Humanistic Informatics 8th semester, Human Centered Informatics, Copenhagen

Semester description Semester details School: School of Communication, Art and Technology (CAT) Study board: Humanistic Informatics Study regulations: http://www.fak.hum.aau.dk/digitalAssets/84/84303_curriculum_ma_human_centred_informatics_2014_hum_aau.pdf

Semester framework theme This semester focuses on development and design of Information and Communication Technology (ICT). Building on curriculum from the previous (7th) semester’s work on analysis of use practices, this semester introduce the challenge of how to design with use practice. This includes teaching within the overall research area of systems design with specific emphasis on designing with the use practice through user-­driven theories and methods, organisational change in relation to systems design, interaction design and 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. After having completed the 7th and 8th semester the students will ahve competences in both analysis of use practises and system design, and will be ready for the practise work on 9th semester.

Semester organisation and time schedule

The semester is introduced in week 6. It has one 5 ECTS study module on “ICT for Learning, Knowledge and Content Management”, which begins in weeks 6-­8 with a takehome exam in week 9. The study module is a focussed 3 week course that takes the students through a complete design and implementation process on a focussed topic (HCI goes MOOC), and includes an introduction and hands-­on experience with a CMS (wordpress). The study module is focused on MOOCs, and will around this topic introduce students to the fundamentals of e-­learning. The module takes the students from the process

of user research and requirements definition through to modeling system functions via use case diagrams, as well as wireframing and simple mock-­ups for design. Finally, implementation of systems via CMS. Along the way 4 deliverables are generated and shared among the students, forming the dataset for the take-­home exam at the end of the course.

Building directly on the study module, the main 20 ECTS project module on “Development and Design of ICT” begins in week 10. The project module goes more in-­depth into development methods, modelling, prototyping, design methods, information architecture and user testing. The module is informally split into two components, Development Methods and Design Methods. Both introduce several different methods and processes. The Development Methods section focuses on agile methods, UML and prototyping as core tools. The Design Methods section focus on the use of storyboards, flowcharts and wireframes, as well as the context of design. Furthermore, Information Architecture and basic user testing methods are covered. Two set cases are offered to the students as background for in-­class deliverables.

Students can choose one 5 ECTS elective course. Either from the two courses offered under this degree (“Collective Intelligence” or “Web programming” -­ see descriptions below) or from among the elective courses offered by the master in communication. Elective courses start in week 11 with takehome exams in week 16.

Semester coordinator and secretariat assistance Anchorperson: Birger Larsen and Anders Drachen Secretarial assistance: Lone Nørstad and Karin Jensen

Module description: “Development and Design of ICT”

“Development and Design of ICT” Project Module 20 ECTS equals 550 working hours

Location 8th semester

Module coordinator Birger Larsen and Anders Drachen

Type and language Project module English

Objectives 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:

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 conjunction with other modules/semesters 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.

Scope and expected performance 20 ECTS

Participants Only for students on the 8th semester of the Humanistic Informatics degree at AAU Copenhagen.

Prerequisites for participation Completion of all courses and deliverables on the 7th semester of the Humanistic Informatics degree at AAU Copenhagen.

Module activities (course sessions etc.) The project module is focused along the semester theme of design and development of IT-­based systems. The module is informally split into two components, Development Methods and Design Methods. Both introduce several different methods and processes. The Development Methods section focuses on agile methods, UML and prototyping as core tools. The Design Methods section focus on the use of storyboards, flowcharts and wireframes, as well as the context of design. Furthermore, Information Architecture and basic user testing methods are covered. Teaching activities comprise a mixture of lectures and exercises under each overall topic. Two set cases are offered to the students as background for in-­class deliverables. Teachers: Anders Drachen, Birger Larsen and Stine Ejsing-­Suun Introduction (2 hrs) Course/semester intro Cases (2 cases) for semester projects Overview of entire semester Summary of previous theories Readings: J. L. Whitten and L. D. Bentley, Systems Analysis and Design Methods, 7th edition or later, Chapters 1-­4 (Systems analysis and design methods;; IS building blocks;; IS development and -­management) Development methods (4 hrs) Waterfall modeling SCRUM/Agile Gantt charts Readings: Dix, A.;; Finlay, J. Abowd, G. D. and Beale, R. Human Computer Interaction, 3rd edition or newer, chapter 6: HCI in the Software Process. Moreira, R.: Agile Development. Chapters 1-­5. Goodman, E.;; Kuniavsky, M. and Moed, A. Observing the User Experience: A Practitioner´s Guide to User Research, Chapters 1-­3. Modeling (4 hrs) UML User stories Readings:

J. L. Whitten and L. D. Bentley, Systems Analysis and Design Methods, 7th edition or later, Chapter 10 (Object-­oriented analysis and modeling using the UML). Prototyping General introduction to prototyping as a tool. Readings: Dix, A.;; Finlay, J. Abowd, G. D. and Beale, R. Human Computer Interaction, 3rd edition or newer, chapter 6 (Interaction design basics). Design methods (4 hrs) Storyboards Flowcharts Wireframes Readings: Rogers, Y., Sharp, H. & Preece, J (2011): Interaction Design -­ beyond human -­computer interaction, 3rd edition, Chapter 11 (Design, prototyping, and construction). Contextual design (2 hrs) Designing information spaces (2 hrs) Information architecture Interaction design Readings: Morville, P. M. & Rosenfeld, L. (2006): Information Architecture for the World Wide Web, 3rd edition, chapters 1-­9. User testing (2 hrs) Eyetracking Think-­aloud Stimulated recall Readings: Charters, E. (2003): The Use of Think-­aloud Methods in Qualitative Research -­ An Introduction to Think-­aloud Methods. Brock Education Journal 12(2), 68-­82. Webb, N., Renshaw, T. (2008). Eyetracking in HCI. In: Cains, P. & Cox, A.L (Eds.) Research methods for human-­computer interaction. Cambridge, UK: Cambridge University Press, p 35-­69. Presentation session (across 6th and 8th semester) The best semester project will receive an award, an official certificate (and if possible a small prize). The best projects will be decided by teachers, external contacts related to the case(s), and the other students. A presentation session, shark tank style, will occur across the 6th and 8th semesters 2 weeks before the project deadline.

Examination 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. 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. 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”

ICT for Learning, Knowledge and Content Management

5 ECTS equals 137,5 working hours

Location 8th semester

Module coordinator Thorkild Hanghøj and Anders Drachen

Type and language Study subject module

English

Objectives 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:

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 conjunction with other modules/semesters 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.

Scope and expected performance 5 ECTS equals 137,5 working hours

Participants Only for students on the 8th semester of the Humanistic Informatics degree at AAU Copenhagen.

Prerequisites for participation Completion of all courses and deliverables on the 7th semester of the Humanistic Informatics degree at AAU Copenhagen.

Module activities (course sessions etc.) This module operates in concert with the project module. It is focused on introducing students to the design and management of systems for learning, knowledge and content management. The module is focused on MOOCs, and will around this topic introduce students to the fundamentals of e-­learning. The module takes the students from the process of user research and requirements definition through to modeling system functions via use case diagrams, as well as wireframing and simple mock-­ups for design. Finally, implementation of systems via CMS. Along the way 4 deliverables are generated and shared among the students, forming the dataset for the take-­home

exam at the end of the course. The four deliverables are:

1. stakeholder analysis 2. interviews/surveys with specific user groups (divided among groups) 3. user requirements and sharing of these data with other groups

The deliverables form the basis for the take-­home exam, which is a 7-­day affair. During this exam, the students take on the role of consultants working with MOOCs. They need to develop a solution for the IV degree at AAU Copenhagen, and provide scientific arguments as to why their solution should be used to promote the degree, and the pros and cons of the MOOC platform. It is expected that students integrate one or more system functionalities via the chosen CMS such as Wordpress. Introduction to case: HCI goes MOOC (4 hrs) What is a MOOC? E-­learning in higher education Readings: http://newprairiepress.org/culsproceedings/vol3/iss1/5/ http://er.dut.ac.za/handle/123456789/71 http://www.tandfonline.com/doi/abs/10.1080/00091383.2013.842103?journalCode=vchn20 From users to use cases (4 hrs) User research Requirements Functions Deliverable: Stakeholder analysis Readings: Goodman, E.;; Kuniavsky, M. and Moed, A. Observing the User Experience: A Practitioner´s Guide to User Research, Chapters 4-­5 Schmeer, K. Stakeholder Analysis Guidelines. Modeling (2 hrs) Use case diagrams and UML introduction Readings: J. L. Whitten and L. D. Bentley, Systems Analysis and Design Methods, 7th edition or later, Chapter 10 (Object-­oriented analysis and modeling using the UML) Design (4 hrs)

Wireframes (w/ Balsamiq) Usability heuristics Deliverable: Interviews/surveys Readings: Dix, A.;; Finlay, J. Abowd, G. D. and Beale, R. Human Computer Interaction, 3rd edition or newer, Chapter 5 (Interaction design basics), Chapter 7 (Design rules). Implementation 4 hrs) CMS / WordPress Student presentations (4 hrs) Meet requirements Which learning activities? Organizational aspects Deliverable: Requirements & sharing data with other groups Take-­home exam theme: You are consultants working with MOOCs. Provide scientific arguments on why your solution should be used to promote the HCI degree through MOOCS? Lecturers: Thorkild Hanghøj, Anders Drachen and Toine Bogers

Examination 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.

