Human-Computer-Society at the oun, Vision of the Domain



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Human-Computer-Society at the OUN,

Vision of the Domain

June 23, 2009, Gerrit C. van der Veer




  1. To Whom It May Concern

  2. MCM the Domain

  3. MCM in University

  4. Research and Education, or the Other Way Around

  5. Current Topics

  6. A Vision for Computer Science in an open Academy



1. To Whom It May Concern


The effort of making our vision, our current efforts, and our implementation plans explicit serves different purposes, and, consequently, aims at multiple audiences. We intend to communicate our vision to, and discuss with, the following groups:

  • The Dutch Open University faculty of computer science, especially the board of research and education (O&O).

The document with its current structure and content, aims at this audience.

  • The general population and the scientific and educational management of the Dutch Open University (including NeLLL and CELSTEC);

  • Our own students as well as the general public of students in Computer science;

  • The scientific community of peers in the domain of Computer science, in particular the experts in our domain of Human-computer-society.

For these audiences, the document will be rewritten, mainly regarding the description and references of the courses.

2. MCM the Domain


MCM, as domain within Computer Science, should be considered a human centered approach towards analysis and/for design of interactive systems.

Design of IT from the point of MCM concerns an explicit and systematic approach to the analysis, specification and assessment of the human use of technology, the societal effects of its availability, and the relation between technology and human empowerment.

For the the users and stakeholders of technology, appropriate design of IT should result in:


  • Improvement of people’s and communities’ lives through optimal availability of, support from, and (ethically accepted) use of usable IT;

  • A critical vision of people and communicites on the use and possible abuse of IT;

  • Experience of IT that is suitable for people’s environments;

  • While maintaining the current qualilty standards of IT (software engineering) design.

This can be done by:

  • Specification of functionality, intended experience, dialogue and representation;

  • This specification is about technology in use, in context, for intended users, usergroups and cultures of use.

The research focus of the OU on life long learning translates in our domain to a focus on designing for the stakeholders of life long learning (professional learning, individual learning at the workplace). We consider the following aspects of life long learning to be relevant:



  • In current and future society the need will increase for adults to keep up with new knowledge and developments: during their whole working life as well as after retirement, for professional purposes as well as for participation in culture and society, for leisure as well as for life support;

  • The individual learner needs to be able to adapt the timeframe of learning, location, intensity, sequence and ways of interaction with the sources of knowledge and insight;

  • The motivation of the users needs to be in their experience with the learning system as well as in its content.



3. MCM in University


In our context, MCM is a branch of Computer Science that is based on the academic goals, methods, and techniques related to the disciplines that provide the human-centered orientation. To develop a science on this domain requires a sequential approach towards the world of human-computer-society:

  1. Description – identifying, categorizing, observing and recording phenomena in the domain. This requires a scientific conceptual insight in variables, quantification, and measuring relations. Our research as well as our students’ learning resources will cover these concepts as well as the relevant techniques. Scientific techniques will include usability measuring, assessment of technology needs and technology use, assessment of cultural value dimensions, and measurement of social relations and structures.

  2. Prediction – based on known relations (from own research or from scientific literature), phenomena in the domain can be predicted, and predictions can be tested to improve descriptions. Examples in our domain include study and modeling of the contextual and cultural changes going along with the availability and use of IT support for human activities and the establishment of these relations into design patterns (research) or the use of design patterns (learning from proven successful use in context).

  3. Explanation – causal models are based on known relations and successful predictions, where research uses systematic experiments and learning includes insight in both the causal models, and the confounding effects of context and culture. Certainly at this level insight in theories of different disciplines is required.

  4. Manipulation – applying control based on known causality is the level where explicit decisions can be made in design and implementation. Research, at this level, concerns the systematic study of multidimensional design spaces, learning includes the use of design space support tools and a growing understanding of the multidisciplinary forces involved.

Consequently, any level of science in the domain of MCM presumes knowledge of, and insight in, the previous level(s). In research as well as in learning resources this results in the need for a causal model as the base of any manipulation or design; a relational model as foundation for understanding causality; and a systematic knowledge of phenonema, variables, and techniques of measurement as ground for discovering predictive models.

However, actual scientific development is an iterative process, where activities and results at a certain level will trigger questions and research at one or more other levels.


