PhD Programme in Behavior Analysis Programplan

A student who has completed his or her qualification has the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student:

• Has advanced knowledge related to innovation concepts and processes, and design thinking approaches

• Can apply knowledge of innovation to better understand and evaluate emerging learning technologies and pedagogical designs

Skills

The student:

• Can apply skills in prototyping, including how to find creative solutions to quickly test out and refine ideas for learning technologies and digital learning activities.
• Can apply knowledge of design thinking to solve problems and facilitate teaching and learning.

• Can identify, analyse, and initiate the development of relevant technical skills for working with innovative learning technologies.
• Can document own design processes.
• Can carry out an independent, limited innovation project under supervision and in line with current design principles.

General competence

The student:

• Can apply their knowledge and skills in new areas to carry out advanced work tasks and projects.
• Can carry out extensive independent work and master the subject area's forms of expression.
• Can communicate about professional issues, analyses and conclusions within the subject area, both with specialists and to the general public.
• Can contribute to innovation and innovation processes.

The course is designed for students to be physically present, but may also be adapted to students who participate online. Synchronous participation is recommended. No video recordings of the teaching and learning sessions are made. The course may be taught in English if English speaking students attend.

• Mini lectures combined with practical work
• Hands on projects with innovative technologies (e.g., robots, 3d printing, virtual environments, etc)
• Some of the course work activities can be replaced by external activities with documentation (see below).

See general rules in the programme plan. Students must have the following course work requirements approved before examination:

A portfolio documenting 3-5 prototypes produced and tested throughout the semester. This can be a collection of photos, videos, short texts, as well as the prototypes themselves.

The purpose of the course work requirements is for the students to obtain experience in pedagogical prototyping and thereby obtain an understanding of theoretical concepts and themes of the course. As an alternative leading to the same goal, one of the course work requirements may be replaced by external activities.

Course work requirement 1:

• The students should develop and document 1-2 prototypes in groups of 2-5 students, applying design tools discussed in the course. The prototypes shall be presented to the class. Time spent on each presentation should be 10-15 minutes.

• Each group presents feedback on 1 prototype made by another group. Feedback should be given orally, and last for 5 minutes.

Course work requirement 2:

• The students should develop and document a new prototype in groups of 2-5 students and present it to the class using techniques different from course work requirement 1. Time spent on each presentation should be 10-15 minutes
• Each group presents feedback on another group’s second prototype. Feedback should be given orally, and last for 5 minutes

Course work requirement 3:

• Students should develop a third prototype in groups of 2-5 students or individually. This can be based on earlier work from the semester or be a new concept. The third prototype should be presented orally: duration 20 minutes.
• To satisfy course work requirement 3, the students should create a portfolio documenting the previous course work requirements and activities, and a reflection note using concepts and theories from the reading list to describe the innovation process. This text should be 1500 +/- words.

Course work requirements 1 or 2 can be replaced by external activities:

• either an internship, including participation in the development or maintenance of digital resources. The internship must be agreed with the course leaders and documented in a written report of 700 words +/- 10%.
• or courses in another master's program at OsloMet or other educational institution. The course or subject must be design-oriented, agreed with the course leaders, and documented with an exam or certificate of participation combined with a self-evaluation documented in a written report of 700 words +/- 10%.

Individual oral examination where students discuss their portfolio and how it relates to the course literature, duration: 20 minutes.

New/postponed exam will be organised in the same way as the ordinary exam. A revised prototype and portfolio can be submitted.

The grades pass and fail will be used. See assessment criteria in the program plan.

One external and one internal examiner.

The student will work conceptually and practically with the following themes:

• Theory and concepts related to innovation
• Techniques and tools for design thinking

• Techniques for prototyping such as programming, computational thinking, and wireframing
• Documentation and portfolio making of design processes

Examinations are regulated by the Act Relating to Universities and University Colleges, Regulations Relating to Studies and Examinations at Oslo Metropolitan University, Supplementary Provisions to Regulations Relating to Studies and Examinations at Oslo Metropolitan University and Regulations for the degree of Philosophiae Doctor (Ph.d.) at Oslo Metropolitan University.

Quality Assurance

The University educates professionals who in their studies have acquired skills, knowledge and attitudes which are important for their personal development and at the same time are relevant for the society and the professional area of which they will be part. The quality assurance system at OsloMet has the following functions:

• to ensure high quality teaching and learning
• to create a positive study and learning environment for the students
• to ensure that students complete their studies with good results and within the normal length of the study.
• to ensure a continuous quality improvement of the education the university offers
• to ensure that students will achieve the qualifications that are needed in the labour market for competent practitioners
• to ensure that demands and expectations from higher authorities are met.

Study programss are also evaluated in discussions and dialogue meetings between students, practice supervisors and teaching staff, as well as in written evaluations from students. At the end of every academic year an evaluation is carried out by means of a questionnaire based on

the defined aims of the study program. These evaluations may add valuable information for further developments of the program.

Principles for the quality management system.

Systems designed to document quality in the Ph.D. program ensure both the quality of the teaching, and the actual learning outcomes for the students.

Quality systems comprise:

• the scientific profile of the program
• the thematic and pedagogical coherence of the program
• study quality and learning outcomes
• procedures for tracking study progression and academic standing
• procedures for supervision and tutoring - including supervision contracts
• plans documenting the totality of the learning environment, including but not limited to core faculty with permanent positions at OsloMet, management procedures and chains of command, information systems and access, plans for the professional and scientific development of faculty, laboratory facilities and access, office space and lecture rooms.