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Information Society Approaches and ICT Processes IFI8101

Information Society Approaches and ICT Processes IFI8101. 8 ECTS credits Wednesdays 10.00-13.15 Room A-402. Course objective 1.

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Information Society Approaches and ICT Processes IFI8101

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  1. Information Society Approaches and ICT Processes IFI8101 8 ECTS credits Wednesdays 10.00-13.15 Room A-402

  2. Course objective 1 Offer an opportunity to acquire a systematic overview about formation of the concept and technologies of information society as well as about IT solutions, problems and development trends that support the processes of information society.

  3. The reason • Application of information and communication technologies has nowadays become an important factor in all areas of human activities (McKinsey: Internet/ICT accounts for 21% of GDP growth in mature countries, 75% of the impact arises from traditional industries). • Highly educated ICT experts have important role in developing and spreading a vision about the opportunities of ICT implementations in a wider society. • In particular, it is important that experts will consider their professional activities as well in a wider societal context, taking into account possible cultural, economical and political implications.

  4. Course objective 2 Each student will form a comprehensive understanding of the role of his/her wider problem area in contemporary society, and possible directions for further development, and discuss it with fellow students.

  5. Course objective 2 Each student will prepare and run a 90 minute seminar about his/her problem area. Students are free in deciding about the structure and content of the seminar. However, it is recommended to contain the following: • The definition of the problem area. • The role in development of information society (Importance of the problem area, relation to other areas etc). • Historical overview of the main approaches and ICT tools. • Important research questions currently discussed, and development trends. • Major policies&strategies, competence centers, sources of information. • Student’s possible personal contribution in the future.

  6. Topics (to be adjusted) Introduction to the course. Information society and its evolvement (Peeter Normak) • Sustainable Software Appropriation (22.01, Arman Arakelyan; James disputes). • Free Software Strategies (22.01, Edmund Laugasson; Aare disputes). • Visual Aesthetics of Software (29.01, Mati Mõttus; Abiodun). • Social Engineering (29.01, Aare Klooster; Edmund). • Design Artifacts Influencing Business Decisions (5.02, Joanna Kwiatkowska; Mati). • Serious Games in Improving Social Skills (5.02, Triinu Jesmin; Karima). • Activity Situated Semiotics in HCI (12.02, Hanna-Liisa Pender; Arman). • HCI in Software Development (12.02, Abiodun Ogunyemi; Joanna). • Ghana as an emerging information society – the role of ICT Integration into Teaching & Learning in Schools (19.02, James Sunney Quaicoe; Hanna-Liisa). • Wireless Mesh Networks (19.02, Mohammad Tariq Meeran; Salim). • Multi-agent Reinforcement of Learning (26.02, Karima Qayumi; Triinu). • Security Requirements of Software (26.02, Sayed Hassan Adelyar; Hadi). • Agile Development of Large Information Systems (5.03, Abdul Wahid Samadzai; Ahmad). • Educational Network Development Policies (5.03, Mohammad Salim Saay; Tariq). • Management Information Systems in Public Sector (12.03, Baseer Ahmad Baheer; Abdul). • Information Security Practices in Public Sector (12.03, Mohammad Hadi Hedayati; Hassan) • Learning Analytics and Learning Interactions (26.03, Maka Eradze; Ulkar). • Concepts for e-learning strategies development in university level (26.03, Ulkar Bayramova; Maka).

  7. The roles There are four different roles on the seminar sessions: • The presenter, a student who runs the session. • The disputer, who is supposed to be the most active student in asking questions and proposing opinions and/or solutions, and to rise problems that on his/her mind are important, but are not enough discussed or are presented not explicitly enough, and form his/her own views how these problems could be solved. • Other students. • The teacher. The main role of the teacher is to support the presenter in running the session.

  8. Preparation to the seminar • The presenter: • Composes an analytical article on the topic of his/her seminar (30 000 - 40 000 characters). This should be sent to the teacher at least one day before the class. • Prepares a 90 minute presentation including topics to discuss with fellow students on most problematic issues, and possibly some exercises if relevant. It is suggested to discuss the article and the presentation with the supervisor prior the seminar. • The disputer: • Studies the topic that will be discussed on the seminar. • Formulates 2-3 problems that on his/her mind are important and could be discussed on the seminar. • Other students: • Study the article.

  9. Independent work of the students • Once: composition of the analytical article related to the agreed upcoming session. • Once: composition of the presentation. • Before each seminar: studying the article of the upcoming seminar. • Once: composition of a review about the article related to the session where the student acted as the disputer.

  10. Reviewing an article I The objective of reviewing: • To evaluate the quality of the article, i.e. suitability for publication. • To evaluate the adequacy of the content to the title of the article. Conclusions in the reviews are normally of one of the following type: • Recommend to publish, possibly recommending few additions indicating (no need to send back to reviewer). • Conditionally recommend to publish, indicating necessary improvements (the reviewer will accept after the upgraded version is improved accordingly). • Recommend to elaborate the article, and resubmit. The reviewer highlites the main problems that need to be dealt. The updated version will be submitted to the same journal. • Recommend not to publish. The reviwer explains why the article is not suitable for publication. The new version of the article will be submitted to a different journal. • Article will be returned to the author without any reviwing. A new version of the article will be submitted to a different journal.

  11. Reviewing an article II Review begins with a brief description of the content of the article, followed by the assessment of the most important aspects. Examples of assessed aspects: • Clarity of the problem setting or description of the problem area. • Clarity of the presentation, correctness (indicate all the mistakes, inaccuracies, gaps etc). • Sufficiency and clarity of tables, diagrams and other illustrative material. • Correctness of the definitions of notions used. • Compliance of the style of language used with the requirements of academic texts. • Relevance and sufficiency of the cited sources.

  12. The main sources • Network for Teaching Information Society (www.ittk.hu/netis). NETIS LdV Project: Teaching materials-> Course book (http://www.ittk.hu/netis/doc/NETIS_Course_Book_English.pdf). • OECD Guide to Measuring the Information Society 2011 (http://browse.oecdbookshop.org/oecd/pdfs/free/9311021e.pdf). • The Information Society. Routledge, ISSN 10187-6537 (online). • Additional sources delivered on the seminar sessions.

  13. Assessment Each student: • Prepares and conducts a seminar session for 90 minutes. • Prepares questions and topics to discuss on a seminar session of a fellow student. • Composes a review on the analytical article of a fellow student. The general requirements for the analytical review and the presentation are presented in the Guidelines for completing the examination work of the course “Information Society Approaches and ICT Processes”.

  14. Support system of the course • Course materials: www.tlu.ee/~pnormak/ISA • Uploaded documents to be sent to: peeter.normak@tlu.ee • The students may use/set up additional tools (for example, for discussions). Question: should a mailing-list set up (for example for distribution on non-public course materials)?

  15. Relation to the presentations in Research Seminar • Current course: discussing the general role of the topic in the development of information society. • Presentation in Research Seminar in 2015 (Induction seminar): description of your research plan (objective, research questions/hypotheses, methods to be used etc), main achievements in the problem area of other researchers, and personal preliminary results. • Presentation in Research Seminar in 2016: presentation and discussion of your own research results.

  16. Estimated time (in hours) • Classes - 36 • Independent work prior the seminar - 24 • Preparation the the role of disputer - 18 • Writing the article - 100 • Preparation to the seminar presentation - 24 • Writing the review - 6 Total: 208

  17. Questions?

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