Human Centered Informatics 8th

semester, Aalborg

Semester description

Semester details

School: School of Communication, Art and Technology (CAT)

Study board: Communication and Digital Media

Study regulations:

http://www.fak.hum.aau.dk/digitalAssets/107/107906_ma_human_centred_informatics_2015_hum_aau.dk.pdf

Semester framework theme This semester focus on development and design of Information and Communication Technology (ICT). This includes teaching within the overall research area of systems design with specific emphasis on user-driven theories and methods, organisational change in relation to systems design and implementation, information architecture, formal models for preparing and communicating design solutions, and epistemological understandings of information with a view to reflecting on the scientific theoretical basis of design. Furthermore, the semester fosters the interaction with the industry in order to develop students competences to work with the real world and also get a better taste of implementation of ICT designs.

Semester organisation and time schedule The semester is organised with a series of lectures presenting and discussing philosophies, theories and methods combined with exercises. This supports students ability to build knowledge through shared readings, applications and reflections on ICT design philosophies, theories, methods and specific software. The semester is composed of 3 modules:

Development and design of ICT (20 ECTS). The module will introduce students to design of ICT directed towards organisational practice or another professional practice as an additional core activity in the practice field of informatics. This module is developed through the whole semester. In week 5, students will be presented with different cases from companies. In this week students will be encourage to start their semester project.

ICT for Learning, Knowledge and Content Management (5 ECTS). Introduces to the management and adaptation of systems for learning, knowledge and content management. This module will be developed from week 6 to 9. It is aimed that this module will be a kind of input for the semester project.

Elective course (5 ECTS). Students will choose a course from the Elective modules for Master’s programmes under the Study Board of Communication and Digital Media. These electives courses will be developed during 5 Fridays (starting on March 4th).

Detail of the activities of each module will be described in the specific module description.

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Semester coordinator and secretariat assistance Module coordinator: Heilyn Camacho (hcamacho@hum.aau.dk) and Lone Dirckinck-Holmfeldt Secretary: Pia Knudsen

Module description: “Development and Design of ICT”

Module “Development and Design of ICT” 20 ECTS

Location 8th semester Study board Communication and Digital Media Module coordinator

Heilyn Camacho (hcamacho@hum.aau.dk) and Lone Dirckinck-Holmfeldt (lone@hum.aau.dk) Type and language English

Objectives

The module will introduce students to design of ICT directed towards organisational practice or another professional practice as an additional core activity in the practice field of informatics. The module comprises teaching within the following areas:

system design with particular emphasis on information architecture and interaction design

user-driven system development and system development methods in theory and practice

formal models for preparing and communicating design solutions (for example blueprints, UML etc.)

information theory and understanding of information with a view to reflecting on the scientific theoretical basis of design work.

Academic supervision will be offered in connection with the problem oriented project work. In this module students will acquire: Knowledge of:

the theory of science, theory and methods of system development

user-driven techniques and tools

organisational change and organisational culture in relation to system development and system design pertaining to ICT

information architecture and usability

formalisation and categorisation as regards formal models for the preparation, visualisation and communication of design solutions.

Skills in:

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assessing strategies and methods for system development and system design on the basis of user needs and/or costumer needs and knowledge of the disciplinary theories and methods.

choosing suitable strategies and methods for system development and system design directed towards various domains

data collection and analysis as regards system development and system design

applying formal models for the preparation and communication of system development and system design

communicating system development and system design to peers and others. Competences in:

taking an analytical, reflective and critical approach to the preconditions for system development and system design

taking an analytical, reflective and critical approach to system development and system design

engaging in disciplinary and interdisciplinary collaboration on system development and system design, with a professional approach

identifying own learning needs and structuring own learning in relation to the subject area of system development and system design.

Academic content and basis Cf. semester description

Scope and expectations 20 ECTS is 550 working hours and 2.000 pages of literature. The module is organised with 20 lecture hours at campus for which students are expected to prepare for a minimum of eight hours for each lecture hour. Preparations will especially be readings. Additionally, students are expected to conduct exercises related to lectures for a minimum of 100 hours. Through the semester students conduct a project within the theme ‘Development and Design of ICT’ independently. Since Development and Design of ICT is a discipline integrating philosophy, theory and practice students must expect to carry out fieldwork as well as theoretical studies and work on the ability to integrate theory and practice. Students must expect a workload of 250 hours for the semester project.

