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This course normally functions very well so there were not any specific developments.The main changes was that I as course leader was not teaching on the course. There were two replacement lecturers covering my and Marius' contributions (we were both on research leave).I however kept in close contact with the UIB course leader (the course is joint with UIB), and covered some coordination work, exam and assignment formulation, and feedback for the exam information meeting, as well as attending reference group meeting and responding to related correspondance.While different lecturers are in and out of the course, there is enough continuity and management overview to ensure quality.

In the reference group meeting students said that they thought there was good convergence between the teaching goals and the content of the course.

The students said that the course corresponds well to the course description (as above).·      Teacher variety:  They thought that it was good to have a range of different teachers from NTNU and UIB who were all lecturing in their own specialist areas.·       Online format: In terms of the format of the course, it started off in hybrid form, with the UIB students in one room at UIB and the NTNU students on zoom. This worked quite well on the Bergen side as students could be together. However, the NNTU students found this format a bit challenging (harder to follow) so we reverted to zoom only meetings.Although the students would have preferred to have had a physical course, we discussed that this was not possible given that the course is a cooperation between UIB and NTNU. However, they concluded that despite this limitation, the course went well on zoom.·     Communication:   The teachers used mail to communicate to the students, as students are using 2 different platforms. The teaching materials were then uploaded on the respective teaching platforms. This was deemed a satisfactory solution from the students’ side.·       Student group chat: The students had a course WhatsApp group. They did not use it so much; however, it could be a good idea to suggest to future students.·       Flipped classroom: Relating to the fact that students ultimately preferred physical teaching mode, the teachers discussed that next year (as has been done in some other years) students could be assigned to groups and given group work in between classes to do together – as a social-faglig exercise.·      Help with class prep:  The students especially appreciated getting reading and preparation guidelines in advance of the lectures – they said that it made processing the articles easier, saved time, and provided them with a head-start. Students get an exam prep session and ppt.·       Pensum: Some of the articles were very long, so they thought that it was good to have the possibility to prepare in advance. They liked that they had access to the pensum from the start. One student commented that he found the pensum enriching.·       Timing. One student suggested we could have the course earlier in the day. Margery said that this was not possible before because of the teacher students’ schedules but that this system would be changing, so that we could potentially have an earlier session next year.·       One student rounded off that he “Liked the class.”Conclusion: This class works well, in terms of good teaching, good challenging pensum, good overall concept, and good cooperation between ntnu and uib. The main challenge is the hybrid form. Moving to zoom only worked a lot better.Additional things to consider after the students report:<ul><li>Agree on regular pauses at the same time across lecture</li><li>Consider whether zoom session could be recorded</li><li>Try to arrange earlier time slot (not finishing at 1700) - also above</li><li> Have zoom only (not hybrid) from start in future</li></ul>

NTNU:TIA:REST

Institutt for språk og litteratur

Department of Language and Literature

Fransk

Mer om vurdering

Hjemmeeksamen over et oppgitt emne. Eksamensoppgaven skal besvares i løpet av 3 uker. Det kan ligge andre eksamener innenfor samme periode. Eksamen skal i sin helhet besvares på fransk.

Anbefalte forkunnskaper

Bachelorgrad med fordypning i fransk, eller bachelorgrad i europastudier med fransk, eller tilsvarende utdanning.

Faglig innhold

Ett til to franske litterære verk studeres gjennom flere ulike perspektiver, for eksempel: tematiske, retoriske, fortellertekniske, litteraturhistoriske. Dette kan også innebære å studere verket/verkene gjennom adaptasjoner, som film, tegneserier, eller andre litterære verk basert på originalteksten(e). Momenter som tekstenes kultur- og litteraturhistoriske kontekst, idéinnhold og sjangermessige tilhørighet vil stå sentralt. Emnet legger samtidig vekt på fagkritisk refleksjon.

Kursmateriell

Pensum oppgis ved semesterstart. Noe studiemateriell vil bli utdelt i løpet av semesteret.

