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  • HiOA - ICT-supported development and education in the South
    based Aims and contents Read about aims and contents for ICT supported development and education in the South Through work with the literature and the tasks the student should gain overview of the possibilities and challenges of using ICTs in education in developing countries in the South Contents The following are sub themes of the course Digital divide Literacies and e citizenship ICTs and infrastructure Distance education and mobile learning Aspects of diversities in gender culture and epistemologies Lessons per week 2 Target group Read about the target group for ICT supported development and education in the South Teachers and teacher students who want to specialize in ICT suppported learning with a special interest in development and education in the South The course is open to other qualified candidates with interest in this field The course is part of the Master programme in ICT supported learning Application and admission Application deadline 15 August Prerequisites Bachelor s degree within teacher s education or equivalent education teacher s education of three or four year s length or other relevant education of three year s length including either 80 credits in ICT supported learning or an integrated vocational education of at least 120

    Original URL path: http://www.hioa.no/eng/Studier-og-kurs/LU/Evu/ICT-supported-development-and-education-in-the-South (2015-09-15)
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  • HiOA - Multicultural Identity in a Global World
    main focus will be on exploring the concepts of culture and identity in the context of the present day globalization The course will treat these concepts both from a theoretical perspective as well as from a practical point of view The cultural background of the participants will be a vital resource in our discussions The setting of Oslo as an increasingly multicultural city will also be an arena for contextualisation Target Group Read about target group for Multicultural Identity in a Global World This course is designed to offer a full time study program in English for students of Early Childhood and Primary School Teacher Education but students from other academic areas may also be accepted Students must have completed at least one year of their undergraduate degree studies at their home institution in order to be accepted The period of the course is 3 months for 20 credits and 4 months for 30 credits The language of all teaching and supervision is English and the students should therefore have a working knowledge of both spoken and written English Application and admission Admission Prerequisites The course is designed for students from preschool and primary school teacher education institutions but students from other academic areas may also be accepted Students must have completed at least one year of their undergraduate degree studies at their home institution in order to be accepted Course facts Multicultural Identity in a Global World Department of Early Childhood Education Level undergraduate ECTS credits The course offers options of 20 or 30 ECTS for the periods of 3 or 4 months Semester spring Duration 1 semester Course start 21st January 2015 at 10 am Assessment Assessment The final course diploma will be based on Active participation in class including individual presentation of one s own culture One

    Original URL path: http://www.hioa.no/eng/Studier-og-kurs/LU/Evu/Multicultural-Identity-in-a-Global-World (2015-09-15)
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  • HiOA - Myths, Fairy Tales and Legends
    psychological theories eclectical theories myths and religion norse mythology the students own cultural identity and stories the uses of fairy tales in education and therapy The course contains workshops and excursions for instance visits to museums schools and kindergartens puppet making and performing story writing radio theatre drama stop motion animation Work methods literature studies theory lectures and supervision excursions workshops and seminars cultural exchanges discussions reflective journal The course takes place in Copenhagen and Oslo It starts in Copenhagen in the second half of August The course includes 2 modules Module A 6 7 weeks in Copenhagen and 6 7 weeks in Oslo 3 months 20 ECTS Module B 4 weeks individual group special study administrated from Oslo 10 ECTS This course is offered in cooperation with UCC Denmark Read more about the course here Target group Read about the target group for Myths Fairy Tales and Legends This course is designed to offer a full time study program for students of Early Childhood and Primary School Teacher Education Other interested students may also apply Application and admission Admission Prerequisites The course is designed for teacher education students all levels Students must have completed at least one year of their undergraduate degree at their home institution in order to be accepted Course schedule The course consists of two parts Part 1 starts in Copenhagen 17th August Parts 2 starts in Oslo 1st October 20 ECTS module 1 ends 15th November and 30 ECTA module 1 2 ends 15th December Course facts Myths Fairy Tales and Legends Department of Early Childhood Education Level undergraduate ECTS credits The course is equivalent to 20 or 30 ECTS After 3 months there is a final exam of 20 ECTS after 4 months there is a second exam of 10 ECTS Semester autumn Studiestart

    Original URL path: http://www.hioa.no/eng/Studier-og-kurs/LU/Evu/Myths-Fairy-Tales-and-Legends (2015-09-15)
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  • HiOA - Participatory Design
    and contents for Participatory design Students will achieve an overview over the methodology of participation in the planning design and implementation of new and changed computer based systems They will through work with the course literature and the participative development project obtain ability to initiate organise and perform participatory design projects Contents The concepts of participation and design The establishment of a participatory project including identification of user groups choosing participants organisational anchoring and constituting a group Iterative design Action research Target group Read about the target group for Participatory Design Teachers and teacher students who want to specialize in ICT supported learning with a special interest in participatory design The course is open to other qualified candidates with interest in this field The course is part of the Master programme in ICT supported learning Application and admission Application deadline 15 August Apply through SøknadsWeb Søk opptak Prerequisites Bachelor s degree within teacher s education or equivalent education teacher s education of three or four year s length or other relevant education of three year s length including either 80 credits in ICT supported learning or an integrated vocational education of at least 120 credits within ICT supported learning Course

