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Drawing and continuing from the previous year's feedback, the course brought forward methodologies related to each group delivering projects. We did this in two ways, first, more thematic lectures related to methodologies were delivered earlier on and students were exposed to digital methods in order that these approaches, often new to them, were fresh in their minds as they formulated their projects. We also invited back previous years students to present their work. While this was overall positive, some groups were fixed on the idea of using same approaches as the previous year group. Specific workshops were offered on methodologies with time allocated for each group to get input on their projects. The midterm review which we could carry out this semester was also a valuable milestone in project development.

The learning outcomes of the course were presented and reinforced to the students verbally as well as made available online. The project outcomes and the exam results were very positive demonstrating the students engagement in the course and its learning outcomes. It was not possible this year to team up with another EIT village in the same way as previous years, due to scheduling issues with the EIT system. The project presentations were marked internally while the process reports were marked with another village. However this year the students presented their projects throughout the KIT building with small displays combining media relevant to their particular projects (video, website, poster etc.) which, along with new digital methods further introduced students to artistic methods. Teamwork exercises were delivered and carried out following the EIT schedule. Students expressed further support in this area. This should be facilitated through additional planning discussion with the TA's.

Ideally EIT TA's should be a mix between on older student with previous experience with a new recruit therefore strengthening the delivery of and following up on teamwork exercises. The course could also develop stronger ties between the formal teamwork aspects and the project development work.

NTNU:TIA:REST

Kunstakademiet i Trondheim

Trondheim Academy of Fine Art

Alle trykte og håndskrevne hjelpemidler tillatt. Alle kalkulatorer tillatt.

Engelsk

Faglig innhold

For mer informasjon om Eksperter i Team, se www.ntnu.no/eit og www.ntnu.no/eit/emnebeskrivelse

Læringsformer og aktiviteter

Emnet undervises intensivt over hele dager i uke 2-4, og det er obligatorisk oppmøte.

Oppmøte hver landsbydag

Muntlig presentasjon

Utarbeide samarbeidsavtale

Eksperter i team - Ocean Justice

Billedkunst

Teknologiske fag

Arkitektur - masterstudium (5-årig)

Fine Art (Master's Programme)

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Experts in Team is a mandatory course for all master’s students. The course is group learning based where students work in teams with a twin focus: one the one hand, to develop and deepen their teamwork skills and on the other, to engage and work on thematic areas relevant to their interest and studies. The students come from a wide background that essentially means the course is enriched by various disciplines. Often the themes deal with socially and environmentally engaged issues or addressing relevant technical challenges. One such socially engaged topic that is often understudied is around climate justice – systemic inequalities, pollution, resource exploitation etc. – with particular attention to oceans, namely Ocean Justice. Critically the course does this through group work using artistic research and form of open citizen journalism.  This year we focused less on conceptual and theoretical dimensions – which we spent the first weeks last year developing through a series of guest lectures – and focused more on methodologies so as to get the groups to "hit the ground running". In particular, this involved inviting lectures to speak on methodology, organizing workshops, and creating a project and skills-based mentorship environment. These were also designed to foster team building amongst the groups.

Summary: The course’s learning outcomes are up to date and in line with EIT learning outcomes: knowledge, skills and general competence (see current EIT course description). This year, our form of assessment was different from the previous year as we were selected to take part in the pilot where assessment is the oral presentation or oral exam only. Also, students reflected on the learning outcomes mainly through the submission of a written process report. In line with its focus on artistic research and its contemporary dissemination strategies, the course successfully delivered on the expected learning outcomes through a product as the final output (alternative to a written report) in the form of (1) a final project presentation (marked) and online, multimedia web-based publication, and for one group a short documentary film. Our EiT villages followed the EiT alternative assessment model, which means that instead of a project report, all groups will have to do an Oral Exam. This will account for 50% of the final grade. For the presentation, each team gets 20 mins with 10 mins of feedback and QnA.You will be assessed on the following:<ul><li>Ability to formulate and describe the problem in connection to the theme of the village</li><li>Ability to describe the methods used to create the project</li><li>Ability to integrate professional and personal knowledge and skills </li><li>Quality of the Presentation</li><li>Ability to reflect on and articulate the value of the project and how it can benefit others</li><li>Ability to explain and discuss how the work can be continued</li><li>Ability to describe the learnings you have acquire through the process and project work</li><li>Ability to express criticality and self-awareness (we added this last criteria)</li></ul> Summary of student learning: “Many students felt as though it helped them think outside of the box and learn how to use more creative thinking to approach development challenges.”  “It was nice that there were several guest lecturers who taught students new skills.”  “Overall, the course was very strong in teaching students about digital media and ocean justice.”  Students felt the course helped them think outside the box and gave them a good understanding of ocean justice-related cases and digital media tools. They also learned new skills related to data visualisation. They learned how to use creative thinking to approach development challenges.

