MLED4000 Organizing through interaction Course description

After completing this course, the student has defined the following learning outcomes in the form of knowledge, skills and general competence:

Knowledge

Students:

• knows the central role that the web and the internet have in modern data processing
• is familiar with relevant programming;tools and repositories with version control
• has basic knowledge of and experience with collaboration in software development;as a form of work

Skills

Students:

• can create user-friendly and universally designed solutions in line with legislation
• familiarity with the key technologies for web (HTML, CSS)
• can use current development tools and version control
• can plan, organize and implement smaller web-based IT projects

General competence

Students:

• can communicate the result of a development work
• can collaborate in groups

The following work requirements are mandatory and must be approved prior to;the exam:

• 2 group submissions

A website (according to requirements given by the course coordinator) developed in groups (recommended: 3-5;students). The assignment text is published minimum 2 weeks in advance.

The site, with HTML, CSS and any supporting files, is given an overall assessment with one grade.;Assessment includes an evaluation of the group’s compliance with the task requirements, technical competence, ability to follow national and international standards for web accessibility, content organization and usability, and ability to communicate clearly.;

Exam results can be appealed.

In the case of a new and postponed exam, another form of exam can also be used or a new assignment with a new deadline is given.;If an oral examination is used, this cannot be appealed.

All aids allowed.

Graded scale A-F.

Two internal sensors.;External sensor is used regularly.

None beyond admission requirements.

Det benyttes intern og ekstern sensor til sensurering av besvarelsene.

Et uttrekk på minst 25 % av besvarelsene sensureres av to sensorer. Karakterene på disse samsensurerte besvarelsene skal danne grunnlag for å fastsette nivå på resten av besvarelsene.

Healthcare decisions for individual patients and for public health policies should be informed by the best available research evidence. The evidence comes from good reviews which is a state-of-the-art synthesis of current evidence on a given research question. Systematic reviews, meta-analyses and qualitative evidence synthesis (QES) play an important role in clinical guidelines, patient information, in clinical and political decision-making and in evidence-based practice. A systematic review or qualitative evidence synthesis (QES) can also play an important role in a PhD Thesis by providing an overview of the thesis topic.

This course offers an overview of the use of systematic reviews, the method of systematic reviews, qualitative evidence synthesis (QES) and meta-analysis and how to critically appraise a systematic review or QES. The course will focus on systematic reviews of qualitative and quantitative studies and will be partly organized as parallel sessions. The course will be run as a five-day course over a period of three months.