MBIB4840 User studies and systems evaluation Emneplan

This course is about how people use information systems. The course provides a theoretical and practical introduction to how to study users' information searching, system interaction, and evaluation of information systems with users. Hence, the course strongly focuses on methods for user studies and systems evaluation to qualify for suitable test designs. Further, the course centres around the core concepts of information needs and relevance as the starting point for information searching and the measurement of satisfaction with retrieved information.

The course language is English.

None.

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

Knowledge

The student has

• advanced knowledge and insight about methods for user studies and systems evaluation.
• advanced knowledge about central concepts, and methods for user studies and systems evaluation.
• advanced knowledge about how to conduct user studies and systems evaluation.

Skills

The student can

• reflect on central concepts and methods for user studies and systems evaluation.
• assess relevant methods, and combinations of these, for user studies and systems evaluation.
• use advanced knowledge of central concepts and methods to conduct user studies and systems evaluation.

General competence

The student is able to.

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

The course takes place with classes on a weekly basis, on campus.

Examples of teaching forms are: Lectures, class discussions, group work, student presentations, and supervision. The students receive feedback during class discussions and supervision.

The student conducts a small-scale empirical user study or system evaluation study that is reported and discussed in the term paper.

The empirical study can be made individually or in groups of 2-3 students. However, the term paper is written individually.

The students receive feedback and supervision during dialog-based teaching and joint supervision at class.

No coursework requirements or compulsory activities.

The student writes a term paper reporting the empirical study. The student decides on the focus and research problem of the empirical study within the frames of the course and in agreement with the course responsible.

The term paper is written individually.

The term paper amounts 12-14 pages (A4). The front page, the list of contents, tables, diagrams, and screen shots, the list of references, and appendices are excluded.

Font and font size: Arial / Calibri / Verdana 12 points. Line spacing: 1.5.

The term paper can be written in either English or Norwegian (or another Scandinavian language).

In case, the term paper does not pass, the student must submit a revised term paper. Note, no supervision is offered in the case of revision of the term paper.

All aids are permitted, as long as the student follows the rules for examinations, source use and referencing, and OsloMet's guidelines for using artificial intelligence (AI) in student assignments.

Grading scale A-F.

Programplanen bygger på forskrift om rammeplan for grunnskolelærerutdanning for trinn 1-7, fastsatt av Kunnskapsdepartementet 7. juni 2016.

OsloMet – storbyuniversitetet (OsloMet) utdanner dyktige lærere til norsk skole. I løpet av grunnskolelærerutdanningen for trinn 1-7 skal studentene tilegne seg kunnskap, ferdigheter og kompetanse som setter dem i stand til å forholde seg til hele mennesket gjennom undervisningen og læringen i fagene. Studentene vil gjennom sin integrerte, profesjonsnære, forskningsbaserte og utviklingsorienterte grunnskolelærerutdanning utvikle solid kunnskap i fag, fagdidaktikk og pedagogikk, og solide ferdigheter i å undervise i fagene, lede en klasse og fylle rollen som kontaktlærer.

Grunnskolelærerutdanningen for trinn 1-7 er en femårig integrert masterutdanning (300 studiepoeng) som kvalifiserer for tilsetting i undervisningsstillinger i grunnskolens 1.-7. trinn. Utdanningen legger vekt på både breddekunnskap i fag og faglig spesialisering og fordypning.

Forskning viser at de første skoleårene er avgjørende for senere skolegang og yrkesliv. Begynneropplæring er et sentralt tema i alle lærerutdanningsfagene, men det legges i særlig grad vekt på den første lese-, skrive- og matematikkopplæringen i det tredje semesteret av utdanningen.

I alle fag i utdanningen blir det vektlagt å utvikle profesjonsrelevant digital kompetanse og ferdigheter i bruk av estetiske arbeidsformer, og en flerfaglig og mangfoldig dimensjon vil være et gjennomgående trekk. Grunnleggende ferdigheter i alle fag og utvikling av studentenes kompetanse i forskning og utvikling (FoU) fram mot en praksisrettet masteroppgave har også en sentral plass i utdanningen.

Blant annet i arbeid med psykososialt læringsmiljø møter studentene studenter fra andre profesjonsutdanninger ved OsloMet, som barnevernspedagogutdanningen, helsesykepleierutdanningen og barnehagelærerutdanningen, for å lære om andre profesjoner og samtidig bli mer bevisst sin egen. Gjennom slike møter opparbeides en tverrprofesjonell kompetanse.