For mer informasjon om Eksperter i Team, se  www.ntnu.no/eit og www.ntnu.no/eit/emnebeskrivelse

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(16187)/FieldValuesAsText

Experts in Team is a mandatory course for all masters students. The course is group learning based where students work in teams with a twin focus: one the one hand, to develop and deepen their teamwork skills and on the other, to engage and work on thematic areas relevant to their interest and studies. The students come from a wide background that essentially means the course is enriched by various disciplines. Often the themes deal with socially and environmentally engaged issues or addressing relevant technical challenges.  One such socially engaged topic that is often understudied is around climate justice – systemic inequalities, pollution, resource exploitation etc. – with particular attention to oceans, namely Ocean Justice. Critically the course does this through group work using artistic research and form of open citizen journalism.

- Is the learning outcome updated and relevant?The course’s learning outcomes are up to date and in line with EIT learning outcomes: knowledge, skills and general competence (see current EIT course description). The students reflected on the learning outcomes mainly through the submission of a written process report. In line with its focus on artistic research and its contemporary dissemination strategies, the course successfully delivered on the the expected learning outcomes through a product as the final output (alternative to a written report) in the form of (1) an online, multimedia web-based publication; and a short project presentation (together the project delivery). In addition students were encouraged to submit a behind the scenes report. The last component was not for marking.   EIT’s updated alternative project delivery assessment criteria were also followed for each of the three above components.   - How is the learning outcome communicated to the students?The learning outcomes were orally presented to the students. This was followed up with regular shepherding towards the EIT student handbook and via blackboard. Communication of the learning outcomes were also reinforced, sometimes implicitly, during tutorials and feedback at different stages of project development, from the initial startup period all the way to the final presentation.   - Is there a good relationship between the subject taught and other subjects studied by the students?One of the core pillars of Ocean Justice stems from the fact that NTNU has a considerable research expertise on ocean science and in particular, marine technology. However students often engage with topics with far reaching implications from a purely technical point of view. Different from humanities, which often tends to focus on theory, the course is designed to engage and involve students from a technical background from related disciplines that study or exploit oceans – though in no way limited to – on ethical questions via real-world projects and citizen journalism. Testament to this was the fact that many of the students that took the course came from marine technology backgrounds. It is in this context students developed digital media-based projects on pressing environmental controversies, from overfishing to deep-sea mining and climate litigation.

- How did the teaching activities contribute to the students’ progression?The teaching activities included a mix of lectures, seminars, conceptual, methodology and skills-based workshops, group tutorials, guided and independent work. At the outset the students were exposed to thematic and methodologically innovative practitioners and their work via a series of guest presentations with award winning journalists, scientists, NGOs, lawyers and others. For several of these sessions the course worked with an ad-hoc external partner. The lectures were organised around the group topics. This created the perfect background for students to start independently working on developing their projects. As a next step, students were introduced to new methodologies (e.g. audio production and website building). As expressed during the reference group meeting, when combined these teaching vehicles propelled the groups to constantly improve their projects. Although, one feedback from students was to bring some of the methodology teaching forward. In the future we will mix up the lecture series with the methodology workshops rather than stacking them as we did. Regularly planned as well as impromptu feedback via tutorials acted as the glue to hold the more taught and project development work.  - How was their motivation?The students were highly motivated, although in our case, several students completed the course from abroad. - How is the learning environment? Many of our sessions were held digitally or as a mix of physical and digital. To our advantage, the semester long village format allowed for weeks where we could meet physically. The boost of meeting fellow students and village teaching and learning staff on the students was immediate and palpable. Students also benefitted from the facilities at KIT such as the music recording studio. In addition we teamed up with the Blue Planet village for the final project presentations that allowed for a high level of interactivity and created an open-learning and sharing environment.

- How is the learning outcome and evaluation?The students were evaluated together with the Blue Planet village. A joint assessment meeting was held. The learning outcome from students was 4,20 which places us well above the average. Overall we received 23 responses with 4 very satisfied, 9 satisfied, 4 somewhat satisfied, 2 dissatisfied and 1 very dissatisfied.

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Eksperter i team - Ocean Justice - AAR4923