Instituttrapport for studieåret - PDF

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Instituttrapport for studieåret Instituttets navn: Department of Computer Science (Institutt for informasjonsteknologi) Instituttrapporten baserer seg på følgende programrapporter (studieprogrammenes

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Instituttrapport for studieåret Instituttets navn: Department of Computer Science (Institutt for informasjonsteknologi) Instituttrapporten baserer seg på følgende programrapporter (studieprogrammenes navn): BSc in Software Engineering (Bachelor i ingeniørfag data) BSc in Applied Computer Science (Bachelor i Anvendt datateknologi) BSc in Informatics (Bachelor in informasjonsteknologi) MSc i Universal Design of information and communication technology (Master i universell utforming av informasjons- og kommunikasjonsteknologi) It is important to note that some of the teaching carried out at the department does not figure in one of the official programme report. This includes: - Master in Network and System Administration (which is formally a UiO master, but where most of the teaching is carried out by staff at the department) - Courses from the general course portfolio (Mathematics, physics, statistics, etc.) which are part of bachelor or master programmes in other departments - Summer School courses - Forkurs - 3- termin Emneevalueringene Antall innleverte rapporter fra emneevalueringer i studieprogrammene: 52 (100%) Totalt antall gjennomførte emner i programmene: 52 Diskret Matematikk Programmering Webprosjekt Databaser Matte 1000 for data Matte 1000 for elektro Matte 1000 for maskin Matte 1000 for energi og miljø i bygg Matte 1000 for bygg Matte 1000 for bioteknologi og kjemi Programutvikling Algoritmer og datastrukturer Matte 2000 med statistikk for data Matte 2000 med statistikk for elektro Matte 2000 med statistikk for maskin Matte 2000 med statistikk for energi og miljø i bygg Matte 2000 med statistikk for bygg Matte 2000 med statistikk for bioteknologi og kjemi 1 Systemutvikling Fysikk og kjemi Datamaskinarkitektur og nettverk Operativsystemer Teknologiledelse Apputvikling Datasikkerhet Webapplikasjoner Menneske-maskin interaksjon Prototyping Universell utforming av IKT Visualisering Matte 3000 Engelsk kommunikasjon Effektiv kode med C og C++ Nettverks og systemadministrasjon Programvarearkitektur og rammerverk Webprogrammering Informasjonsarkitektur Matte 4000 Matte for 3-termin Fysikk for 3-termin Norsk forkurs Teknologi og samfunn forkurs Fysikk forkurs Matte forkurs Academic writing User diversity and ICT barriers Universal Design of interactive systems Research methods and research ethics Interaction Styles and technologies for accessibility Globalization of Technology Programming and APIs for Interaction Årsak til eventuelle manglende innleveringer av rapporter fra emneevalueringene: Hvordan jobber instituttet med å ta i bruk varierte evalueringsmetoder i emneevalueringene? Every member of faculty is free to use their own evaluation method. As a result, the evaluation methods vary, mostly from paper-based methods to electronic survey methods. Hvordan jobber instituttet med å stimulere studentene til å delta i emneevalueringene? Course evaluations are a topic at all the meetings that the Head of Department has with the student representatives. The student representatives are encouraged to spread the word about the importance of course evaluations. In addition, all the members of the teaching staff draw a plan for their course evaluation and make it known to the students when the mid-term evaluation and/or the end-of-term evaluation is going to be carried out. The students have thereby an overview of which classes they need to attend in order to participate in the course evaluation. 2 Oppsummering av programrapportenes hovedfunn i emneevalueringene: Positive : - The members of the teaching staff are knowledgeable and available to answer questions outside classes - Good balance between theory and practice - The curriculum is varied and relevant - Well-structured courses - Good to have the videos of the lectures to be able to follow them even when not on-site, and to repeat - Interesting excursions (at the Master level) - Good feedback on assignments Areas of improvement (according to the student evaluations) - Bigger auditoriums so that everybody can sit - Take up fewer students in order to avoid room problems and problems with delayed marking - Need to repeat the curriculum from high school in mathematics because many students do not master them enough to follow the teaching at the university college level - Bachelor students are sometimes dissatisfied with the fact that some assignments require the students to find a lot of information by themselves - Bachelor students are sometimes dissatisfied with the fact that some teachers have not been available to answer questions all the time - Bachelor students are sometimes dissatisfied with the fact that some of the teacher s lectures notes are not detailed enough, making it difficult to follow the