Adaptive Learning (Master)

NO EN Adaptive Learning (Master) The programme in adapted learning with further study of pedagogics or didactics, Norwegian, mathematics, RLE, occupational-didactics or special-needs education is an academic study-programme, two or three years in duration, of 120 ECTS credits. It is organised as a group- and web-based full-time or part-time study course which demands active collaboration from candidates working together with other followers of the course, with subject teachers, and in group work. At the start of the course an agreement is made with the individual candidate on the studyplan. The completed course results in a master s degree in special education, with advanced study in one of the above-named subject areas. The programme is theory, action, and method oriented, with a clear academic and research basis. The casework is related to a variety of groups of children, young people and adults in education, wherever special education is of central importance. A minimum of 80% participation in the classes (meetings) is required. MASTER IN ADAPTIVE LEARNING ECTS Credits 120 Study level Master Start semester Autumn 2015 Teaching language Norwegian Faculty Campus Faculty of Professional Studies Bodø Application deadline 5/15/2015 Programme coordinator Academic advisor JOB OPPORTUNITIES Opportunities for work in research and educationposition of lector in schoolpositions in official administrationguidance work and leadership positionsspecial-needs personnel in posts in kindergarten/school, pedagogical/psychologi...cal posts, counselling, in competence centres and similar, and current institutionspersonnel in pedagogical undertakings in the training system, where employers require academic schooling and competence in innovationthe study course also gives qualifications for university work, as a further-education lecturer in various departments, for research and development work and similar employment. FURTHER EDUCATION Page 1 of 31

A completed Master degree in special-needs education with further study in pedagogics/didactics, Norwegian, mathematics, RLE, occupational didactics,or special needs pedagogics with satisfactory grades is a qualification for entr...y to doctoral studies. ADMISSION REQUIREMENTS Higher Education Entrance Qualification Completed Bachelor degree equivalent to a Norwegian Bachelor degree, with an average grade of C or better. Language requirement View general admission information View specific application...deadlines Further study in general pedagogics/didactics:teacher training and, or including, a pedagogical /didactic element of altogether 60 study-points with grading C or better. Students with other different combinations of studies in pedagogics or special-needs pedagogics can also be admitted after individual discernment.advanced Norwegian:Teacher-training and, or including, 60 ECTS credits in Norwegian with a grade of C or better.advanced Mathematics: Teacher-training and, or including, 60 ECTS credits in Mathematics with a grade of C or better.advanced RLE: Teachertraining and, or including, 60 ECTS credits in RLE with a grade of C or better.advanced Occupational-didactics: A completed 3-year occupational or professional training (bachelor, cand.mag.,or the equivalent).at least 80 pedagogical study-points (60 ECTS credits+ 20 ECTS credits for a pedagogically-related subject), undertaken during the above or as an addition, with a grade of C or better.advanced Special-Needs pedagogics:teacher-training and, or including, 60 ECTS credits in special needs pedagogics with a grade of C or better.for all advanced subjects:the university can recognise other documented qualifications which wholly or partly compare with the above lines of education.students with different combinations of other documented subject or subject-didactics training can also be accepted based on an individual assessment. Page 2 of 31

Programme overview 1ST STUDY YEAR OVERVIEW Autumn 2015 CHOOSE SPECIALISATION Specialization 120 ECTS Credits Development and learning activities Special Education Spring 2016 2ND STUDY YEAR Autumn 2016 CHOOSE SPECIALISATION Development and learning activities Special Education Spring 2017 Page 3 of 31

Study plan MASTER IN ADAPTIVE LEARNING This study is offered to those wanting to achieve a higher standard of learning in pedagogics, didactics, Norwegian, mathematics, RLE, occupational didactics or special-needs pedagogics. Students may be pre-school teachers, teachers, special-needs-pedagogues or others who wish to work in kindergartens, primary, secondary or tertiary education, and those satisfying their desire to gain knowledge pertaining to their subject. ADMISSION REQUIREMENTS Higher Education Entrance Qualification Completed Bachelor degree equivalent to a Norwegian Bachelor degree, with an average grade of C or better. Language requirement View general admission information View specific application deadlines Further study in general pedagogics/didactics: Teacher training and, or including, a pedagogical /didactic element of altogether 60 study-points with grading C or better. Students with other different combinations of studies in pedagogics or special-needs pedagogics can also be admitted after individual discernment. Advanced Norwegian:Teacher-training and, or including, 60 ECTS credits in Norwegian with a grade of C or better. Advanced Mathematics: Teacher-training and, or including, 60 ECTS credits in Mathematics with a grade of C or better. Advanced RLE: Teacher-training and, or including, 60 ECTS credits in RLE with a grade of C or better. Advanced Occupational-didactics: A completed 3-year occupational or professional training (bachelor, cand.mag.,or the equivalent).at least 80 pedagogical study-points (60 ECTS credits+ 20 ECTS credits for a pedagogically-related subject), undertaken during the above or as an addition, with a grade of C or better. Advanced Special-Needs pedagogics:teacher-training and, or including, 60 ECTS credits in special needs pedagogics with a grade of C or better. For all advanced subjects:the university can recognise other documented qualifications which wholly or partly compare with the above lines of education. Students with different combinations of other documented subject or subject-didactics training can also be accepted based on an individual assessment. PROGRAMME DESCRIPTION The programme in adapted learning with further study of pedagogics or didactics, Norwegian, mathematics, RLE, occupational-didactics or special-needs education is an academic study-programme, two or three years in duration, of 120 ECTS credits. It is organised as a group- and web-based full-time or part-time study course which demands active collaboration from candidates working together with other followers of the course, with subject teachers, and in group work. At the start of the course an agreement is made with the individual candidate on the study-plan. The completed course results in a master s degree in special education, with advanced study in one of the above-named subject areas. The programme is theory, action, and method oriented, with a clear academic and research basis. The casework is related to a variety of groups of children, young people and adults in education, wherever special education is of central importance. A minimum of 80% participation in the classes (meetings) is required. Page 4 of 31