Participants Students enrolled at the 8th semester Human Centered Informatics

Prerequisites for participation Students enrolled at the 8th semester Human Centered Informatics

Module activities (course sessions etc.) 1. Lecture about Information philosophy (3 hours lecture). Informatics is the science of

information systems involving computing (hardware engineering, software design and programming. Programming is description of objects and relationships, and data flows, as well as theory building. The aim of the lecture is to seek to come to grips with the

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relationship between an object and a description of an object – in everyday folk theory, in programming, and in design

2. Lecture about Systems Design & Participation – an introduction (3 hours lecture) 3. Lecture about Design roles and Methods and Techniques (3 hours lecture) 4. Lecture about Introduction to Systems development: This lecture surveys the history of

systems development and also give an introduction of activities that takes place in industry practice today, without assuming prior knowledge to programming or industry experience. Waterfall and agile methods are compared and contrasted

5. Lecture about agile systems development (3 hours lecture) Introduction to agile methods. Reflecting back on previous experience of agile projects (as students or employees). This session is highly interactive

6. Lecture about Organizational Change (4 hours lecture): This lecture will cover the following topics: The concept of Organizational change, differences between IT project, organizational change and technochange project, Three different moments of organizational changes lead by technology (Before, during and after the technology arrives) and change management (different change models). Furthermore, it will present some cases/examples of ICT related organizational changes.

7. Lecture about Design Thinking in Theory and Practice (6 hours lectures + a field trip). These lectures cover the theory of Design thinking and the implementation of the methodology through a real case exercise.

8. Lecture about Formal models for communicating systems design (3 hours lecture). It introduces and discusses the concept of information architecture and presents the four core elements in information architecture: Navigation, organization, labelling, and search

9. Lecture about Information Architecture (3 hours lecture). It presents formal models for specifying, developing and verifying information systems. Specifically, the lecture departs from Unified Modeling Language (UML)

Literature of the Module: Information Philosophy

o Naur, P. (1985). Programming as theory building. Microprocessing and Microprogramming, 15, 253-261.

o Nygaard, K. (1986). Program development as a social activity. In: Kugler (ed.). Information Processing 86, IFIP. Elsevier: North-Holland,4-13.

o Miettinen, R. & J. Virkkunen (2005). Epistemic Objects, Artefacts and Organizational Change. Organization, 12, 437–456.

Design and system Development

o Parnas, D., & Clement, P. (1986). A rational design process - How and why to fake it. IEEE Transactions on Software Engineering, 12(2), 251-257.

o Royce, W. (n.d.). Managing development of large software systems. IEEE Wescon (pp. 1-9).

o Boehm, B. W. (1988). A spiral model of software development and enhancement. Computer, 21(5), 61–72. doi:10.1109/2.59

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o Beyer, H. (2010). User-centered agile methods. San Rafael, Calif. Morgan & Claypool Publishers

o Näkki, P., Koskela, P., Pikkaraininen, M. (2011). Practical model for user-driven innovation in agile software development. In the ICE2011 proceedings

o Löwgren, J., & Stolterman, Erik. (2004). Thoughtful interaction design : A design perspective on information technology (Elektronisk udgave ed.). Cambridge, Mass: MIT Press.

o Michael J. Muller: “Participatory Design: The Third Space in HCI” Human-computer interaction: Development process (2003): 165-185.

o Sanders, E. (2008) An evolving map of design practice and design research. Interactions Magazine – November and December, 2008

o Yanki Lee: “Design participation tactics: the challenges and new roles for designers in the co-design process”, in CoDesign, 4:1,31-50 2010.

