MBIB4600 Interactive Information Retrieval Course description

This course on interactive information retrieval (IIR) focuses on users' use and interaction with information systems and the users' satisfaction with retrieved information. The course deals with central concepts and models as well as theoretical and methodical aspects of context-based evaluation of IIR. Emphasis is placed on the relations between users, information needs, information situations, relevance of retrieved information, and information seeking behaviour. In particular, the course focuses on methods and study designs (methodology) for how to study users' system interaction, their satisfaction with retrieved information, and information seeking behaviour.

In summary, the course covers:

• Conceptions of information need and relevance, as well as models of information searching, information seeking, and information behaviour.
• (I)IR evaluation approaches.
• Data collection methods and study design for (I)IR evaluation and user studies.

The teaching language is in English when there are foreign exchange students present.

The course presupposes knowledge about information searching and metadata-based information systems at bachelor level.

After completing the course, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and competence:

Knowledge

The student

• can present mental health work in a historical perspective
• can s discuss how psychosis, personality disorders, anxiety, mood disorder and drug addiction can influence the patients’ fundamental needs and self-understanding
• can describe mental health and psychosocial challenges among refugees and immigrants and how stigma, exclusion, discrimination, and racism can influence mental health and psychosocial health
• can describe strategies for mastery and concepts such as improvement processes, user participation, recovery, and empowerment
• can explain how framework factors such as current legislation and compulsory regulations can be of significance to the practice of nursing in mental health work
• can discuss the special needs of children and young people related to trauma, neglect, violence, abuse and drug and socio-economic problems

Skills

The student

• can apply key milieu therapeutic principles related to patients with mental disorders
• can apply knowledge about the main groups of psychotropic drugs and integrate knowledge from disease theory in assessing the effects and side effects of drugs
• can apply communication and interaction skills when encountering people with mental health issues and their next-of-kin and can establish, maintain, and terminate relationships
• can map symptoms of various mental and drug-related disorders and conditions and use relevant mapping tools in the practice of nursing
• is capable of continuously assessing situations that entail a risk for patients and/or staff and preventing unwanted incidents
• can assess what inhibits and promotes communication and how poor health and unmet care needs influence professional relations

Competence

The student is capable of

• reflecting on his/her own professional practice and power structures when encountering people with mental health issues and drug addictions and and receive guidance and feedback
• reflecting on existing procedures and methods, and taking the initiative to engage in dialogue about the implementation of new knowledge and new work methods

The student should have the following learning outcomes upon successful completion of the course:

Knowledge

The student has

• advanced knowledge and insight about different IR evaluation approaches
• advanced knowledge about central concepts, models, and methods for IIR evaluation and user studies
• advanced knowledge about how to conduct IIR evaluation and user studies

Skills

The student can

• reflect on central models and methods for IIR evaluation and user studies
• assess relevant methods, and combinations of these, for IIR evaluation and user studies
• identify and compare key evaluation concepts for IIR evaluation and user studies
• use advanced knowledge on central concepts, models, and methods to conduct IIR evaluation and user studies

General competence

The student is able to

• disseminate and give an account of different IR evaluation approaches
• analytically assess relevant methods, and combinations of these, for IIR evaluation and user studies
• independently design, plan, and conduct different types of IIR evaluations and user studies

Lectures, dialog-based teaching in the form of class discussions based on "week assignments", group work, and student presentations.

The student conducts an empirical study based on the course (in the form of a pilot study).

The empirical study can be made individually, or in groups of 2-3 students.

Not relevant.

The assessment has two parts:

1. The student writes a term paper reporting the empirical study
2. The student takes an oral exam on the basis of the term paper (empirical study) and the complete syllabus

The term paper is based on the empirical study and can be made individually (approximately 20 pages), or in groups of 2-3 students (approximately 25 pages). In the case of group work it must be clearly stated which student is responsible for which sections to ensure individual assessment. The introduction, problem statement, and conclusion can be joint work.

The oral exam is taken individually. Oral examination: 30 minutes. The internal examiner and the external examiner make the assessment of both the term paper and the oral exam. Texts from syllabus, course notes, and presentation notes are permitted at the oral exam.

The student may choose English or Norwegian as examination language.

The term paper and oral exam each counts 50%. The grades of both the term paper and the oral exam are declared at the oral exam. The final grade is announced at Studentweb. The three grades are specified in the course certificate.

The student must pass both the term paper and the oral exam to pass the course.

In case the term paper does not pass, the student is informed in advance of the oral exam, and the oral exam is postponed. The student revise the term paper and takes the oral exam on the basis of the revised term paper and complete syllabus. Note, no supervision is offered in the case of revision of the term paper.

A student who has failed the oral exam is entitled to take a new oral exam on the basis of term paper and complete syllabus.

Contact lecturer approves grade after recommendation from practical training supervisor. The final decision on whether to award a pass or fail grade is made by the university.

SYKKPRA50, SYKPRA50 and SKOMPPRA20 overlap 100 %.

An internal and external examiner make the assessment of all exams.

Pia Borlund