LEARNING OUTCOMES Knowledge The candidate should on successful completion of the programme have: A thorough knowledge of the implementation of special-needs education in the education system Good knowledge of special-needs education at the level of the individual and the system Broad pedagogical insight into the education system, where work environments require both academic knowledge and additional practical competence in innovation work Good knowledge of school leadership Skills The candidate should on successful completion of the programme be able to reflect critically over his/her own depth of knowledge and corresponding breadth in the master s course make use of the knowledge by reflecting on and updating research topics at local, regional, and international levels analyse different cultures in the northern area with respect to background and ideology General Competence The candidate should be able to make use of his/her abilities to build up his/her own competence ASSESSMENT METHODS Descriptions of the various forms of exams and other assessment forms are found in the course descriptions. EXAMINATION REGULATIONS, ASSESSMENT AND GRADING The Norwegian system for grading and assessment using the letter grades A - F, in which A denotes the best/highest grade and F denotes "not passed". Grades can also be awarded as "passed", "not passed", "approved" and "not approved". Read Examinations rules and regulations QUALIFICATIONS REQUIREMENTS AND REGULATIONS Refer to Regulations concerning studies and examinations at University of Nordland and other local regulations University Rules and Regulations COSTS No specific costs other than semester registration fee and course literature. GRADUATION REQUIREMENTS Master's thesis. STUDY ABROAD It is possible for part of this study programme to be taken abroad. Page 5 of 31

SPECIFIC ARRANGEMENTS FOR RECOGNITION OF PRIOR LEARNING If the applicant does not fulfill the requirements for the Higher Education Entrance Qualification but has experience-based competence relevent to the field of study, he or she may apply for recognition of this competence in order to fulfill the admission requirements. General arrangements for recognition of prior learning PROGRAMME EVALUATION The programme is evaluated via student questionnaire, as well as by the programme director. The evaluations form a part of the University's quality assurance system. Page 6 of 31

Subject descriptions (9) (Development and learning activities) Didactics DI300L This course focuses on development and didactics in daycare or school. Students will have different background related to disciplines and fields, and in this topic we are working with education in a comparative context. Key elements of the course are related to the study of different didactic models, problemoriented teaching, entrepreneurial learning in practice, different didactic approaches to teamwork, digital learning resources, philosophical conversations with children and young people, as well as interdisciplinarity. Work assignments, syllabus and exam will be based in their own school or vocational training, or in their own teaching profession. No costs except semester registration fee and syllabus literature. DIDACTICS DI300L ECTS Credits 20 Level Graduate degrees Year of study Course location 1st study year Bodø. MAY-BRITT WAALE Course coordinator Course type Start semester Compulsory. Autumn 2015/spring 2016 Faculty Teaching language Application deadline Faculty of Professional Studies Førsteamanuensis Phone: +47 75 51 77 85 E-mail: may-britt.waale@nord.no LEARNING OUTCOMES Knowledge Students should have broad overview of various teaching and learning methods with theoretical background - in the nursery or school in-depth knowledge of research on the didactic and could relate to analytical research detailed knowledge of how didactic analysis should precede development and change work in daycare or school Skills Students will be able to facilitating learning with a focus on a variety of work related to the content develop and renew learning activities in kindergarten or school use ICT as a learning and communication medium General competence Students should be able exploring and analyzing various teaching and learning methods develop their own skills as a teacher Page 7 of 31

PREREQUISITIES The course is open to students enrolled in the Master of adaptive learning. RECOMMENDED PRIOR KNOWLEDGE n/a RECOMMENDED OR REQUIRED READING The syllabus and recommended reading list includes a total of about 2250 pages. 1500 pages is mandatory common literature, while 750 pages are optional litterature based on student subjects/ disciplines. Books marked * are compiled in a compendium purchased the home collection in January. * Bøe, S. S. (2012). Hva om skolen var en godisfabrikk? Opplæring i og bruk av digitale fortellinger. Spesialpedagogikk, 09, pp. 21-28. 7 pp. * Dysthe, O. (2013). Dialog, samspill og læring. Flerstemmige læringsfellesskap i teori og praksis. I Krumsvik, J. R. & Säljö, R. (2013). Praktiskpedagogisk utdanning. En antologi. Bergen: Fagbokforlaget. 35 pp. * Enderud, K.-P. & Høydahl, H. M. (2012). Klasseledelse og møtemetodikk refleksjon over egen praksis. Spesialpedagogikk, 09, pp. 30-33. 4 pp. Engvik, G., Hestbek, T. A.. Hoel, T., L. & m. B. Postholm (red.). Klasseledelse - for elevens læring. Trondheim: Akademia forlag. 296 pp. * Ertsås, T. I & E. J. Irgens (2012). Teoriens betydning for profesjonell yrkesutøvelse. I Postholm M. B. (red.). Læreres læring og ledelse av profesjonsutvikling. Trondheim: Tapir akademisk forlag. 20 pp. Hattie, J. (2012). Visible learning for teachers: maximizing impact on learning. London: Routhledge. 267 pp. Jensen, M. (2013). Estetiske læreprosesser i skole kulturskole og barnehage. Trondheim: Akademia Forlag. 135 pp. Johansen, J.-B. (2012). Skapende og kreativ læring. Pedagogisk entreprenørskap i forskning og utvikling av læringsprosesser. Trondheim: Akademia forlag. 260 pp. * Klette, K. (2013). Hva vet vi om god undervisning? Rapport fra klasseromsforskningen. Krumsvik, J. R. & Säljö, R. (2013). Praktisk-pedagogisk utdanning. En antologi. Bergen: Fagbokforlaget. 28 pp. Krumsvik, R. (2011). Den digitale lærer: digital kompetanse i praksis. Oslo: Pedlex. 80 pp. * Madsen, J. (2007). Lærerteamet som arena for læring. I M. B. Postholm (Red.), Forsk med! Lærere og forskere i læringsarbeidet (1.utg., s. 74-93). Oslo: Damm. 19 pp. * Midtsundstad, j. H & T. Werler (2013). Nordisk didaktikk et spørsmål om perspektiv? I Midtsundstad, j. H & T. Werler (red.). Didaktikk i norden. Kristiansand: Portal forlag. 12 pp. Nottingham, J. (2012). Læringsreisen : hvordan skape aktiv læring i klasserommet? Oslo: Cappelen Damm Akademisk. 208 pp. Trilling, B. og C. Fadel (2009). 21st century skills: learning for life in our times. San Francisco, Calif.: Jossey-Bass. Bok (ISBN: 9780470475386). 206 pp. * Veum, A. (2013). Lærebokstemma i tre generasjoner. I Askeland, N., E. Maagerød & B. Aamotsbakken (2013). Læreboka. Studier i ulike læreboktekster. Trondheim: Akademia forlag. 16 pp. Wiske, M. S., K.R. Franz & L. Breit (2005/2010). Teaching for Understanding with Technology. New York: John Wiley & Sons, Inc. 178 pp. MODE OF DELIVERY Face-to-face and distance learning. TEACHING ACTIVITIES AND METHODS Distance learning, online lectures, various individual and group projects, as well as webinars and meetings. Page 8 of 31