    Original URL path: http://www.hioa.no/eng/Studier-og-kurs/LU/Evu/Participatory-Design (2015-09-15)
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  • HiOA - Pedagogical Design with Digital and Social Media and Mobile Social Learning
    digital and social media is familiar with research and development within the field on both national and international levels can identify pedagogical opportunities and can update his or her knowledge in the field of learning and designing with digital and social media is familiar with the history of digital and social media in learning environments and its societal implications Skills The candidate can design use and critically evaluate particular digital and social technologies and tools for individual and collaborative learning can design learning activities using digital and social media and can apply academic knowledge to practical and theoretical issues within this field for learning can find assess and refer to information and academic texts and relate it to the teaching profession General competence The candidate has insight into relevant ethical issues related to the use and design of digital and social media can plan design and carry out tasks and projects alone or as part of a group and in accordance with ethical requirements and principles can present academic material such as theories problems and solutions related to the pedagogical design of learning activities with digital and social media both in writing and orally as well as making use of current and emerging technologies for communication can articulate exchange opinions and participate in online networks and communities of professional teaching practices to enhance and enrich both own and others professional development is familiar with new ideas and innovation processes and can seek insight from leading edge practice and research relevant to his her professional interests and concerns in the field of learning and designing learning activities with digital and social media can reflect on his her own practice and relate it to national and international teaching practices Mobile Social Learning Learning outcomes At the end of the course the student has obtained the following learning outcomes Knowledge The candidate has knowledge of key topics theories issues processes tools and methods within the field of social mobile learning is familiar with research and development in the field both on national and international levels can identify pedagogical opportunities and concerns of social mobile learning can update his or her knowledge in the field of social mobile learning is familiar with the history of social and mobile learning and their international social and educational implications is familiar with current and emerging social mobile technologies in general and for educational purposes Skills The candidate can use and critically evaluate learning with mobile social technologies and their relevance as tools for individual and collaborative learning can design learning activities using mobile social technologies can apply academic knowledge to practical and theoretical issues within this field can seek out ideas and insights assess and refer to information and academic texts and relate these to learning and teaching with mobile social media General competence The candidate has insight into relevant ethical issues related to the use of mobile social media in learning environments can plan and carry out tasks and projects alone or as part of a

    Original URL path: http://www.hioa.no/eng/Studier-og-kurs/LU/Evu/Pedagogical-Design-with-Digital-and-Social-Media-and-Mobile-Social-Learning (2015-09-15)
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  • HiOA - Project management
    and changed computer based systems They should through work with the course literature and the participative development project obtain ability to initiate organise and perform participatory design projects Further the course provides competence to teach in the main theme Nettsteder og multimedier in the programme topic Informasjonsteknologi 1 and the main theme Planlegging og dokumentasjon in the programme topic Informasjonsteknologi 2 in secondary school The tuition is in English if English speaking students attend the course Contents The concepts of participation and design The establishment of a participatory project including identification of user groups choosing participants organisational anchoring and constituting a group Iterative design and action research Target group Read about the target group for Project management Teachers and teacher students who want to specialize in ICT supported learning with a special interest in project management The course is open to other qualified candidates with interest in this field The course is part of the Master programme in ICT supported learning Application and admission Application deadline 15 August Prerequisites Bachelor s degree within teacher s education or equivalent education teacher s education of three or four years length or other relevant education of three years length including either 80 credits

    Original URL path: http://www.hioa.no/eng/Studier-og-kurs/LU/Evu/Project-management (2015-09-15)
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  • HiOA - The Aesthetics of Daily Life
    contents of The Aesthetics of Daily Life Excursions forest town parks galleries drama arts craft music natural science storytelling theory experience based discussions etc Students must be prepared to participate in various activities bring warm clothes and solid shoes We will work with various materials under various conditions Aims Read about the aims of The Aesthetics of Daily Life The aim of the course is to learn how to know reflect upon love and use the aesthetic dimension on one s surroundings in educational work Application and admission Admission Prerequisites The course is designed for students from preschool and primary school teacher education institutions but students from other academic areas may also be accepted Students must have completed at least one year of their undergraduate degree studies at their home institution in order to be accepted Starting date Thursday 13th August Ending date exam module 1 Monday 9th November Ending date exam module 2 Tuesday 8th December Course facts The Aesthetics of Daily Life Department of Early Childhood Education Level undergraduate ECTS credits The course is equivalent to 20 or 30 ECTS After 3 months there is a final exam of 20 ECTS after 4 months there is a second