course if one doesn t actually attend the lectures - Many students would like to have all lectures on video, not just some of them, because 1) they learn a lot from repeating the material at their own pace and in their own time, and 2) they prefer not to be dependent on attending the physical lecture to get all the detailed explanations provided by the teacher. - More student assistants in courses with large student numbers - More guidance regarding how to write and structure a report (at the Master level) Oppsummering av programrapportenes hovedfunn i evaluering av praksisperiodene (obligatorisk fra ): N/A Instituttleders vurdering og analyse av hovedfunnene i programrapportene: (er resultatene som forventet? Er det endringer siden fjorårets rapportering? Sammenfaller funnene med funn fra andre kilder som studentundersøkelser, eksterne evalueringer, nøkkeltall o.l.?) The students experience their courses as interesting and well-structured, and they appreciate particularly the availability of lectures on video. They also appreciate the fact that the teaching staff is mostly available to answer questions. They appreciate the fact that there 3 are student assistants in more or less all the courses, and that those are knowledgeable and service-oriented. The main problem that the students experience relates to the size of the auditoriums. The fact that there are not enough seating spaces at the beginning of the first semester is a major hinder for them. This problem is not new, and we have split some big student groups into two in order to remedy the problem. This solution is implemented in with good results. Three of the students wishes are difficult to fulfil completely: 1) Providing more information so that the students do not have to gather so much information by themselves: This wish cannot and should not be fulfilled. The fact that students have to find out a lot of information by themselves is one of the main things that distinguish higher education from high school. This need to remain an inherent part of the study programmes, both at the bachelor and at the master level. 2) Access to members of the teaching staff at all time: This cannot be fulfilled completely because lecturers need to have time when they are undisturbed, in particular when they are carrying out research activities. The oracle team has been created as an attempt to provide first help with assignments to the students who need it in order to reduce the amount of questions to lecturers outside class times. 3) Videos of all the lectures: some lecturers at the department make all the videos from lectures available to students, while other don t. It is clear from the students evaluation that it is preferable for them to have all the videos available at all times, and we will definitely try to fulfil this wish as much as we possibly can. However, we cannot offer all the lectures online, due to two main factors. The first factor is that some lecturers at the department are not comfortable with having a video of their lectures available on the web, because they are concerned that they may say something erroneous in a lecture, and that a video with erroneous content might propagate on the web, thereby harming both the teacher s and HiOA s reputation. The second factor is that it is very time-consuming to produce and edit a video (it takes often more than 2 hours to edit a 15-minute video). There is, as of today, no way of compensating a faculty member who is making videos available for their time and effort. It would be rational to include the production of videos in the calculations of the annual work plans (arbeidsplaner), but this is something that has to be discussed at the faculty level. 4) More detailed lecture notes/powerpoints so that the students are not dependent on attending the lectures: this is a difficult wish to fulfil. The students attending the class might get little out of a Powerpoint that is too detailed because it contains too much information, and it sounds as if the teacher is just reading the Powerpoint. Another important element to consider is that there is a point to students coming to HiOA to attend lectures and classes that goes beyond getting information transfer. We know from experience that students who are attending the majority of classes and lectures at HiOA have better results than the students who are mostly away from HiOA and only rely on lectures notes and videos. This happens year after year despite the fact that more and more of the material that is covered in the lectures and classes is available online (for many bachelor courses, 100% of that material is available online). Experience shows that those students who come to HiOA get more out of their study programme because of the informal and social aspect of learning: they get to interact with the teacher and ask informal questions during class and during the breaks, they meet their co-students and discuss course-related 4 topics with them. They are on site to do their group work, which makes the group work more effective and increases