ASSESSMENT AND EXAMINATIONS Assignment (first instance 2015 autumn). Compulsory work nr 1, worth 0/100 of the grade (first instance 2015 autumn). Compulsory work nr 2, worth 0/100 of the grade (first instance 2015 autumn). Compulsory work nr 3, worth 0/100 of the grade (first instance 2015 autumn). Compulsory work nr 4, worth 0/100 of the grade (first instance 2015 autumn). PRACTICE n/a COURSE EVALUATION Annual evaluations which are included in the university s quality assurance system. Page 9 of 31

(Development and learning activities) Central elements in inclusive education TO300L The course includes recent research practiced within inclusive education (TPO) and covers inclusive participation / training from different perspectives in kindergarten and/or class context. Basic skills and interdisciplinarity are keys, as well as various challenges related to TPO. The course covers the following perspectives: The child / student as a player in his/her own learning, inclusive education in a differentiated relational perspective, creativity and innovation, multilingual children / pupils and inclusive education, assessment as a creative learning, gender and class, multi-intelligence theory connected with different learning styles and learning strategies, as well as reading comprehension, reading and reading aloud in kindergartens and schools. No costs except semester registration fee and syllabus literature. CENTRAL ELEMENTS IN INCLUSIVE EDUCATION TO300L ECTS Credits 10 Level Graduate degrees Year of study Course location 1st study year Bodø. MAY-BRITT WAALE Course coordinator Course type Elective Start semester Autumn 2015 Faculty Teaching language Application deadline Faculty of Professional Studies Førsteamanuensis Phone: +47 75 51 77 85 E-mail: may-britt.waale@nord.no LEARNING OUTCOMES Knowledge * The student has a good knowledge of how to differentiate education so that children / students receive challenges that suits them * The student has a good knowledge of teacher-child / student relationship in inclusive education * The student has advanced knowledge of how the basic skills (reading, writing, numeracy, oral proficiency and digital skills) are linked to different subjects * Students can tie principles adapted education to gender, class and ethnicity in kindergarten or school * The student has a good knowledge of reading and reading composite texts Skills The student can plan, implement and analyze good inclusive education for different learners and groups of children / pupils * Students can reflect on and evaluate various aspects of TPO * Students can associate and relate critically to basic skills in various subjects and topics * Students may organize instruction adapted multilingual children / pupils General competence * Students can apply their knowledge and skills and strengthen efforts adapted education in kindergarten or school * Students can contribute to innovation in relation to adapted education as a fundamental principle * Students can help to improve services for multilingual children / pupils Page 10 of 31

PREREQUISITIES Offered also for kindergarten teachers, primary school teachers and teachers in secondary schools. RECOMMENDED PRIOR KNOWLEDGE Degree or equivalent for students in a 5-year master. For students taking specialization in pedagogy / didactics, apply one of the following prerequisites: Teacher training and (possibly included) an educational / didactic subject, with a total of at least 60 credits with a grade of C or better. Bachelor kindergarten teacher with average grade of C or better. Students with various other combinations of educational and special educational education units can also be taken up by individual assessment. RECOMMENDED OR REQUIRED READING The curriculum for 10 credits is approximately 1000 pages, at least 50 of these must be English literature. Books and chapters from books Bjørkås, Ø.J. Lesing i matematikk. I Waale, M.-B.. & Krogtoft, M. (red.): Krafttak for lesing i fag. Trondheim: Akademika forlag. S. 67-85, 18 sider. Bjørnsrud H. & Nilsen, S. (red.) (2011). Lærerarbeid for tilpasset opplæring tilrettelegging for læring og utvikling. Oslo: Gyldendal Akademisk, 232 sider. Bottenvann: Leselyst i skolen? Et blikk på de siste års lesesatsing i norsk skole. I Waale, M.-B.. & Krogtoft, M. (red.): Krafttak for lesing i fag. Trondheim: Akademika forlag. S. 111-133, 22 sider. Bunting, M. & Lund. T. S. (2006) MiLL Mange intelligenser Læringsstiler Læringsstrategier. Oslo: PEDLEX, 144 sider Håstein, H. & Werner, S. (2014). Spesialpedagogikk, inkludering og tilpasset opplæring i vanlige klasser. I Bunting, M. (red.): Tilpasset opplæring i forskning og praksis. Cappelen Damm Akademisk. S. 19-155, 36 sider. Håstein, H. & Werner, S. (2014).Tilpasset opplæring i fellesskapets skole. I Bunting, M. (red.): Tilpasset opplæring i forskning og praksis. Oslo: Cappelen Damm Akademisk. S. 136-164, 28 sider. Idsøe, E. C. (2014). Tilpasset opplæring for elever med stort akademisk potensial. I Bunting, M. (red.): Tilpasset opplæring i forskning og praksis. S. 165-182, 17 sider. Lie, B. (2014). Eksepsjonelle og dobbleteksepsjonelle elever. Begavede elever og begavede elever med lærevansker. Oslo: Cappelen Damm Akademisk, 168 sider. Magga, T-L.L. Leseopplæring for samiske elever. I Waale, M.-B.. & Krogtoft, M. (red.): Krafttak for lesing i fag. Trondheim: Akademika forlag. S. 85-101, 16 sider. Mossige,, M. & Bunting, M. (2014). Tilrettelegging for elevene som aktører i eget læringsarbeid. I Bunting, M. (red.): Tilpasset opplæring i forskning og praksis. Cappelen Damm Akademisk. S. 103-122, 19 sider. Nordahl, T. (2014). I Bunting, M. (red.): Tilpasset opplæring i forskning og praksis. Cappelen Damm Akademisk. Eget barn som del av fellesskapet. Om tilpasset opplæring i vanlige klasser. S. 123-135, 13 sider. Palm, K. (2014). Flerspråklige elever og tilpasset opplæring. I Bunting, M. (red.): Tilpasset opplæring i forskning og praksis. Cappelen Damm Akademisk. S. 183-200, 13 sider. Skovholt, K. (2014). Grunnleggende ferdigheter i alle fag. I Skovholt, K.: Innføring i grunnleggende ferdigheter. Praktisk arbeid på fagenes premisser. Oslo: Cappelen Akademisk Forlag. S. 13-54, 41 sider. Stray, T. & Stray, I. E. (2014). Alle elever har behov for å bli forstått. Tilpasset opplæring sett i et differensiert relasjonsperspektiv. I Bunting, M. (red.): Tilpasset opplæring i forskning og praksis. Cappelen Damm Akademisk. S. 56-80, 24 sider. Tverbakk, M-L. (2013). Høytlesning i dynamisk leseopplæring. I Waale, M.-B.. & Krogtoft, M. (red.): Krafttak for lesing i fag. Trondheim: Akademika forlag. S. 47-67, 20 sider. Articles and chapters Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. New Jersey: Cambridge University Press. S. 45-58. Mead, G. H. (1967): Mind, Self and Society. London: The University of Chicago Press, S. 135-199. Nielsen, H. B. (2014). Nye perspektiver på kjønn og skole I forandring. I Nielsen, H. B. (red.): Forskjeller i klassen. Nye perspektiver på kjønn, klasse og etnisitet i skolen. Oslo: Universitetsforlaget. S. 208-217, 9 sider. Skogen, K. (2006). Forskning om tilpasset opplæring, s.35-38 i Spesialpedagogikk nr 3/2006. 3 sider. Solstad A. G. (2012). Kreativitet og innovasjon i opplæringen. I Johansen, J.-B.: Skapende og kreativ læring. Pedagogisk entreprenørskap i forskning og utvikling av læringsprosesser. Trondheim: Akademia forlag. S. 41-62, 21 sider. Tønnesen, E. S. (2013). Læreboka som kunnskapsdesign. I Askeland, N., Maagerø, E. & Aamotsbakken, B. (red.). Læreboka. Studier i ulike læreboktekster. Trondheim: Akademia forlag. S. 147-163 16 sider. MODE OF DELIVERY Face-to-face. Concentrated teaching sessions with some distance learning (web-based) Page 11 of 31