Modultitel, ECTS-­angivelse og STADS-­kode

Collective Intelligence

5 ECTS

Placering

8. Semester

Modulansvarlig

Toine Bogers

Type og sprog

Valgfagsmodul

Engelsk

Mål

In this module students will acquire:

Knowledge:

understand the phenomenon of ‘wisdom of the crowds’, and its success conditions

be familiar with techniques and algorithms for harnessing collective intelligence automatically, such as social network analysis, machine learning for online matchmaking, clustering & visualization of large data sets, and recommender systems

Skills:

explain how the Web 2.0 paradigm enables the application of collective intelligence

identify and compare the basic techniques available for harnessing the collective intelligence represented large groups of users

discuss and apply central hypotheses, theories, concepts, methods, and processes involved in using collective intelligence approaches

Competences:

relate theories and concepts and methods from collective intelligence to real world cases

Fagindhold og begrundelse

This course is centered on the concept of collective intelligence: combining the behavior, preferences, or ideas of a group of people to create novel insights. Students will learn how to interpret and organize the enormous amounts of user-­generated content on the Web to produce novel insights about user experience, marketing, personal tastes, and human behavior in general. We will focus especially on a range of different sophisticated techniques and algorithms for harnessing such collective intelligence automatically.

Deltagere og forudsætninger

Students on the 8th semester KOM and IV degrees. No prior experience is required.

Modulaktiviteter (kursusgange med videre)

Teachers

Toine Bogers (TB) Birger Larsen (BL)

1. Introduction + Wisdom of crowds [TB]

This lecture will introduce students to concept of ‘wisdom of crowds’ (also known as ‘collective intelligence’) and will discuss why and when a crowd is smarter than individuals. The accompanying lab session has students perform their own wisdom-­of-­crowds experiments as well as analyze the collective intelligence genomes of a Web 2.0 service of their choice.

Required reading

Surowiecki, J. (2005). The Wisdom of Crowds. Random House Malone, T.W., Laubacher, R., and Dellarocas, C. (2010). The Collective

Intelligence Genome. IEEE Engineering Management Review, 38(3), pp. 21-­31 O'Reilly, T. (2007). What is Web 2.0: Design Patterns and Business Models for

the Next Generation of Software. Communications & Strategies, 1(17), pp. 17-­37

2. Machine learning [TB]

This lecture will introduce students to the basics of machine learning. Students will learn how computers can automatically learn how to solve problems with a particular focus on decision tree learning. In the lab session, students will apply decision tree learning to the problem of online matchmaking on online dating sites.

Required reading

Jackson, P. and Moulinier, I. (2002). Natural Language Processing for Online Applications. John Benjamins Publishing Company, chapter 4, pp. 141-­144

Mitchell, T. (1997). Machine Learning. McGraw-­Hill, chapter 3, pp. 52-­60

3. Social network analysis [TB]

This lecture will teach students about social networks, network theory and social network analysis and its applications. In the lab session, students will map the social network of their fellow Master’s students and analyze it using specialized software.

Required reading

Easley, D. and Kleinberg, J. (2010). Networks, Crowds, and Markets: Reasoning About a Highly Connected World. Cambridge University Press, chapter 1.

De Nooy, W., Mrvar, A., and Bagatelj, V. (2005). Exploratory Network Analysis with Pajek. Cambridge University Press.

4. Clustering & visualization [BL]

This lecture will introduce students to the basic concepts behind clustering and visualization of data: how can we detect and visualize groups of similar items in a large data set? The lab session sees students gain hands-­on experience with clustering & visualization using specialized software.

Required reading

Jain, A.K., Murty, M.N., Flynn, P.J. (1999). Data Clustering: A Review. ACM Computing Surveys, 31(3), pp. 264-­323

5. Recommender systems [TB]

This lecture will introduce students to the recommender systems: systems that recommend new and interesting products to users based on their past interests and those of others. In the final lab session, students will brainstorm about applying the different CI techniques covered in the course to a specific case.

Required reading

Resnick, P. and Varian, H.R. (1997). Recommender Systems. Communications of the ACM, 40(3), pp. 56-­58

Ricci, F., Rokach, L., Shapira, B., and Kantor, P. (2011). Recommender Systems Handbook. Springer, chapter 1, pp. 1-­29.

Omfang og forventning

Teaching will be a combination of lectures (10 hrs) and lab sessions (10 hrs), where the students will apply some of the techniques discussed in the course to real-­world data sets using the data mining software Orange.

Eksamen

The examination is a three-­day, home-­based, written examination. Based on the content of the module the student must write a paper that answers one or more questions formulated by the examiner. The examination is individual with pass/fail grading, and the paper may exceed no more than 10 pages. The home-­based examination paper must demonstrate that the student fulfills the objectives described above.

