fjerde løpet er for bioingeniører og radiografer som ønsker fordypning innen nukleærmedisin. Studentene kan velge andre emnekombinasjoner enn de anbefalte.

Faglig bakgrunn og ønsket fagområde eller tema for masteroppgaven vil være avgjørende for studentens valg av studieløp. Studieledelsen gir veiledning og råd.

Masteroppgaven er på 60 studiepoeng og sikrer fordypning innenfor et spesialisert område i form av et selvstendig vitenskapelig arbeid. Studentene får tilbud om masteroppgaver tilknyttet sykehus, forskningsinstitusjoner eller universitetets forskningsmiljøer. Oppgaven inkluderer som oftest et praktisk forskningsarbeid, men kan være et teoretisk arbeid som bygger på empiriske data. Studentene blir som regel del av en forskningsgruppe. Oppgaven kan også være et selvstendig utviklingsarbeid på egen arbeidsplass.

Studentene får informasjon om studieløpene og de ulike emnene i første studieuke og må skriftlig velge studieløp senest 3-4 uker etter studiestart.  Forutsetningen for at et emne kan tilbys, er normalt et minimum på 10 påmeldte studenter.

Studentene får tilbud om alternative emner dersom det likevel ikke er tilstrekkelig antall påmeldte.  På den annen side er de garantert plass på emner som blir tilbudt.  Grensen på 10 studenter vil kunne føre til at studenter må velge ett av de andre anbefalte løpene eller bygge opp et alternativt løp for å kunne gjennomføre studiet på normert tid.

Progresjon i studiet

Studentene må ha bestått alle eksamener i 1. studieår før de kan få tilgang til laboratorier og veiledning i arbeidet med masteroppgaven.

Gjennom hele utdanningen benyttes arbeids- og undervisningsformer som vektlegger studentenes selvstendighet og ansvar for egen læringsprosess. Forelesninger, seminarer, laboratoriekurs og ferdighetstrening, gruppearbeid, skriftlige arbeider, omvisninger og nettbasert undervisning er arbeids- og undervisningsformer som anvendes i studiet. En del områder vil ikke bli timebelagt eller gitt forelesning i, og det forventes at studenten tilegner seg denne kunnskapen ved selvstudium. Det forventes en arbeidsinnsats på 40 timer pr uke.

Forelesninger

Forelesninger blir i hovedsak benyttet for å introdusere nytt fagstoff, gi en oversikt og trekke fram hovedelementer og synliggjøre sammenhenger innenfor tema, og samtidig formidle relevante problemstillinger.

Seminar

Seminarene vektlegger dialog og diskusjon mellom faglærer(e) og studenter, slik at den faglige utviklingen til studentene stimuleres. Muntlige studentpresentasjoner og diskusjoner vektlegges.  

I forbindelse med masteroppgaven arrangeres det tre-fire seminarer der masteroppgavene presenteres og diskuteres. Studentene får tilbakemeldinger fra medstudenter og lærere. Det legges til rette for at studentene skal lære av hverandre. Forskningsrelaterte problemstillinger, metode og veiledning er tema på seminarene. Innovasjon, entrepenørskap og arbeidsmuligheter etter endt utdanning er også aktuelle tema.

Laboratoriekurs/ ferdighetstrening

I flere av emnene inngår laboratoriekurs eller ferdighetstrening som en sentral læringsform.

I laboratoriekursene lærer studentene moderne biomedisinske forskningsmetoder i teori og praksis. Gjennom praktiske laboratorieoppgaver lærer studentene å utføre analyser og mestre visse ferdigheter slik som sterilteknikk. Studentene trenes i valg av riktig analysemetode/statistiske verktøy til den aktuelle biomedisinske problemstilling.

Gruppearbeid

Arbeid med problemstillinger og oppgaver i fellesskap med andre studenter skal fremme samarbeid mellom studentene og understøtte læringen av fagstoff.  

Skriftlige oppgaver og veiledning

Gjennom skriftlige oppgaver og masteroppgaven skal studentene utarbeide problemstillinger for oppgaver som de arbeider med over tid, enten individuelt eller i samarbeid med andre. Studentene skal lære seg teori og opparbeide ferdigheter i kildebruk, analyse, diskusjon samt skriftlig og muntlig formidling. Hovedhensikten er å videreutvikle evnen til kritisk refleksjon, til å se fagelementer i sammenheng og utvikle dypere forståelse for et emne.

Oppøving i ferdigheter i akademisk skriving står sentralt i alle deler av studiet.

Individuell veiledning utgjør en vesentlig komponent i arbeidet med masteroppgaven. Veiledningen skal sikre at prosjektet er i samsvar med forskningsetiske rammer og bidra til utforming av problemstillinger og kvalitet i datainnsamling og dataanalyse.

Omvisninger

I flere av emnene inngår omvisninger ved aktuelle sykehusavdelinger og forskningslaboratorier.

Nettbasert undervisning

Emnet MABIO5000 Computertomografi (CT) er nettbasert og basert på egenaktivitet fra studentene. Arbeids- og undervisningsformene består av digitale forelesninger, deltakelse i digitale diskusjonsforum, ferdighetstrening, seminar(er) og skriftlige og praktiske arbeidsoppgaver. Vi viser til emneplanen for nærmere beskrivelse av arbeids- og undervisningsformene i emnet.

Selvstudier

Noen temaer inngår ikke i organisert undervisning, og det forventes at studenten tilegner seg denne kunnskapen ved selvstudium. Kollokvier settes opp uten lærer og er et forum der man kan understøtte hverandres læring. Studentene oppfordres til å samarbeide på nett ved å legge ut besvarelser, notater og problemstillinger til drøfting via universitetets elektroniske læringsstøttesystem i tillegg til tradisjonelt samarbeid.