TEACHING ACTIVITIES AND METHODS The course is based on, and collections will consist of lectures, discussions and group work. There will be two compulsory assignments between sessions, a webinar that runs over two months, and one task whith two students. ASSESSMENT AND EXAMINATIONS Home examination, 6 Hours (first instance 2015 autumn). Compulsory work nr 1, worth 0/100 of the grade (first instance 2015 autumn). Compulsory work nr 2, worth 0/100 of the grade (first instance 2015 autumn). PRACTICE n/a OVERLAPPING COURSES TO300L-001, TO300L-001 Inclusive Education - 20 study points. TO300L-001 Inclusive Education - 10 study points. TO300L-001 Tilpassa opplæring: Sentrale elementer, oppgave - 10 study points. COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university s quality assurance system. Page 12 of 31

(Development and learning activities) Philosophy of Science and Research Methodology ST308L This subject gives candidates insight into pedagogical research and also give them the ability to plan a methodical, scientific, theoretically-sound research project. The traditional way of distinguishing between quantitative and qualitative research is often artificial in a pedagogical and special-needs pedagogical context. We have chosen to divide the subject into four sections: design, research method, research tools, the presentation of research. No costs except semester registration fee and syllabus literature. PHILOSOPHY OF SCIENCE AND RESEARCH METHODOLOGY ST308L ECTS Credits 20 Level Course type Start semester Graduate degrees Compulsory. Autumn 2016/spring 2017 Year of study Course location Faculty Teaching language Application deadline 2nd study year Bodø. Faculty of Professional Studies JAN BIRGER JOHANSEN Course coordinator Timelønnet 1013 Professor E-mail: jan.b.johansen@nord.no Page 13 of 31