4. Research and Education, or the Other Way Around


The real character of academic learning lies in the support of it by research.
Academic learning is not essentially more difficult or more theory-grounded, but is state-of-the-art, challenges the student to form new or own insight and is provided in inventive ways.

Students need access to the place of research (laboratory, excavation, or surgery room) and learn together with the professors, researchers, and each other. When this access is not provided and the student is only able to learn things from textbooks (in whatever paper or electronic format) there is no opportunity anymore for the real added value of acedemic learning: the ability to explore. Therefore, appropriate educational resources should go beyond the ‘model of the textbook’ and keep the laboraty doors open.



Our domain supports this vision with:

  • Professional knowledge in systematic, user-centered design of interactive multimedia and IT;

  • State-of-the-art courses teaching basics (like “Human information processing”, “Context van informatica”, “Web cultuur”, “Academische competenties in de bachelor”, “Task modeling”);

  • State-of-the-art courses teaching design practice (like “Ontwerpen van mens-machine interactie”, “Afstudeerproject bachelor informatica”, “Visual design”);

  • All courses are taught with the goal of “life long learning on computer science” in mind;

  • The (form of) representation of educational resources is subject of interest in our research;

  • The learning content of our courses is based on results of our own research as well as state of the art literature and textbooks;

  • The format, structure, and content of our courses form a main subject in our research, and are as a consequence a suitable focus for field research.

5. Research and learning courses


The current list of topics covers only fragments of the domain. We structure “our” part of the domain along three ‘streams’ (1) designing for people’s understanding and experience; (2) IT as a science domain crossing disciplines and cultures; and (3) IT supporting complex situations, collaboration, and learning.

5.1. Designing for people’s understanding and experience


Research statement

User centered design methods like DUTCH (Van der Veer & van Welie, 2003) and GTA (Van Welie & van der Veer, 2003) start from the needs and situation of multiple users and other stakeholders. New insights in the concept of experience as a view on the user’s stake in interaction with artifacts will increase the value of these methods, especially when applied to the domain of self-initiated learning and the support for life long education. We aim at making these insights tangible with:



  • A structured design methodology, including a revision of task analysis, incorporating experience factors and concepts of mandating and delegating. In addition to this, a link towards activity design theories should be accomplished.

  • Development of design pattern libraries.


Main researchers: Gerrit van der Veer, Evert-Jan Oppelaar (2008), Elbert-Jan Hennipman (2008), Corné Verbruggen (from June 1, 2009)
Educational statement

Our courses related to this stream are teaching grounded concepts and practices on the field of human-computer interaction. In addition we teach new insights, concepts and practices resulting from our research as part of the ‘capita selecta domain’ programme (masters computer science) and as OpenER courses.


Courses and learning materials

  1. T01331 Ontwerpen van mens-machine interactie
    Bachelor, 4.3 ECTS

    Global description
    Groups of four to six students are designing a user interface to a given problem description, resulting in a design specification. Essential parts of this course are evaluation with possible end-users, distance collaboration and multidisciplinary viewpoints.

    Responsible teacher
    Herman Koppelman

    Lifetime and future developments
    Short term (2010): minor changes to course materials in order to keep the course up-to-date.
    Long term (2012): revision of both content and representation of course materials



  2. T19311 Caput selectum: Visual Design
    Master, 4.3 ECTS

    Global description


    A group of six to ten students is participating in a state-of-the-art course on theories and practices of visual design. Current topics are information visualization, house style creation and branding, simple evaluation techniques and website design. The assessment is done by an assignment from a ‘real’ client to design a set of both paper and electronic products. Students should apply a task-based approach to complete the design and have access to design patterns. The course is done in an eight-month timeframe with eight meetings: an initial meeting (co-located), six internet-mediated lectures and discussion meetings, and a closing meeting (co-located) where students present their assignments to the client.

    Responsible teacher
    Gerrit van der Veer

    Lifetime and future developments
    Short term (2009/10): in 2009, the course will be taught on invitation at the University of Sassari, Alghero, Sardinia, It (Masters Degree / Laurea Magistrale, Faculty of Architecture). We hope to be allowed to teach a second (and third) run of the course at the OU. Main course resources will be made available for OpenER. Each run of the course will be adapted to state-of-the-art research insights.
    Long term (2012): We aim at more iterations and international availability of the course.