    Original URL path: http://www.hioa.no/eng/Studier-og-kurs/LU/Evu/The-Aesthetics-of-Daily-Life (2015-09-15)
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  • HiOA - TLKST6000 - Tolking fra skrift til tale Vår 2016
    til tale i språklaboratoriet ved HiOA varighet ca 10 minutter Eksamen vurderes av intern og ekstern sensor Ingen hjelpemidler er tillatt Karakterskala Det anvendes en karakterskala fra A til E for bestått A er høyeste karakter og E er laveste og F for ikke bestått Vurderingskriterier Vurderingskriterier Symbol Betegnelse Beskrivelse A Fremragende Fremragende prestasjon som klart utmerker seg gjennom svært god gjengivelse med alle nyanser intakt på begge språk samt naturlig flyt i forhold til originalen og hensiktsmessig tempo Kandidatens stemmebruk mimikk og gester er naturlig og forstyrrer ikke kommunikasjonen Kandidatens ordveksling med partene forstyrrer ikke kommunikasjonen B Meget god Meget god prestasjon med gjennomgående god gjengivelse og de aller fleste nyanser intakt på begge språk samt overveiende grad av naturlig flyt i forhold til originalen og hensiktsmessig tempo Kandidatens stemmebruk mimikk og gester er i overveiende grad naturlig og forstyrrer sjelden kommunikasjonen Kandidatens ordveksling med partene forstyrrer i svært liten grad kommunikasjonen C God God prestasjon med generelt god gjengivelse men med enkelte unøyaktigheter samt noe avvik i forhold til flyt og hensiktsmessig tempo Kandidatens stemmebruk og ikke verbale signaler gjør at kandidaten innimellom tiltrekker seg unødig oppmerksomhet D Nokså god En akseptabel prestasjon som har enkelte vesentlige mangler bl a gjennom unøyaktigheter i gjengivelsen samt ujevnt tempo slik at kandidaten innimellom skaper markerte pauser og bidrar til at kommunikasjonen blir litt oppstykket Kandidatens stemmebruk mimikk og gester gjør at kandidaten framstår som såpass nølende usikker eller overivrig dominerende at det forstyrrer kommunikasjonen litt E Tilstrekkelig Prestasjonen tilfredsstiller de faglige minimumskravene men gjengivelsen på ett eller begge språk preges av flere unøyaktigheter samt sjenerende avvik i forhold til flyt og hensiktsmessig tempo Kandidatens stemmebruk og ikke verbale signaler er sjenerende og forstyrrer kommunikasjonen F Ikke bestått Prestasjonen tilfredsstiller ikke de faglige minimumskravene og kandidaten behersker ikke tolketekniske ferdigheter i en slik grad at han hun mestrer situasjonen Eksamen Studentens rettigheter og plikter ved ny utsatt eksamen framgår av Forskrift om studier og eksamen ved HiOA Studenten er selv ansvarlig for å melde seg opp til eventuell ny utsatt eksamen Klageadgang Det kan klages over karakterfastsetting og på formelle feil i samsvar med bestemmelsene i lov om universiteter og høyskoler jf også forskrift om studier og eksamen ved HiOA Pensumliste Pensum omfatter totalt 774 sider Eventuelle endringer i pensum skal være godkjent av instituttleder Agrifolio Marjorie 2004 Sight translation and interpreting A comparative analysis of constraints and failure Interpreting International Journal of Research and Practice in Interpreting 6 1 43 67 24 sider Angelelli Claudia 1999 The role of reading in sight translation The ATA Chronicle Translation Journal of the American Association of Translators 28 5 27 30 3 sider Bollingmo Guri C May Len Skilbrei and Ellen Wessel 2014 Troverdighetsvurderinger Søkerens forklaring som bevis i saker om beskyttelse asyl Vol 1 Oslo FAFO 142 sider Changmin Kim 2001 Sight Translation in its own Right MA California State University Monterey Bay 51 sider Chmiel Agnieszka and Mazur Iwona 2013 Eye tracking sight translation performed by trainee interpreters In Catherine Way

    Original URL path: http://www.hioa.no/Studier-og-kurs/LU/Evu/TLKST6000-Tolking-fra-skrift-til-tale-Vaar-2016 (2015-09-15)
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