LEARNING OUTCOMES On successful completion of the course: Knowledge: The candidate should have A thorough knowledge of concepts, theories and methods which form the basis of pedagogical and special-needs pedagogical research A comprehensive knowledge of different views in academic theory A broad overview of the chief strategies used in pedagogical and special-needs pedagogical research Insight into the whole research process, from the formulation of projects to work with data and data presentation. Skills: The candidate shall be able to Analyse the use of design, method and scientific theory s approach to shed light on the practical formulation of a problem Plan and carry out an independent piece of research at master-degree level. General competence: Candidates shall be able to Reflect critically on their own and others research. Offered as a free-standing course: Requires entry to the master in special-needs education. PREREQUISITIES Admission to the program. RECOMMENDED OR REQUIRED READING Brekke, M. (2006). Å begripe teksten: om grep og begrep i tekstanalyse. Kristiansand: HøyskoleForlaget (250 sider) Goodson, I. (2013). Developing Narrative Theory. Life stories and personal representation. Hoboken: Taylor and Francis (145 sider) Nilssen, V. (2012). Analyse i kvalitative studier. Den skrivende forskeren. Oslo: Universitetsforlaget. (190 sider) Fangen, K. (2008). Deltakende observasjon. Bergen: Fagbokforlaget. (300 sider) Kvale, S. og Brinckmann, S. (2009). Det kvalitative forskningsintervju. Oslo: Gyldendal akademisk (337 sider) Gilje, N. og Grimen, H.(2011). Samfunnsvitenskapenes forutsetninger. Innføring i samfunnsvitenskapenes vitenskapsfilosofi. Oslo: Universitetsforlaget. (276 sider) Johannessen, A., Tufte, P.A. og Christoffersen, L. (2011). Introduksjon til samfunnsvitenskapelig metode. Oslo: Abstrakt forlag. (436 sider) Total 1934 pages Suppert litterature: Robert K. Yin (2014). Case study research: Design and methods. Los Angeles, Calif: Sage. Halkier, B. (2010). Fokusgrupper. Oslo: Gyldendal akademisk. Holte, K. H., Jamissen, G. & Ohlmann, C. (2012). Digitalt fortalte historier. Refleksjon for læring. Oslo: Cappelen Damm Akademisk. Thagaard, T. (2010). Systematikk og innlevelse, en innføring i kvalitativ metode. Oslo: Fagbokforlaget. Fuglseth, K., & Skogen, K. (2006). Masteroppgaven i pedagogikk og spesialpedagogikk. Oslo: Cappelen akademisk. NESH (Den nasjonale forskningsetiske komité for samfunnsvitenskap og humaniora ) (2006): Forskningsetiske retningslinjer for samfunnsvitenskap, humaniora, juss og teologi http://www.etikkom.no/retningslinjer/neshretningslinjer/neshretningslinjer/06 Postholm, M.B.(2010). Kvalitativ metode: En innføring med fokus på fenomenologi, etnografi og kasusstudier. Oslo: Universitetsforlaget. Nyeng, F. (2012). Nøkkelbegreper i forskningsmetode og vitenskapsteori. Bergen, Fagbokforl. Fossland, T. & Thorsen, K. (2010). Livshistorier i teori og praksis. Bergen: Fagbokforlaget. Ringdal, K. (2013). Enhet og mangfold. Samfunnsvitenskapelig forskning og kvantitativ metode. Bergen: Fagbokforlaget. Løkken, G. (2012). Levd observasjon. En vitenskapsteoretisk kommentar til observasjon som forskningsmetode. Oslo: Cappelen Damm as. Aase, T. H. & Fossåskaret. (2014). Skapte virkeligheter. Om produksjon og tolkning av kvalitative data. Oslo: Universitetsforlaget. Page 14 of 31

MODE OF DELIVERY Face-to-face. TEACHING ACTIVITIES AND METHODS This topic is organised as a separate course connected to different subjects, where knowledge-theory s problem-solving accompanies questions of research method which are being dealt with. Theoretical topics will be illustrated by lectures, casework, the development of experiences, and by discussion in groups or in plenary sessions. This presupposes a considerable amount of individual study, and collective work in meetings. ASSESSMENT AND EXAMINATIONS Assignment (first instance 2015 autumn). Assignment, worth 0/100 of the grade (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). PRACTICE n/a OVERLAPPING COURSES ST304L Philosophy of Science and Research Methodology - 20 study points. ST304L-001 Philosophy of Science and Research Methodology - 20 study points. COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university s quality assurance system. Page 15 of 31

(Development and learning activities) Research and Contemporary Debates ST312L This subject gives knowledge of new research and up-to-date topics within the field of special-needs education. Current questions may be research connected with initiative in special-needs pedagogics, special-needs education, culture, society, ethnicity, socialisation, problems in training, relationships between the home and educational establishments. No costs except semester registration fee and syllabus literature. RESEARCH AND CONTEMPORARY DEBATES ST312L ECTS Credits 10 Level Course type Start semester Graduate degrees Compulsory. Autumn 2016/spring 2017 Year of study Course location Faculty Teaching language Application deadline 2nd study year Bodø. Faculty of Professional Studies JAN BIRGER JOHANSEN Course coordinator Timelønnet 1013 Professor E-mail: jan.b.johansen@nord.no LEARNING OUTCOMES This subject offers the following outcomes: Knowledge: the candidates shall on successful completion of the course have: A thorough knowledge of current practical and locally important research topics in special-needs education and related subject areas Good knowledge of Northern Norwegian relations with the neighbouring High North A broad insight into other present-day local. regional. national and international research topics Skills: Candidates shall on successful completion of the course be able: to reflect critically on their own progress to employ this knowledge to reflect on practical research topics, both of local, regional and international levels to analyse different cultures in the northern area in respect of background and ideology General Competence: Candidates shall be able to use their proficiency in building up their own levels of competence Page 16 of 31

RECOMMENDED OR REQUIRED READING Recommended or required reading: The required reading consists of 500 pages of text, self-chosen reading according to given criteria. The criteria for these pages are as follows: the students chosen reading shall have breadth, and show that they are up-to-date in the subject, they shall have read current researched-based special-needs-pedagogical, pedagogical, or similarly related articles, books, official reports etc. Students shall demonstrate knowledge of the subject area s most recent agenda. The reading list shall not include a student s own master s thesis, and ought not to overlap the reading list connected with that for the master s thesis For `articles, the periodicals Spesial pedagogikk, Utdanning, Psykoligi i kommunen, and Bedre skole are examples of current periodicals, and possibly other international periodicals. 1.The list must include at least 75 pages from articles dating from the last three years 2. The list can include pages from serious researchers/organisations. Give the internet address, together with, if possible, the publisher s name, and the year and date you found this on the Internet give these details with the text. 3. The list can include recent books on special-needs education; for example, collection of articles not older than 5 years. 4.The list must be formally presented. The number of pages must be given for each article. 5. The titles on the list must be of a relatively high professional standard and, above all, research-based. Titles that are used on a lower level (Special-needs Pedagogics2, teaching, pre-school teaching and the like) are not acceptable. 6. At least 60 pages must be in English. 7. The number of pages shall be totalled. This topic is usually taken in the third semester, with an individual oral examination. The time of this is decided by the student advisor. The reading list must be approved by 10 days, at the latest, before the oral examination. MODE OF DELIVERY Face-to-face. TEACHING ACTIVITIES AND METHODS Various, including lectures and discussion in groups or in plenary session. ASSESSMENT AND EXAMINATIONS Oral examination (first instance 2015 autumn). Compulsory work, worth 0/100 of the grade (first instance 2015 autumn). PRACTICE n/a Page 17 of 31

COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university s quality assurance system. Page 18 of 31