o Kanstrup & Bertelsen: “Participatory Reflections – Power & Learning in User participation”, In What is Techno-Anthropology? Tom Børsen & Lars Botin (eds.) Aalborg University Press, Series in Transformational Studies; Nr. 1, Vol. 2, pp. 405-430.. s)

o Suchman: “located accountabilities in technology production” in Scandinavian Journal of Information Systems, 2002, 14(2): 91-105

o Karen Holtzblatt & Hugh Beyer (2014) Contextual Design: Evolved. Morgan and Claypool Publishers series. Synthesis Lectures on Human-Centered Informatics. (80 pages)

o Checkland, P., & Poulter, John. (2006). Learning for action : A short definitive account of soft systems methodology, and its use for practitioners, teachers and students. Chichester: Wiley. (80 pages)

o Kensing, Finn, Simonsen, Jesper, & Bodker, Keld. (1998). MUST: A Method for Participatory Design. Human-Computer Interaction, 13(2), 167-Computer Interaction, 1998, Vol.13(2), p.167-98.

o Brown, T. Change by design: how design thinking transforms organizations and inspires innovation. Harper Business, New York, 2009 (253 pages).

o Martin, R. L. (2009). The design of business: Why design thinking is the next competitive advantage (3rd ed.). Cambridge, MA: Harvard Business School Press (195 pages).

o Thoring, Katja, Muller, Roland, M., Martens, Jean-bernard, & Markopoulos, Panos. (2011). Understanding the creative mechanisms of design thinking: An evolutionary approach. Creativity and Innovation in Design Procedings of the Second Conference, 137-147.

Organizational change:

o Markus, L. (2004) Technochange management: using IT to drive organizational change. Journal of Information Technology 19:4-20. (Palgrave Macmillan)

o BASSETTI , C. (2012), ‘IS-related organizational change and the necessity of techno-organizational co-design(-in-use). An experience with ethno methodologically

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oriented ethnography’ , in G. Viscusi, G.M. Campagnolo and Y. Curzi (eds.), Phenomenology, Organizational Politics and IT Design: The Social Study of Information Systems, Hershey, Penn.: IGI Global.

o Burnes, Bernard (2004) Kurt Lewin and the Planned Approach to Change: A Re-appraisal. Journal of Management Studies 41:6 September 2004

o Lewis, L. K. (2011). Organizational change : creating change through strategic communication. Chichester, West Sussex; Malden, MA: Wiley-Blackwell. (Chapters 1-3)

o Kotter, J. (2012). Leading Change (2.nd ed.). Boston, Mass: Harvard Business Review Press

o Cabrera, A., Cabrera, E. and Barajas, S. (2001).The key role of organizational culture in a multi-system view of technology-driven change. International Journal of Information Management 21.

Communicating systems design and Information architecture o Morville, Rosenfeld, Arango (2015). Information Architecture: For the Web and

Beyond. Sebastopol: O’Reilly. Ch. 5-10 o Fowler, M. (2003). UML Distilled: A Brief Guide to the Standard Object Modeling

Language. Boston: Pearson. Ch. 1-4, 9. o Gomaa, H. (2011). Software Modeling and Design: UML Use Cases, Patterns, and

Software Architectures. Cambridge: Cambridge University Press. Ch. 1-2. Other practical material: http://www.mountaingoatsoftware.com/agile http://www.servicedesigntools.org/ https://dschool.stanford.edu/ http://www.designkit.org/resources/1

Examination Examination 4 An external oral examination in: “Development and Design of ICT” The examination is a conversation between the student(s) and the examiner and external examiner based on a project report produced individually or in a group. The project report/written work will be considered the shared responsibility of the group. Students will be examined and assessed on the basis of the entire project report, and one combined grade will be awarded each student for the project report and the oral performance. Literature foundation: 2000 standard pages supervisor approved, self-selected literature related to the project. The project report: total number of pages must be no less than 15 pages and no more than 20 pages per student in a project group, and 30 pages if written individually. Duration of examination: 20 minutes per student and 10 minutes per group for assessment and announcement of result, although no longer than a total of two hours. 30 minutes in total for individual examinations.