The examination may be substituted by satisfactory active participation in the module, which includes solving the total number of tasks and exercises during the module.

Modultitel, ECTS-­angivelse og STADS-­kode

Web Programming

5 ECTS

Placering

8. Semester

Modulansvarlig

Toine Bogers

Type og sprog

Valgfagsmodul

Engelsk

Mål

In this module students will acquire:

Knowledge

understand the basics of programming in PHP understand fundamental relational database concepts

Skills

write and debug procedural PHP scripts design a basic relational database

Competences

design and implement basic Web applications using PHP and relational databases

Fagindhold og begrundelse

This course will provide an introduction to Web programming using PHP for motivated students with little or no prior experience in programming. The course will focus on planning and organizing programs, as well as the grammar of the PHP programming language. You will learn concepts like variables, loops, functions, methods and argument passing, classes, and general problem solving ability that will become

building blocks to your programming skills. In addition, the course will provide a gentle introduction to relational databases using MySQL in the context of Web programming.

Deltagere og forudsætninger

Students on the 8th semester KOM and IV degrees. No prior experience is required, although experience with HTML will be very useful.

Modulaktiviteter (kursusgange med videre)

1. Introduction to programming

This lecture will introduce students to the basics behind how computers work, what programming is, and give a brief introduction to HTML. We will also spend time on installing PHP and MYSQL set up on the students’ laptops.

Required reading

Ullman, L. (2011). PHP for the Web, 4th edition, Peachpit Press, chapter 1, pp. 1-­9, 12-­21, 25-­27

Gaddis, T. (2012). Starting Out with Python, 2nd edition, chapter 1, Addison-­Wesley

2. Comments & variables

This lecture will introduce students to the concepts of variables, variable types and comments in PHP.

Required reading

Ullman, L. (2011). PHP for the Web, 4th edition, Peachpit Press, chapter 1 Ullman, L. (2011). PHP for the Web, 4th edition, Peachpit Press, chapter 2 Ullman, L. (2011). PHP for the Web, 4th edition, Peachpit Press, chapter 4 Ullman, L. (2011). PHP for the Web, 4th edition, Peachpit Press, chapter 5

3. Input/output processing

This lecture will teach students how to get information into PHP scripts and what the possibilities are for displaying it on the screen.

Required reading

Ullman, L. (2011). PHP for the Web, 4th edition, Peachpit Press, chapter 3 Ullman, L. (2011). PHP for the Web, 4th edition, Peachpit Press, chapter 4 Ullman, L. (2011). PHP for the Web, 4th edition, Peachpit Press, chapter 5

4. Conditionals & operators

This lecture will introduce students to the building blocks of programming logic: conditionals and operators, such as if-­then-­else and case statements.

Required reading

Ullman, L. (2011). PHP for the Web, 4th edition, Peachpit Press, chapter 6, pp. 115-­145.

5. Functions

This lecture will introduce students to the concept of functions, both built-­in and self-­defined. In addition, this lecture will offer a mid-­course recap and Q&A session.

Required reading

·∙ Ullman, L. (2011). PHP for the Web, 4th edition, Peachpit Press, chapter 10

6. Repetition structures

This lecture will introduce students to repetition structures, such as for and while loops.

Required reading

Ullman, L. (2011). PHP for the Web, 4th edition, Peachpit Press, chapter 6, pp. 142-­150

7. Arrays

This lecture will teach students the concepts of arrays and lists, which enable much more freedom in storing and manipulating data.

Required reading

Ullman, L. (2011). PHP for the Web, 4th edition, Peachpit Press, chapter 7

8. MySQL querying

This lecture will introduce students to the concepts of variables, variable types and comments in PHP.

Required reading

Ullman, L. (2011). PHP and MySQL for Dynamic Web Sites, 4th edition, Peachpit Press, chapter 4

Ullman, L. (2011). PHP and MySQL for Dynamic Web Sites, 4th edition, Peachpit Press, chapter 5, pp. 129-­152

9. MySQL programming

This lecture will introduce students to the concepts of variables, variable types and comments in PHP.

Required reading

Ullman, L. (2011). PHP and MySQL for Dynamic Web Sites, 4th edition, Peachpit Press, chapter 4

10. Putting it all together

During the last lecture, students will combine all the things they’ve learned throughout the course. In addition, there will be an end-­of-­course recap and Q&A session.

Omfang og forventning

Teaching is divided over ten two-­hour sessions, which will be a combination of lectures and lab sessions, where the students will work on programming exercises and tasks.

Eksamen

The examination is a three-­day, home-­based, programming examination. Students are required to write a program to fulfill the requirements formulated by the examiner. The examination is individual with pass/fail grading. The home-­based programming code must demonstrate that the student fulfills the objectives described above.

The examination may be substituted by satisfactory active participation in the module, which includes solving the total number of tasks and exercises during the module.