(Development and learning activities) Master's Thesis ST313L MASTER'S THESIS ST313L ECTS Credits 60 Level Course type Start semester Graduate degrees Autumn 2016/spring 2017 Year of study Course location Faculty Teaching language Application deadline 2nd study year Faculty of Professional Studies JAN BIRGER JOHANSEN Course coordinator Timelønnet 1013 Professor E-mail: jan.b.johansen@nord.no ASSESSMENT AND EXAMINATIONS Master Thesis (first instance 2015 autumn). Assignment, worth 0/100 of the grade (first instance 2015 autumn). Presentation, worth 0/100 of the grade (first instance 2015 autumn). Page 19 of 31

(Development and learning activities) Mathematics Education MA300L The course is offered to students from GLU 1 7, GLU 5 10 and others. Therefore the topics will vary based on the group s background and will be connected to theory relevant to the master s thesis. Common aspects will be focus on national and international research in mathematics education as a special study of mathematics education theories which have been presented earlier in the program analysis and development of teaching in own or other classrooms. Other topics can be research in mathematics education connected to mathematical topics as algebra, geometry etc. research about motivation and attitudes to mathematics the history of mathematics the axiomatic development of mathematics and proof connected to teaching ICT in mathematics education mathematical modelling In addition to semester fee and compulsory reading literature, costs for relevant equipment for online learning: internet access, headset and web camera. MATHEMATICS EDUCATION MA300L ECTS Credits 20 Level Course type Start semester Graduate degrees Elective Autumn 2015/spring 2016 Year of study Course location Faculty Teaching language Application deadline 1st study year Bodø Faculty of Professional Studies ØYVIND JACOBSEN BJØRKÅS Course coordinator Førsteamanuensis Phone: +47 75 51 77 54 E-mail: oyvind.j.bjorkas@nord.no Page 20 of 31

LEARNING OUTCOMES KNOWLEDGE The student has extensive knowledge in mathematics education and mathematics knowledge related to teaching has good mathematics knowledge in different mathematical areas has extensive knowledge about recent research in mathematics education has good knowledge about digital tools and their relevance for learning different mathematics topics SKILLS The student can analyse existing theories, methods and interpretations in mathematics and mathematics education and can work individually with practical and theoretical problem solving can understand, assess and use relevant methocs for research and developmental work can find, assess and refer to information and research and disseminate it such that it illuminates a problem GENERAL COMPETENCE The student can analyse relevant professional and research ethical problems can disseminate large individual work, and use the mathematics education language can communicate about problems, analyses and conclusions in mathematics education, both to colleagues and others can contribute to creative work and innovation PREREQUISITIES Teacher education or similar with a combination of mathematics and mathematics education courses of at least 60 sp For GLU 1-7: MA138L: Matematikk 1-7, 1a, didaktikk, tall og algebra MA131L: Matematikk 1-7, 1b, didaktikk, geometri, funksjoner, statistikk og sannsynlighetsregning MA262L: Matematikkfaglig fordypning, 2a. MA263L: Matematikkfaglig fordypning, 2b. For GLU 5-10: MA132L: Matematikk 1A, 5-10; Tallære, algebra, funksjonslære og didaktikk MA133L: Matematikk 1B, 5-10; Geometri, statistikk, sannsynlighetsregning og didaktikk MA260L: Matematikk 2A, 5-10; Kvantitative og kvalitative metoder. Matematikkdidaktisk forskning MA261L: Matematikk 2B, 5-10; Analyse, matematiske bevis 60 sp mathematics with no mathematics education content is not sufficient. RECOMMENDED PRIOR KNOWLEDGE The course builds on basic knowledge of mathematics education Page 21 of 31

MODE OF DELIVERY Flexible teaching TEACHING ACTIVITIES AND METHODS The course is demanding on the student s ability to learn relevant knowledge. The student must also learn to lead and participate in discussions and presentations both online and in the classroom. ASSESSMENT AND EXAMINATIONS Assignment (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). Mandatory work, worth 0/100 of the grade (first instance 2015 autumn). COURSE EVALUATION The program is evaluated yearly by the students through surveys. Page 22 of 31

(Special Education) Philosophy of Science and Research Methodology ST308L This subject gives candidates insight into pedagogical research and also give them the ability to plan a methodical, scientific, theoretically-sound research project. The traditional way of distinguishing between quantitative and qualitative research is often artificial in a pedagogical and special-needs pedagogical context. We have chosen to divide the subject into four sections: design, research method, research tools, the presentation of research. No costs except semester registration fee and syllabus literature. PHILOSOPHY OF SCIENCE AND RESEARCH METHODOLOGY ST308L ECTS Credits 20 Level Course type Start semester Graduate degrees Compulsory. Autumn 2015/spring 2016 Year of study Course location Faculty Teaching language Application deadline 1st study year Bodø. Faculty of Professional Studies JAN BIRGER JOHANSEN Course coordinator Timelønnet 1013 Professor E-mail: jan.b.johansen@nord.no Page 23 of 31