  3. T19311 proposal Caput selectum: Task Modeling (2009)
    Master, 4.3 ECTS

    Global description


    A group of six to ten students will participate in a state-of-the-art course on task analysis, applying the GTA-method (i.e. Van der Veer & Van Welie 2003, subject of current research). Main topics will be the GTA-method itself, persona creation and design space analysis. Assessment will be done with assignments. Course theory will be made available for OpenER. Our proposed course organization will be similar to Visual Design.

    Responsible teacher
    Gerrit van der Veer

    Lifetime and future developments
    Short term (2009/10): We will finish initial course development in 2009 and aim at two runs: one proposed at the OU and one invited at the University of Sassari, Alghero, Sardinia, It (Masters Degree / Laurea Magistrale, Faculty of Architecture). If there are enough participants, we are eager to do a next run of the course in 2010.
    Long term (2012): We aim at more iterations and international availability (eventually in collaboration with other universities or colleges).



  4. OpenER Human Information Processing
    OpenER, 25 hours (equal to 1 ECTS)

    Global description


    OpenER course providing basic insights and concepts of human-information processing that are considered relevant for understanding hauman aspects of Human-computer interaction.

    Responsible teacher
    Gerrit van der Veer

    Lifetime and future developments
    Short term (2010): minor changes to keep the course up-to-date, relating the course content to other courses (Ontwerpen voor mens-machine interactie, Visual design, Task modeling)
    Long term (2012): major overhoul with new research insights (when needed); providing examination.




  1. OpenER Design for experience (2009)
    OpenER, 25 hours (equal to 1 ECTS)

    Global description


    OpenER course dealing with the concepts of experience and providing a sophisticated set of methods and tools to design for experience, even when knowledge or available resources are limited. This course is a result of a one-year research project, but related research will continue.

    Responsible teacher
    Gerrit van der Veer

    Lifetime and future developments
    Short term (2010): course development will finish in 2009. The research on this field is ongoing and is in an early phase, so changes are to be expected as result of users’ feedback and new research insights. Collaboration with other universities and colleges is appreciated.
    Long term (2012): maturing the course.



  2. OpenER Design patterns resource (2009)
    OpenER

    Global description


    OpenER resource providing an accessible interface to user-interface design patterns. By using this tool, users can elicit design patterns that do fit their available design space.

    Responsible ‘owner’
    Gerrit van der Veer

    Lifetime and future developments
    Short term (2010): resource development will finish with a first release in 2009. Users’ feedback, new research insights and new design patterns will make it a dymanic resource.
    Long term (2012): just continue updating the resource.


References

Van der Veer G.C. & van Welie M. (2003) Chapter 7 - DUTCH – Designing for Users and Tasks from Concepts to Handles. In: The Handbook of Task Analysis for Human-Computer Interaction. Dan Diaper & Neville Stanton (Eds). Lawrence Erlbaum, Inc. 155-173.