motivation, etc. It is therefore difficult to know whether more detailed lectures notes is the way to go in all the courses. Dersom instituttet planla noen felles tiltak for endringer på emnivå i forrige rapportering, bes instituttet om å rapportere status for tiltakene her: (Eks er tiltak gjennomført?: JA/NEI/DELVIS, Hvis JA: Hvilken effekt har tiltak hatt? Hvis NEI: hvorfor er ikke tiltak gjennomført? Hvis DELVIS: hva er gjort/planlagt gjort): New course in Testing: implemented. The effect of the measure cannot be assessed before the course has started (Spring 2016) Eventuelle planlagte tiltak på emnenivå Angi i tabellen om tiltak har betydning/konsekvenser for a) endring av programplanene b) årsplan og budsjett Programmets eventuelle planlagte tiltak på emnenivå fram til neste programrapportering Tiltak Planlagt Ansvarlig Start Slutt Change in grading range for «English Communication» (from Pass/Fail to A-F) (a)) December 2015 Instituttleder + koordinator bachelor One-week introduction course (b)) (at the Master level) Conversation classes for students with low spoken English proficiency (b)) (at the master level) Continue with student assistants in most courses, as well as having the course teacher(s) present in the lab sessions (b)) As long as needed As long as needed Programme coordinator(s), Members of the faculty. Programme coordinator(s), Head of Department Continuously Continuously Head of Department, Members of the faculty Ca andel førstestillinger (i prosent) som underviser på studieprogram (telles manuelt på det enkelte studieprogram): Program Cirka andel førstestilling Bachelor in Software Engineering (Bachelor i ingeniørfag data) Bachelor in Informatics (Bachelor i informasjonsteknologi) Bachelor in Applied Computer Science (Bachelor i anvendt datateknologi) 44% 44% 44% 5 Master in Universal Design of ICT (Master i universell utforming av IKT) 79% Inntakskvalitet Dersom instiuttet planla tiltak for kvalitetsområdet inntakskvalitet i forrige rapportering, bes instituttet om å rapportere status for tiltakene her: (Eks er tiltaket gjennomført?: JA/NEI/DELVIS, Hvis JA: Hvilken effekt har tiltak hatt? Hvis NEI: hvorfor er ikke tiltak gjennomført? Hvis DELVIS: hva er gjort/planlagt gjort) 1) Bachelor The one action point we had last year for our three bachelor programmes was to increase the number of applicants to the programmes (but not the number of offers) in order to make it competitive to come in. This is achieved: - in 2015 (July applications), the applicants to the software engineering programme had to have 48,0 in order to come in. - The limit grades for entrance from Samordna opptak were 48,5 and 35,7 (Quota for 1gr.vitnemål ) for Applied Computer Science in The limit grades for entrance from Samordna opptak were 46,7 and 34,7 (Quota for 1gr.vitnemål ) for Informatics in ) Master UD-ICT The plan was to recruit more and better students through marketing the Master in UD- ICT programme and raising the general level of awareness of the programme. This is fully implemented. Examples of marketing actions: - The programme has been marketed through Google ads. - The programme is available through «StudyPortals», which is an Internet source where international degree programmes can be found and compared on an international level (http://www.studyportals.com/) - The programme has been presented at various career fairs and events via stands and interventions, both in Oslo and in Trondheim Example of actions aimed to increase awareness of the programme. - A Facebook page for the programme was created, with regular updates - A 90-second video clip was created by two media studies students and made widely available through, e.g. Facebook (https://www.facebook.com/ /videos/ /?video_s ource=pages_finch_main_video) 6 - A competition with prizes was run in February through Facebook to increase awareness about the course just before the 1 st March deadline for applications A 5 ECT course in Universal Design of Information and Communication Technology was offered for the third time at the HiOA s international Summer School in Hovedfunn fra årets programrapporter som er viktige for instituttet å trekke særskilt fram: The application rate for all programmes (both at the Bachelor and at the Master level) is higher than it has been in previous years, which is a positive sign. The students are generally happy with the programmes. There is a need to offer the MSc UD-ICT programme part-time, in order to cater for those students (mostly Norwegian), who find a job after graduating from their BSc and who would like to combine the programme with full-time employment. Instituttleders analyse av hovedfunnene: (Var det forventede funn? Hva kan årsakene til funnene være? Endringer i opptaksgrunnlag? Endringer i undervisningsopplegg? Osv.) There is a need to provide more detailed knowledge to applicants about what is expected of them at HiOA in terms of taking initiatives, thinking independently, etc. This will be one of the topics that it will be natural for student ambassadors to mention at the high school