Læringsutbytte

KunnskapKandidater som har bestått dette emnet- har utvidet kunnskap om fransk litteratur- har dybdekunnskap om ett til to sentrale verk i fransk litteraturhistorie FerdigheterKandidater som har bestått dette emnet- kan anvende ulike analytiske perspektiver på litterære tekster- kan diskutere forholdet mellom ulike tekster på fransk, med en kritisk tilnærming til tekstene Generell kompetanseKandidater som har bestått dette emnet- behersker akademisk fremstilling på fransk muntlig og skriftlig- har evne til å strukturere og formulere ideer klart og innsiktsfullt

Læringsformer og aktiviteter

Forelesninger og/eller seminar. Undervisningen gis i samarbeid med Universitetet i Bergen. Obligatoriske aktiviteter:- 1 muntlig presentasjon på 15 minutter over en selvvalgt problemstilling i tilknytning til pensum- 1 skriftlig innlevering på ca. 800 ord: et resymé av en pensumartikkel der artikkelens oppbygning og argumentasjon vektlegges. Oppgaven skal også inneholde en avsluttende kritisk del der artikkelens styrker og svakheter diskuteres. Godkjente obligatoriske aktiviteter er gyldige i to semester (semesteret godkjenningen gis og påfølgende semester). Alle obligatoriske aktiviteter må avlegges i samme semester.

1 muntlig presentasjon (15 minutter)

1 skriftlig arbeid (800 ord)

Spesialiseringsemne i fransk litteratur

Fransk litteratur

Fransk litteraturvitenskap

Lektorutdanning i språkfag for trinn 8 – 13

Fransk - masterstudium

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This semster there were only two NTNU students, with around 10 from UIB and the sessions took place online as usual.The course has 4 lecturers plus 2 guest lecturers.Last year students wanted to have more opportunities to have physcial meetings at their own campus.This year some of the lecturers faciliated additional online meetings between students from UIB and NTNU who worked in pairs or in groups on homwork assigned in advance of lectures. The students appreciated these opportunities to work together.Students also requested that there should be more context given (litereary movements and theoretical developments). The latter was adressed in introductory lectures, for the former, this was not an issue this year.

<h3>Learning outcome</h3>This course was based on studying Madame Bovary from a variety of analycal perspectives, and as such fulfills the aim of enabling candidates to apply various analytical perspectives to literary texts and to develop their critical approach to texts. The fact that there are many lecturers on the course each delivering lectures in their specialist areas adds a lot of depth and variety to the course.The combination of written and oral assignments (the latter undertaken in pairs) works well. The students put in a lot of effort in their oral presentations and showed a lot of engagment and interest in their chosen approaches.

Ths NTNU students<ul><li>were happy with the lectures and variety of lecturers</li><li>were happy with quick feedback on questions they had</li><li>wanted an exam prep session (done and went very well)</li><li>wanted more info on assignments expectations (done informally but could be built into a session in future)</li><li>thought the main issue was the course was problems with internet (this was a problem for individual students)</li><li>wanted a shorter exam period (2 weeks not 3 - should be discussed with uib)</li><li>would like more advance notice about group work between classes</li><li>liked especially when there were discussion times, and analytical work done in class</li><li>found specific reading list items difficult (this should be reviewed)</li><li>asked that in future the lecture without ppt would have a written document instead (this could be requested from lecturer)</li><li>asked that all ppts were put online (they were all on BB with messages indicating each time they were added so not sure why the students did not find them)</li><li>had a good suggestion that the students could get some questions on specific articles every week to help them look out for the main points (discuss with uib)</li><li>had a good suggestion that the chapters in focus for each lecture could be given out in advance (discuss with uib)</li><li>would like a final lecture or document summarising the lectures and/or the reading lists (this can be discussed with the lecturers but might not be easy to do)</li><li>would like to have more short breaks during the lecture sessions (discuss with uib)</li></ul> UIB students' comments should also be taken into account (most were international students unfamiliar with Norwegian university systems)<ul><li>they would like more group work during lecture time</li><li>they would like an introductory session talking them through all aspects of the courses</li><li>they found a couple of the articles difficult (this can be reviewed)</li><li>they also appreciated the variety of lectures and especially appreciated the guest lecturers</li></ul> Note: the first session should include going through the course brochure as some students do not read it systematically and miss important information. Overview: This course has now run for a few years, and the formula (different lecturers lecturing on a single novel using analytical appraoches they specialise in) works very well.