Van Welie M. & van der Veer, G.C. (2003) Chapter 19 - Groupware Task Analysis.
In: Handbook of Cognitive Task Design. Erik Hollnagel (Ed). Erlbaum, Inc. pp 447-476.
Vyas D., van der Veer G.C., Chisalita C.M. (2006) Affordance in Interaction In G. Grote, H. Günter, A. Totter (eds) Trust and control in complex socio-technical systems. Proceedings of the 13th European Conference on Cognitive Ergonomics. EACE. To be published in electronic form in the ACM Digital Library. 92-99
Vyas D., van der Veer G.C. (2006) Experience as Meaning: Some Underlying Concepts and Implications for Design In G. Grote, H. Günter, A. Totter (eds) Trust and control in complex socio-technical systems. Proceedings of the 13th European Conference on Cognitive Ergonomics. EACE. To be published in electronic form in the ACM Digital Library. 81-91
Vyas D., de Groot S., van der Veer G.C. (2006) Understanding the Academic Environme nts: Developing Personas from Field Studies In G. Grote, H. Günter, A. Totter (eds) Trust and control in complex socio-technical systems. Proceedings of the 13th European Conference on Cognitive Ergonomics. EACE. To be published in electronic form in the ACM Digital Library. 119-120
Vyas D., van der Veer G.C. (2006) Rich Evaluation of Entertainment Experience: Bridging the Interpretational Gap. In G. Grote, H. Günter, A. Totter (eds) Trust and control in complex socio-technical systems. Proceedings of the 13th European Conference on Cognitive Ergonomics. EACE. To be published in electronic form in the ACM Digital Library.137-144
Van der Veer G.C. (2006) De term ‘gebruiker’werkt niet. Automatiseringsgids #49, 17
Van der Veer G.C. (2006) Voorbij user-centered design. Oratie Open Universiteit, 25 p
Hoorn J.F., Konijn E.A., van Vliet H, van der Veer G (2007) Requirements change: Fears dictate the must haves; desires the won’t haves. The Journal of Systems and Software 80(3), 328-355
van der Veer G.C. (2007) Cognitive Ergonomics in Interface Design – Discussion of a moving science. In: Julio Abascal (ed) Trends in HCI – IFIP TC 13 Seminar, Salamanca March 26.Univarsidad de Salamanca, Salamanca, Spain. 23 pp.
Wassink, I., Kulyk, O., van Dijk, E.M.A.G., van der Veer, G., van der Vet, P.E. (2008) Applying a User-Centered Approach to Interactive Visualisation Design, In: E.V. Zudilova-Seinstra, T. Adriaansen, and R. van Liere, (eds) Interactive Visualisation. Advanced
Information and Knowledge Processing series, Springer, UK, (in print)
Hennipman, E.P.J., Oppelaar, E.J.R.G. and Van der Veer, G.C. (2008) Pattern Languages as Tool for Discount Usability Engineering. In: T.C. Nicholas Graham Philippe Palanque (Eds.) Interactive Systems - Design, Specification, and Verification. Lecture Notes in Computer Science 5136, Springer Berlin / Heidelberg, 108-120
Van der Veer, G.C. (2008) Ontwerpen van user interfaces. In: P. Voskamp, P.A.M. van Scheijndel & K.J. Peerreboom (eds) handboek Ergonomie. Kluwer, Alphen aan den Rijn, 673-696
Van der Veer, G.C. (2008) Chapter 16, User Interface Design. In: Hans van Vliet. Software Engineering: Principles and Practice, 3rd Edition, Wiley, 530 – 572
Oppelaar, E.J.R.G., Hennipman, E.P.J. & Van der Veer, G.C. (2008). Experience Design for Dummies. In Abascal, J., Fajardo, I, Oakley, I. (eds.) proceedings of the 2008 European Conference on Cognitive Ergonomics: cool interaction, Madeira, Portugal. 118-125.
Hennipman, E.P.J., Oppelaar, E.J.R.G., Van der Veer, G.C. & Bongers, A.J. (2008).Rapid and rich prototyping: proof of concepts for experience. In Abascal, J., Fajardo, I, Oakley, I. (eds.) proceedings of the 2008 European Conference on Cognitive Ergonomics: cool interaction, Madeira, Portugal. 126-131.

Van der Veer, G.C. (2009). Between the Ivory Tower and Babylon - Teaching Interaction Design in the 21st Century. In: Kotzé, P., Wong, W. Jorge,J. Dix, A. and Silva Alexandra, P. (Eds.) Creativity and HCI: From Experience to Design in Education. IFIP International Federation for Information Processing Series, vol. 289, Springer Boston, 143-158.

Kulyk, O., Van Dijk, E.M.A.G., Van der Vet, P., Nijholt, A. & Van der Veer, G.C. (2009). Situational Awareness in Collaborative Work Environments In: Whitworth, B. and de Moor, A. (Eds.) Handbook of Research on Socio-Technical Design and Social Networking Systems. Information science reference. Hershey, New York, 636-650.

5.2. IT: crossing disciplines and cultures


Research statement

IT (Interactive / Information Technology) is a crossing border discipline by default. Also the design of IT requires input from different disciplines. These disciplines all have different backgrounds, theories, concepts and culture and they differ in the way they treat aspects of the design process. In design teams, these differences cause friction and tension, which can:



This research is focussing on the following aspects:

  • Studying the role of IT in current cultures, including all relevant modalities;

  • Studying background philosophies and grounds of different stakeholders who are involved in the design process: why do the various disciplines each have such a very different fundamental understanding of identically named concepts and processes and why do they use different models?