LEARNING OUTCOMES On successful completion of the course: Knowledge: The candidate should have A thorough knowledge of concepts, theories and methods which form the basis of pedagogical and special-needs pedagogical research A comprehensive knowledge of different views in academic theory A broad overview of the chief strategies used in pedagogical and special-needs pedagogical research Insight into the whole research process, from the formulation of projects to work with data and data presentation. Skills: The candidate shall be able to Analyse the use of design, method and scientific theory s approach to shed light on the practical formulation of a problem Plan and carry out an independent piece of research at master-degree level. General competence: Candidates shall be able to Reflect critically on their own and others research. Offered as a free-standing course: Requires entry to the master in special-needs education. PREREQUISITIES Admission to the program. RECOMMENDED OR REQUIRED READING Brekke, M. (2006). Å begripe teksten: om grep og begrep i tekstanalyse. Kristiansand: HøyskoleForlaget (250 sider) Goodson, I. (2013). Developing Narrative Theory. Life stories and personal representation. Hoboken: Taylor and Francis (145 sider) Nilssen, V. (2012). Analyse i kvalitative studier. Den skrivende forskeren. Oslo: Universitetsforlaget. (190 sider) Fangen, K. (2008). Deltakende observasjon. Bergen: Fagbokforlaget. (300 sider) Kvale, S. og Brinckmann, S. (2009). Det kvalitative forskningsintervju. Oslo: Gyldendal akademisk (337 sider) Gilje, N. og Grimen, H.(2011). Samfunnsvitenskapenes forutsetninger. Innføring i samfunnsvitenskapenes vitenskapsfilosofi. Oslo: Universitetsforlaget. (276 sider) Johannessen, A., Tufte, P.A. og Christoffersen, L. (2011). Introduksjon til samfunnsvitenskapelig metode. Oslo: Abstrakt forlag. (436 sider) Total 1934 pages Suppert litterature: Robert K. Yin (2014). Case study research: Design and methods. Los Angeles, Calif: Sage. Halkier, B. (2010). Fokusgrupper. Oslo: Gyldendal akademisk. Holte, K. H., Jamissen, G. & Ohlmann, C. (2012). Digitalt fortalte historier. Refleksjon for læring. Oslo: Cappelen Damm Akademisk. Thagaard, T. (2010). Systematikk og innlevelse, en innføring i kvalitativ metode. Oslo: Fagbokforlaget. Fuglseth, K., & Skogen, K. (2006). Masteroppgaven i pedagogikk og spesialpedagogikk. Oslo: Cappelen akademisk. NESH (Den nasjonale forskningsetiske komité for samfunnsvitenskap og humaniora ) (2006): Forskningsetiske retningslinjer for samfunnsvitenskap, humaniora, juss og teologi http://www.etikkom.no/retningslinjer/neshretningslinjer/neshretningslinjer/06 Postholm, M.B.(2010). Kvalitativ metode: En innføring med fokus på fenomenologi, etnografi og kasusstudier. Oslo: Universitetsforlaget. Nyeng, F. (2012). Nøkkelbegreper i forskningsmetode og vitenskapsteori. Bergen, Fagbokforl. Fossland, T. & Thorsen, K. (2010). Livshistorier i teori og praksis. Bergen: Fagbokforlaget. Ringdal, K. (2013). Enhet og mangfold. Samfunnsvitenskapelig forskning og kvantitativ metode. Bergen: Fagbokforlaget. Løkken, G. (2012). Levd observasjon. En vitenskapsteoretisk kommentar til observasjon som forskningsmetode. Oslo: Cappelen Damm as. Aase, T. H. & Fossåskaret. (2014). Skapte virkeligheter. Om produksjon og tolkning av kvalitative data. Oslo: Universitetsforlaget. Page 24 of 31

MODE OF DELIVERY Face-to-face. TEACHING ACTIVITIES AND METHODS This topic is organised as a separate course connected to different subjects, where knowledge-theory s problem-solving accompanies questions of research method which are being dealt with. Theoretical topics will be illustrated by lectures, casework, the development of experiences, and by discussion in groups or in plenary sessions. This presupposes a considerable amount of individual study, and collective work in meetings. ASSESSMENT AND EXAMINATIONS Assignment (first instance 2015 autumn). Assignment, worth 0/100 of the grade (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). PRACTICE n/a OVERLAPPING COURSES ST304L Philosophy of Science and Research Methodology - 20 study points. ST304L-001 Philosophy of Science and Research Methodology - 20 study points. COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university s quality assurance system. Page 25 of 31

(Special Education) Research and Contemporary Debates ST312L This subject gives knowledge of new research and up-to-date topics within the field of special-needs education. Current questions may be research connected with initiative in special-needs pedagogics, special-needs education, culture, society, ethnicity, socialisation, problems in training, relationships between the home and educational establishments. No costs except semester registration fee and syllabus literature. RESEARCH AND CONTEMPORARY DEBATES ST312L ECTS Credits 10 Level Course type Start semester Graduate degrees Compulsory. Autumn 2015/spring 2016 Year of study Course location Faculty Teaching language Application deadline 1st study year Bodø. Faculty of Professional Studies JAN BIRGER JOHANSEN Course coordinator Timelønnet 1013 Professor E-mail: jan.b.johansen@nord.no LEARNING OUTCOMES This subject offers the following outcomes: Knowledge: the candidates shall on successful completion of the course have: A thorough knowledge of current practical and locally important research topics in special-needs education and related subject areas Good knowledge of Northern Norwegian relations with the neighbouring High North A broad insight into other present-day local. regional. national and international research topics Skills: Candidates shall on successful completion of the course be able: to reflect critically on their own progress to employ this knowledge to reflect on practical research topics, both of local, regional and international levels to analyse different cultures in the northern area in respect of background and ideology General Competence: Candidates shall be able to use their proficiency in building up their own levels of competence Page 26 of 31

RECOMMENDED OR REQUIRED READING Recommended or required reading: The required reading consists of 500 pages of text, self-chosen reading according to given criteria. The criteria for these pages are as follows: the students chosen reading shall have breadth, and show that they are up-to-date in the subject, they shall have read current researched-based special-needs-pedagogical, pedagogical, or similarly related articles, books, official reports etc. Students shall demonstrate knowledge of the subject area s most recent agenda. The reading list shall not include a student s own master s thesis, and ought not to overlap the reading list connected with that for the master s thesis For `articles, the periodicals Spesial pedagogikk, Utdanning, Psykoligi i kommunen, and Bedre skole are examples of current periodicals, and possibly other international periodicals. 1.The list must include at least 75 pages from articles dating from the last three years 2. The list can include pages from serious researchers/organisations. Give the internet address, together with, if possible, the publisher s name, and the year and date you found this on the Internet give these details with the text. 3. The list can include recent books on special-needs education; for example, collection of articles not older than 5 years. 4.The list must be formally presented. The number of pages must be given for each article. 5. The titles on the list must be of a relatively high professional standard and, above all, research-based. Titles that are used on a lower level (Special-needs Pedagogics2, teaching, pre-school teaching and the like) are not acceptable. 6. At least 60 pages must be in English. 7. The number of pages shall be totalled. This topic is usually taken in the third semester, with an individual oral examination. The time of this is decided by the student advisor. The reading list must be approved by 10 days, at the latest, before the oral examination. MODE OF DELIVERY Face-to-face. TEACHING ACTIVITIES AND METHODS Various, including lectures and discussion in groups or in plenary session. ASSESSMENT AND EXAMINATIONS Oral examination (first instance 2015 autumn). Compulsory work, worth 0/100 of the grade (first instance 2015 autumn). PRACTICE n/a Page 27 of 31

COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university s quality assurance system. Page 28 of 31

(Special Education) Special Pedagogical challenges in kindergartens and schools: Opportunity and growth. PE332L No costs except semester registration fee and course literature. SPECIAL PEDAGOGICAL CHALLENGES IN KINDERGARTENS AND SCHOOLS: OPPORTUNITY AND GROWTH. PE332L ECTS Credits 30 Level Course type Start semester Graduate degrees Compulsory. Autumn 2015/spring 2016 Year of study Course location Faculty Teaching language Application deadline 1st study year Bodø. Faculty of Professional Studies Page 29 of 31

RECOMMENDED OR REQUIRED READING Required Erdis, M. g Bjerke, A.-K. (2009). Juss for pedagoger. Fagbokforlaget, (112 s.) Eriksen, K., E.; Halkier, L. (2012) Utviklingsstøtte til barn i barnehagen 1. utg., Kommuneforlaget, (128 s.) Gjærum, B., Grøholt, B., Sommerschild, H.(red). (2003). Mestring som mulighet i møte med barn, ungdom og foreldre. 4. opplag, Oslo: Universitetsforlaget (355 s.) Helland, T. (2012) Språk og dysleksi. Fagbokforlaget (336 s.) Holland, H. (2013) Varig atferdsendring hos barn krever varig atferdsendring hos voksne, 1. utg. Gyldendal Akademisk (200 s.) Johannessen, A., Tufte, P. A. og Christoffersen, L. (2011). Introduksjon til samfunnsvitenskapelig metode. 4. utgave 2. opplag, Abstrakt forlag. Kap. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 16,17, 26 og 27. (194 s.) Johannessen, E., E. Kokkersvold og L. Vedeler. (2010), Rådgivning. Tradisjoner, teoretiske perspektiver og praksis. 3. utg. Oslo: Gyldendal Akademisk (300 s.) Lassen, L. (2014), Rådgivning. Kunsten å hjelpe og sikre vekstfremmende prosesser. 2. utg. Oslo: Universitetsforlaget (180 s.) Lyster, S-A H. (2012), Elever med lese- og skrivevansker. Hva vet vi? Hva gjør vi? Oslo: Cappelen DAMM Akademisk. (110 s.) Melby-Lervåg, Monica; Lyster, Solveig-Alma Halaas & Hulme, Charles (2012). Phonological Skills and Their Role in Learning to Read: A Meta- Analytic Review. Psychological bulletin. ISSN 0033-2909. 138(2), s 322-352. doi: 10.1037/a0026744 (30 s) Morken, I. (2012). Normalitet og avvik. Spesialpedagogiske utfordringer en innføring. 2. utgave, Cappelen Damm, (172 s.) Nordahl, T. (red.)(2012), Bedre læring for alle elever. Om skoler som har problemer med elever, og om elever som har problemer i skolen. Oslo: Gyldendal Akademisk (214 s.) Ogden, T. (2015). Sosial kompetanse og problematferd blant barn og unge. 1. utgave, Gyldendal Akademisk (282 s.) Roland, R. (2014) Mobbingens psykologi. 2 utgave, Universitetsforlaget, Oslo, (224 s.) Skagen, K. (red.)(2011), Kunnskap og handling i pedagogisk veiledning. 2. utg. kap. Innl., 3, 4, 7, 9, 10, 11 og 12. Bergen: Fagbokforlaget (156 s.) Additional: Bele, I.B. (2009). Språkvansker. Teoretiske perspektiver og praktiske utfordringer. (2. opplag) Oslo: Cappelen Akademisk Forlag (261 s.) Egan, G. (2007), The Skilled Helper. A Problem-Management and Opportunity-Development Approach to Helping. Belmont, California: Thomson Brooks/Cole. Egeberg, E. (2012). Flere språk flere muligheter. Flerspråklighet, tilpasset opplæring og spesialpedagogisk metodikk. Cappelen Damm, Oslo, (220 s.) Hagtvedt, B. E. (2004). Språkstimulering: tale og skrift i førskolealderen. 2. utg. Cappelen akademisk (445 s.) Høien T., Gabrielsen E., Heber E. (2008). Unge og voksne med lesevansker. Bryne. Logometrica. (148 s.) Høien, T. og Lundberg, I. (2012). Dyslexi. Fra teori til praksis. 5. utgave. Gyldendal Akademisk, Oslo, (310 s.) Killen, K.(2009). Sveket. Barn i risiko og omsorgssituasjoner. 4. utg. Oslo: Kommuneforlaget Lassen, L. og N. Breilid. (2010), Den gode elevsamtalen. Oslo: Gyldendal Akademisk Mathiesen, I. H. og Vedøy, G. (2012). Spesialundervisning drivere og dilemma. Rapport IRIS 2012/017 http://www.ks.no/pagefiles/25031/iris Rapport 2012-017 Spesialundervisning - drivere og dilemma.pdf Ogden, T. (2012), Klasseledelse. Praksis, teori og forskning Oslo: Gyldendal Akademisk (172 s.) Skau, G.M. (2007), Gode fagfolk vokser. Personlig kompetanse i arbeid med mennesker. Oslo: Cappelen Akademisk Forlag Tezchner, S. v. (2012). Utviklingspsykologi. 2. utgave. (Kapittel 16. Utvikling av kommunikasjon og språk, s. 400-451) Gyldendal Akademisk, Oslo, (51 s.) Utdanningsdirektoratet (2014).Utdanningsspeilet 2014. Tall og analyse av grunnopplæringen i Norge. http://utdanningsspeilet.udir.no Utdanningsdirektoratet: Rammeplan for barnehagens innhold og oppgaver, http://www.udir.no/barnehage/rammeplan/rammeplan-forbarnehagens-innhold-og-oppgaver/ ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2013 autumn). Assignment, worth 45/100 of the grade (first instance 2013 autumn). Written examination, 6 Hours. Worth 55/100 of the grade (first instance 2013 autumn). PRACTICE No. OVERLAPPING COURSES PE306L Interplay and behaviour problems - 30 study points. COURSE EVALUATION Annual evaluations which are included in the university's quality assurance system. Page 30 of 31