that they will be visiting As the result of the many requests we have got to offer the Master on a part-time basis, we aim to turn 4 full-time places into 8 part-time places Eventuelle planlagte tiltak Angi i tabellen om tiltak har betydning/konsekvenser for c) endring av programplanene d) årsplan og budsjett Programmets eventuelle planlagte tiltak fram til neste programrapportering Tiltak Planlagt Ansvarlig Start Slutt Turning 4 full-time places into 8 parttime places (a)) (MSc. UD-ICT) No plan to stop Head of Department, Academic Registrar s division Promoting the Master programme in Norway and in the rest of Europe (MSc UD-ICT and MSc NSA) ( studieadministrasjon ) Continually Continually Programme coordinator(s), Members of the Faculty 7 Student ambassadors (d)) (BSc and MSc) Blog about being a computer science student (d)) (BSc) Social and academic activities for female students (d)) (BSc) Head of department, Registrar s office (studieadministrasjon) Head of department + coordinator OTS, Head of department Instituttets forslag til tiltak på fakultets- og institusjonsnivå Tiltak Planlagt Forslag til ansvarlig for Start Slutt gjennomføring av tiltak Student ambassadors (d)) (BSc and MSc) Head of department, Registrar s office Promoting the MSc programmes in Norway and in the rest of Europe (studieadministrasjon) Continually Continually Programme coordinator(s), Members of the Faculty Kvalitet på infrastruktur og informasjon Dersom instituttet planla tiltak for kvalitetsområdet infrastruktur og informasjon i forrige rapportering, bes instituttet om å rapportere status for tiltakene her: (Eks er tiltaket gjennomført?: JA/NEI/DELVIS, Hvis JA: Hvilken effekt har tiltak hatt? Hvis NEI: hvorfor er ikke tiltak gjennomført? Hvis DELVIS: hva er gjort/planlagt gjort) The departmental report for the year indicates that the department had two main ambitions for the year : - get a master room of adequate dimensions - get a functionning scheduling system Having a dedicated work room for the UD-ICT master students was one of the priorities of last year s report. This is partly implemented, as we have opened the master room for the Network and System Administration room to the student of UD-ICT. However, the room is very inadequate, as it rooms about students altogether, and there are 80 students having access to it. The scheduling system, however, is still difficult to use, due to system errors, and cumbersome routines to update the system. The goal of getting a functional scheduling systm is, therefore not achieved. Hovedfunn og analyser Hovedfunn fra årets programrapporter som er viktige for instituttet å trekke særskilt fram: The main problem that the bachelor students experience relates to the size of the auditoriums and the availability of group rooms at HiOA. The fact that there are not enough seating spaces at the beginning of the first semester is a major hinder for them. This problem is not new, and we have split some big student groups into two in order to remedy 8 the problem. This solution is implemented in with good results. However, as each class has now two hours lecture per week instead of four, the amount of contact time that each student has with their teachers has been reduced during their first semester. Students also report that the lack of available group rooms at HiOA hinders their ability to work in groups, and that they often end up going home and work on their own on one part of the group projects. The Master students do not have access to a master room that is sufficiently big to cater for all the groups that need to use it. As a result, most Master students find alternative places to work, often outside HiOA, which makes group work more difficult. Working outside HiOA is also less conducive to experience exchange and informal learning, which may affect the students motivation negatively. Another problem which is common to Bachelor and Master students is the scheduling system Webuntis/UniUntis. UniUntis does not always show the right information, and which is cumbersome to update : if a teacher makes an amendment to the schedule, they have to first inform the coordinator, then the coordinator informs the registrar s office (studieadministrasjon), then a person from the registrar s office updates the information on Webuntis. It has also happened that the same room has been booked by different people and the Webuntis system has failed to notice the problem. This has led to situations where two classes from different departments have showed up to the same room, and lectures/classes have had to be cancelled. Instituttleders analyse av hovedfunnene: (Var det forventede funn? Hva kan årsakene til funnene være? Endringer i opptaksgrunnlag? Endringer i undervisningsopplegg? Osv.) The problems with auditorium sizes, Master room and scheduling system are not new. They were present and reported last year, but there is little that can be done at the departmental level about those issues The fact that a large majority of the students,
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