  • Developing a common framework, based on MCM-based philosophy;

  • Developing strategies and techniques to improve multidisciplinary collaboration (mandating / delegating seems to be a crucial difference);

  • Studying the role of storytelling and –handling as tool to disseminate existing and build new ‘knowledge’ ( concepts, intuition, group knowledge, implicit knowledge) and clarify its anthropological and psychological bases.


Main researchers: Laura Benvenuti, Paul Oord, Gerrit van der Veer
Educational statement

Courses related to this stream are all dealing with IT in relation with some sort of context: culture, business, legal, etc. In addition, some courses address skills and competences that are needed both in an academic context as in a team collaboration context.




  1. T38111 Webcultuur: creatieve technologie voor internet
    Bachelor, 4.3 ECTS

    Global description


    How does IT influences on daily lives? How can new attitudes, subcultures and forms of creativity evolve? This course is meant for everyone who is interested in the internet and who deals with it both in conceptual and in practical ways. Students currently study this course on their own. The course exitsts of two parts: one about the webculture, one about the practical and technical aspects of internet.

    Responsible teachers
    Ton Smeets, Laura Benvenuti

    Lifetime and future developments
    Short term (2009/10): changes to the course in order to keep it up-to-date and with the newest resources accessible by students. A shift towards a more practical-creative approach is intended, and in order to be more flexible the content should be presented in a digital way. We intend to explore ways in which the students can interact with the course material (inspired by our human information processing course).
    Long term (2012): changes to examples and cases material (fed by research) and relevant content changes fed by evolving application of the web in the world.




  1. T32121 Context van informatica
    Bachelor, 4.3 ECTS

    Global description


    Computer Science should not be applied as a stand-alone discipline. This course is intended to stimulate awareness of the relation between development and use of IT and the current society, as well as the mutual effects on future development. The course covers theory about 1) the meaning of the ‘context’-concept, 2) technical support for human behaviour, 3) system development in organizations, 4) legal aspects and 5) a case in health organization.

    Responsible teachers
    Peter Mijnheer, Ton Smeets

    Lifetime and future developments
    Short term (2010): changes to the course that are mainly triggered by students’ evaluation. Legal aspects should not only cover The Netherlands, but at least also Belgium. The health case needs to be redesigned.

Long term (2012): given the constant changing domain, continuous changes and updates are foreseen. Extending the scope of legal aspects to a European scale should be considered. In addition to this, we are considering the need to stimulate the students’ vision on future developments of IT.


  1. T06311 Academische competenties in de bachelor
    Bachelor, 4.3 ECTS

    Global description


    This course guides students through their bachelor study by keeping track of their academic and professional IT competences. In a core set of 10 courses explicit competences are defined and used to give students feedback on their performances during the courses. Deficiencies in competences are registered and a personal coach will instruct the students to do additional tasks.


Responsible teachers
Paul Oord, Ton Smeets

Lifetime and future developments
Short term (2010): changes in description of the competences in order to keep them in line with the masterprogramm
Long term (2012): additional development of mini courses to increase the coverage of competences in the bachelorprogramm. This in close cooperation with the masterprogramm and other faculties.


  1. T44211 Ethiek in de ICT-bedrijfswereld
    Master, 4.3 ECTS

    Global description


    Course that teaches students to evaluate business situations, decision making and design rationales to current ethic visions.

    Responsible teachers


    M. van Laeken



References

van der Vet, P.E., Kulyk, O., Wassink, I., Fikkert, F.W., Rauwerda, H., van Dijk, E.M.A.G., van der Veer, G., Breit, T., Nijholt, A., (2007), Smart Environments for Collaborative Design, Implementation, and Interpretation of Scientific Experiments, In: Proceedings of the International Workshop on AI for Human Computing, Hyderabad, India, T. Huang, A. Nijholt, M. Pantic and A. Pentland (eds.), in conjunction with Twentieth International Joint Conference on Artificial Intelligence, 79-86.