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The student representatives are : Johanne Søberg (NTNU) Alain Abena and Rigobert Marie Mvogo Eteme (UIB)This course is joint with UIB. The course went very well. At the end of the last course, many of the students said that they had really enjoyed the course.The students were very engaged during the classes, and discussed many of the topics raised with interest and enthusiasm.The students were given regular "homework" to do in groups, each of which was assigned a leader. This worked well on the whole, apart from a few cases where the groups did not meet up in advance. Since around half the students were francophone, we created mixed groups of francophone and non-francophone students across uib/ntnu, but some weeks did campus based division, so that students had the opportunity to meet face to face.The students appreciated getting homework to prepare in advance of classes and considered that this helped their learning process.The students report suggested that we could have less articles on the pensum per week. We can review this before next year.The cooperation between UIB and NTNU was excellent.

KunnskapKandidater som har bestått dette emnet- har utvidet kunnskap om fransk litteratur- har dybdekunnskap om ett til to sentrale verk i fransk litteraturhistorie FerdigheterKandidater som har bestått dette emnet- kan anvende ulike analytiske perspektiver på litterære tekster- kan diskutere forholdet mellom ulike tekster på fransk, med en kritisk tilnærming til tekstene Generell kompetanseKandidater som har bestått dette emnet- behersker akademisk fremstilling på fransk muntlig og skriftlig- har evne til å strukturere og formulere ideer klart og innsiktsfullt

The lectures were all on zoom. Some weeks uib had hybrid teaching with students present on their campus. NTNU students did not meet on campus, as there was no room with the right technical equipment available for hybrid teaching. The ntnu students finally requested that we only used zoom (not hybrid) and this happened towards the end of the course. The students requested that we recorded the lectures later in the semester. This was done by most of the lecturers. The students requested to have the ppts in advance of class, but the lecturers preferred not to do this. The students requested that BB was to be used more systematically (from past experience, we have used email to communicate across UIB/NTNU as the universities learning platforms are not compatible) - and this was done after the request. We had a three guest lecturers who all added a lot of value to the course.

The oral presentations went very well. Students were paired mostly along francophone/non francophone lines. The standard of the presentations was high. Both fellow students and lecturers (two present) asked questions. At the end of each presentation, there were interested and engaged questions from follow students. We received a lot of questions about the specifics of the exams (for example, what we meant by "chose an extract of around a page". These were all resolved. The student appreciated getting feedback on both their written and oral assignments.

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Hjemmeeksamen (3 uker) over et oppgitt emne. Eksamen skal i sin helhet besvares på fransk.

Forelesninger og/eller seminar. Undervisningen gis i samarbeid med Universitetet i Bergen. Obligatoriske aktiviteter:- 1 muntlig presentasjon på 15 minutter over en selvvalgt problemstilling i tilknytning til pensum- 1 skriftlig innlevering på ca. 800 ord: et resymé av en pensumartikkel der artikkelens oppbygning og argumentasjon vektlegges. Oppgaven skal også inneholde en avsluttende kritisk del der artikkelens styrker og svakheter diskuteres. Godkjente obligatoriske aktiviteter er gyldige i to semester (semesteret godkjenningen gis og påfølgende semester). Alle obligatoriske aktiviteter må avlegges i samme semester.

Lektorutdanning i språkfag - masterstudium (5-årig)

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Spesialiseringsemne i fransk litteratur - FRA3111