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Evaluation: Grading according to the 7-point scale. At oral group examinations, the examination must be conducted in such a way that individual assessment of each individual student’s performance is ensured. Credits: 20 ECTS. The project report and the conversation must demonstrate that the student fulfils the objectives for the module stated above. In the evaluation of the examination performance, the grade 12 will only be awarded to students who give an excellent performance and demonstrate that they have fulfilled the above objectives exhaustively or with only few insignificant omissions. Any re-examinations will be held on the basis of the revised project report.

Module description: ICT for Learning, Knowledge and Content Management

The module “ICT for Learning, Knowledge and Content Management” 5 ECTS

Location 8th semester Study board of Communication and Digital Media Module coordinator

Mette Skov (skov@hum.aau.dk) Type and language Study subject module English

Objectives The module will introduce students to the management and adaptation of systems for learning, knowledge and content management in order to enable students to act independently when needing to adapt systems, implement prototypes and implement more complete solutions on the basis of the adaptation and combination of components. The module comprises courses and exercises within the following areas:

systems for learning, knowledge and content management

use and adaptation of systems for learning, knowledge and content management. In this module students will acquire: Knowledge of:

theory and methods at the highest international level as regards ICT systems for learning, knowledge and content management

ICT systems for learning, knowledge and content management Skills in:

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assessing, selecting and applying methods for learning, knowledge and content management

selecting, configuring and adapting ICT systems for learning, knowledge and content management

communicating methods and solutions for ICT for learning, knowledge and content management to peers and others.

Competences in:

taking an analytical, reflective and critical approach to selecting, adapting and applying ICT systems for learning, knowledge and content management

engaging in interdisciplinary collaboration on selecting, adapting and applying ICT systems for learning, knowledge and content management

identifying own learning needs and structuring own learning in relation to selecting, adapting and applying ICT systems for learning, knowledge and content management.

Academic content and basis Cf. semester description

Scope and expectations The module is organised with 30 lecture hours at campus for which students are expected to prepare for a minimum of 3 hours for each lecture hour through readings and exercises. Real life cases will be presented as part of the module and it is expected that students engage in case work and exercises in order to work on the ability to integrate theory and practice. 5 ECTS is 137,5 working hours

Participants Students enrolled at the 8th semester Human Centered Informatics

Prerequisites for participation BA-level in studies accepted by the study board of Human Centered Informatics

Module activities (course sessions etc.) The module will alternate between lectures, hands-on training and workshops and student presentations. Lecture: Introduction to learning theory and different perspectives on learning (Thomas Ryberg) In this lecture we discuss different fundamental views on learning. You may have encountered some of the texts previously, but they are good basic texts to understand underlying differences in learning theories. Literature:

Conole, G., Dyke, M., Oliver, M., & Seale, J. (2004). Mapping pedagogy and tools for effective learning design. Computers and Education, 43(1), 17–33.

Paavola, S., Lipponen, L., & Hakkarainen, K. (2004). Models of Innovative Knowledge Communities and Three Metaphors of Learning. Review of Educational Research, 74(4), 557–576.

DRAFT chapter of the book “Networked Learning: An Educational Paradigm for the Age of Digital Networks” by Chris Jones to appear in the Springer Book Series: Research in Networked Learning (2015)

Lecture: Introduction to knowledge management (Heilyn Camacho). The process of Knowledge creation, knowledge sharing and knowledge management. Furthermore, the role of ICT in the field of Knowledge management will be presented including a brief introduction about knowledge management systems.

Literature:

Tan, S. C., So, H. J., & Yeo, J. (Eds.). (2014). Knowledge Creation in Education / edited by Seng Chee

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Tan, Hyo Jeong So, Jennifer Yeo (Elektronisk udgave). Singapore : Springer Singapore (chapter 2).

Blacker F. (1995). Knowledge, knowledge workers and organizations: an overview and interpretation. Organization Studies 16(6): 1021-1046.

Alavi, M. and Dorothy E. L. (2001) “Review: Knowledge Management and Knowledge Management Systems: Conceptual Foundations and Research Issues”, MIS Quarterly, Vol. 25, No. 1, pp 107-136. (In the folder)

Chua, Alton (2004). Knowledgemanagementsystemarchitecture:abridgebetween KM consultants

and technologists. International Journal of Information Management 24.