van der Vet, P.E., Kulyk, O., Wassink, I., Fikkert, F.W., Rauwerda, H., van Dijk, E.M.A.G., van der Veer, G., Breit, T., Nijholt, A., (2007) Supporting Life Scientists’Collaborative Work in a Smart Environment. Poster at Netherlands Bioinformatics Conference, Amsterdam, The Netherlands, April 2007; also presented at NICIRICT kick-off congress, Utrecht, The Netherlands, March 2007.
Vyas, D., van de Watering, M., Eliëns, A. & van der Veer, G.C. From System Intelligence to Social Intelligence: Designing for Socially Meaningful Awareness in Work Environments. Accepted Abstract for HCI-International 2007
Vyas, D., van de Watering, M.R., Eliëns, A. and van der Veer, G.C. (2007) Engineering Social Awareness in Work Environments. In: Constantine Stephanidis (ed) Universal Access in Human-Computer Interaction / 12th International Conference on Human-Computer

Interaction, July 22-27, 2007, Beijing, China. pp. 254-263. Lecture Notes in

Computer Science 4555. Springer Verlag. ISBN 978-3-540-73280-8
Vyas, D., van de Watering, M.R., Eliëns, A. & van der Veer, G.C. (2007) Being

Social @ Work: Designing for Playfully Mediated Social Awareness in Work

Environments.* Book Chapter in "Home Informatics and Telematics: ICT for the

Next Billion". IFIP, Vol. 241, Venkatesh, A.; Gonzalves, T.; Monk, A.; Buckner,

K. (Eds.) ISBN: 978-0-387-73696-9.
Dhaval Vyas, Spencer de Groot, Gerrit C. van der Veer (2007) Searching and Archiving: Exploring Online Search Behaviors of Researchers. In HCI International 2007 – Proceedings and Posters. SpringerVerlag. 360-364
Bongers A.J., van der Veer G.C. (2007) Towards a multimodal interaction space categorization and applications. Personal and Ubiquitous Computing 11, 609-619
Oord, P., Crutzen, C.K.M., 'Storytelling as a Link between Formal Knowledge and Actual Performance in a Critical Transformative Design Environment'. Proceedings of the fifth International Narrative and Interactive Learning Environments conference, Edinburg. Edited by J. Robertson, Heriot-Watt University, Edinburg (2008), pp. 82-86.  

 

Oord, P., Crutzen, C.K.M., 'A Story on Story Telling in a virtual learn-Work Environment', in: Managing Worldwide Operations & Communications with Information Technology. IGI Publishing (2007) pp. 411-415.


Dhaval Vyas, Olga Kulyk, Paul van der Vet, Anton Nijholt, Gerrit van der Veer (2008). Structures of Life: The Role of Molecular Structures in Scientists' Work. In Abascal, J., Fajardo, I, Oakley, I. (eds.) proceedings of the 2008 European Conference on Cognitive Ergonomics: cool interaction, Madeira, Portugal. 58-61.
Gulliksen, J.; Harning, M.B.; Palanque, P.; Veer, G.C. van der; Wesson, J. (Eds.) (2008). Engineering Interactive Systems. EIS 2007 Joint Working Conferences EHCI 2007, DSV-IS 2007, HCSE 2007, Salamanca, Spain, March 2007, Selected Papers. LNCS 4940, 640 p.
Van der Veer, G.C., (2008). Cognitive Ergonomics in Interface Design – Discussion of a Moving Science. Journal of Universal Computer Science, vol. 14, no. 16 (2008), 2614-2629.

5.3. In touch with those far away: supporting complex situations in learning



Research statement

Topics:


  • Design patterns and pattern languages for IT didactics (Koppelman, 2005, 2007);

  • Concepts of awareness and presence;

  • Shared learning spaces and objects;

  • Virtual collaboration.

These topics fit in the student-centered approach on life-long learning. Our targeted students need to collaborate and share information with teachers and other students, though co-located real time communication is not effective because of geographical distances and time scheduling constraints.
Main researchers: Gerrit van der Veer, Herman Koppelman, Paul Oord, Evert-Jan Oppelaar (2008), Elbert-Jan Hennipman (2008), Corné Verbruggen (from June 1, 2009)

Educational statement

Currently, only only our prarticipation in the supervision of the final projects in Bachelor and Master curriculum are related primary to this stream, but courses in other streams are almost all somewhat related to this topic since OUNL always is supporting complex situations in learning. Courses in other streams may profit from the research in this stream. Furthermore, this research can be valuable for the internal OUNL organization as well.




  1. T61327 Project Bachelor Computer Science
    Bachelor, 17.2 EC

    Global description


    Aas the concluding project of the Bachelor Computer Science students work in groups of 3 students to perform a project for a “real” client. Projects require knowledge and insight gained from multiple Bachelor courses, and all relevant academic competences required for the degree of Bachelor. Consequently, students are guided to a level where they show their ability to apply Computer Science expertise in a real world context, working in a team. Stakeholders in this project are, besides the team, expert consultants and the client.

    Responsible teachers from our domain


    Gerrit van der Veer




  1. T76318 Afstuderen (Master thesis preparation)


Global description
For nearly all topics of our (Computer Science) master theses, MCM domain expertise should play an important role. Sooner or later all IT products now under research or development will have their impact on humans, human use and society. Therefore MCM should be involved as much as possible and as soon as possible in all these research projects. Of course MCM can provide its own projects with a main focus on MCM aspects, related to its current research agenda. All projects will be carried out in close collaboration with the other domains of the CS faculty, other OUNL faculties and/or external partners.    
Responsible teachers from our domain
Paul Oord, Gerrit van der Veer

References

Koppelman, H., van Dijk, E.M.A.G., van der Mast, C.A.P.G., van der Veer, G.C., 'Team Projects in Distance Education: a Case in HCI Design', in 5th annual ACM SIGCSE/SIGCUE conference on Innovation and technology in computer science education, July 11 - 13, 2000, Helsinki Finland, pp. 97-100.


Charles van der Mast, Herman Koppelman, Betsy van Dijk, Gerrit van der Veer, "A course on Human-Computer Interaction using CSCW", in F. Broeckx and L. Pauwels (Eds.) Conference Proceedings Euromedia 2000, May 8-10, 2000,Antwerp Belgium, pp. 220-224.
Koppelman, H. en E.M.A.G. van Dijk, ‘Using ICT in Distance Education: a Case’, in: Harriger, A. (ed.), E-proceedings 2001 Informing Science Conference, Krakow, Cracow University of Economics, 2001, http://ecommerce.lebow.drexel.edu/eli .
Koppelman, H. ‘Using E-tools in Computer Science Education: a Proposal’, in: Cohen, E. en Boyd, E. (eds.), Proceedings 2002 Informing Science + IT Education Conference, ISSN 1535-07-03, Cork, University College Cork, 2002, zie ook eProceedings, http://ecommerce.lebow.drexel.edu/eli/2002Proceedings , 1-5.
Koppelman, H., en van Dijk, E.M.A.G., ‘Inherent Flexibility of a Web-based Course in

User Interface Design’, in: Cohen, E. en Boyd, E., (eds.), Proceedings 2003 Informing Science + IT Education Conference, ISSN 1535-0703, Pori, Turku School of Economics and Business Administration, 2003, http://ecommerce.lebow.drexel.edu/eli/2003Proceedings


Oord, P., 'Participatory design of knowledge management in a virtual learning environment.' in: Artful Integration, Interweaving media, materials and practices. Proceedings of the Participatory Design Conference 2004, Toronto, Volume II. CPSR (2004)  pp. 42-44 

Koppelman, H. ‘Capturing pedagogical knowledge’, in: Méndez Vilas, A., e.a. (eds.), Recent Research Developments in Learning Technologies, Vol 1, ISBN 609-5994-3, Badajoz Spain (2005), pp. 374-378.


Koppelman, H. & E. M. A. G. van Dijk, Creating a realistic context for team projects in HCI, ACM SIGCSE Bulletin, Volume 38, 3, 2006, 58-62.
e-learning site: oratie GV 2006 opgenomen in 2007: http://elearning.surf.nl/e-learning/
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6. A Vision for (Computer) Science in an Open Academy


Our domain aims for public and free availability of educational resources, especially when these resources reflect our findings in research. We consider the added value of the OUNL learning offerings not to be in the course content itself, but in providing support, explanation, homework review, assessment, special content like guest lectures, and insight in new developments. In addition to this, OUNL should provide appopriate tools to let students be in contact and collaborate with each other.

Students (bachelor students, master students, but actually anyone who is interested) who complete our courses should be able to envision the domain for years to come.



We want to provide students with a ‘laboratory style’ meeting place, where learning and research happens in ‘horizontal’ collaboration between professors, researchers and students (like Plato’s academia).




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