Nonaka, I., Toyama, R., & Byosière, P. (2001). ‘A Theory of Organizational Knowledge Creation: Understanding the Dynamic Process of Creating Knowledge’. In: M. Dierkes, A. B. Antal, J. Child & I. Nonaka (eds.). Handbook of Organizational Learning and Knowledge. Oxford: Oxford University Press, p. 491-517 (in the folder)

Panahi, P.; Watson, J. and Partridge, H. (2013) Towards tacit knowledge sharing over social web tools. Journal of Knowledge Management, Vol. 17, No 3. pp. 379-397. Emerald Group Publishing Limited, ISSN 1367-3270

Teo, T., Nishant, R., Goh, M. and Agarwal, S. (2011) Leveraging Collaborative Technologies to Build a Knowledge Sharing Culture at HP Analytics. MIS Quarterly Executive. Vol. 10, No 1, page 1-18

Workshop: Adoption and implementation of Learning Management Systems (Heilyn Camacho and Mette Skov). In this workshop we focus on theoretical discussion about the relation between principles of effective learning and the opportunities to achieve those with LMS. We will take a discussion about the current state of LMS in the market and we finish with a hands on exercise about Moodle. Literature:

Beckford, C. & Mugisa, E. (2014). Learning Management Systems – The Current Picture. In T. Bastiaens (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (pp. 153-163). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE)

Wang, Jianfeng, Doll, William J., Deng, Xiaodong, Park, Kihyun, & Yang, Ma Ga. (2013). The Impact of Faculty Perceived Reconfigurability of Learning Management Systems on Effective Teaching Practices. Computers & Education, 61, 146-157.

Workshop: Hands-on workshop on Content Management Systems (Toine Bogers)

Students will be introduced to the basics of Content Management Systems (CMS) and will gain practical experience with one of the most popular CMS: Wordpress. Literature:

Connolly, R. & Hoar, R. (2014). Fundamentals of Web Development, Pearson, chapter 18.

McKeever, S. (2010). Understanding Web Content Management Systems: Evolution, Lifecycle and Market, Industrial Management & Data Systems, vol. 103, no. 9, pp. 686-692

Lecture: Enterprice systems (Heilyn Camacho). This lecture introduces the different enterprise systems (Customer Relationship Management, Enterprise Resource Planning, Supply Chain Management) and its impact in the organizations. Literature

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Shari Shang & Peter B Seddon. (202) Assessing and managing the benefits of enterprise systems: the business manager’s perspective. Info Systems Journal 12, 271–299.

Rajiv Malhotra and Cecilia Temponi (2010). Critical decisions for ERP integration: Small business issues. International Journal of Information Management 30, pag. 28–37

Kumar, V; Reinartz, Werner (2012) Chapter 1: Strategic Customer Relationship Management Today. In Customer Relationship Management : Concept, Strategy, and Tools. Chapter 1: / SpringerLink (Online book at AUB)

Ross, D. (2011). Introduction to Supply Chain Management Technologies. Second Edition. CRC Press. Taylor & Francis Group. Chapter 3 from page 65-80. Online here: http://www.slideshare.net/NikhilVashistha/introduction-to-supply-chain-management-technologies-by-david-fedrick

Lecture: Selecting and adapting Content Management Systems

This lecture will focus on the use and adaption of systems for content management. A real life case will be presented and discussed. Literature: the same as for the hands-on workshop on CMS. Workshop: Student presentations (Heilyn Camacho and Mette Skov) Students will present and discuss group assignments on learning, content and knowledge systems.

Examination Examination 5 An internal written examination in English in “ICT for Learning, Knowledge and Content Management” The examination is a seven-day take-home assignment on a set topic. On the basis of the module, students will respond to one or a number of questions and assignments within the subject area of the module. The assignment paper must not exceed ten pages, and it must be prepared individually. Evaluation: Grading according to the 7-point scale. The study elements on which the examination is based is equivalent to 5 ECTS. In the evaluation of the examination performance, the grade 12 will only be awarded to students who give an excellent performance and demonstrate that they have fulfilled the above objectives exhaustively or with only few insignificant omissions.