dear gordana, maybe the following is of interest to the topic. first, the description of the module i am responsible of in the curriculum of master students of technical informatics and media informatics from this year on (see below). and second, a link to download a background information from my website referring the field i'm teaching in (and taught in salzburg) including a description of my courses that i had called years ago foundations of information science (http://www.hofkirchner.uti.at/wp-content/uploads/2010/05/forIASCYSchengdu2010.pdf).
Designing Technosocial Systems Regelarbeitsaufwand: 6Ects Bildungsziele: Fachliche und methodische Kenntnisse: Students acquire, for tayloring their methodolo- gies of designing socially embedded systems, theoretical knowledge in the fields of • Information Ethics • Information concepts • Philosophy of Science • Science–Technology–Society with special focus on ICTs Kognitive und praktische Fertigkeiten: Students develop skills • to reflect different perspectives of computer science • to get aware of impacts of technology design on society • to understand multi-, inter- and transdisciplinary needs • to discriminate between mathematical, empirical and engineering approaches • to choose and tailor the appropriate methodology • to better master complexity Soziale Kompetenzen, Innovationskompetenz und Kreativität: Students are capacitated • to feel comfortable with teams going beyond disciplines • to respond to the requirement to take social responsibility • to balance formal and informal requirements Inhalt: Theoretical foundations: Philosophy of Information (Computing and Philosophy) and Science-Technology–Society with special focus on ICTs (Information and Society): Computing and Philosophy issues: Location of informatics in the classification of disci- plines; ways of thinking (reduction, projection, dichotomisation, integration); transdisci- plinarity in science and engineering; information processing and information generation; system theoretical concepts; computers and information ethics. Information and Society issues: Information society theory and empirical studies; global challenges; technological systems as social systems; the quest for automation and impacts on society (desaster analysis); design requirements for socially embedded systems; law aspects: liabilities, certification. 20Erwartete Vorkenntisse: Fachliche und methodische Kenntnisse: Bachelor-level knowledge of computer systems and information processing in cyber-physical systems. Kognitive und praktische Fertigkeiten: Bachelor-level Reading and writing skills. Soziale Kompetenzen, Innovationskompetenz und Kreativität: Interest in inter- and transdisciplinary issues in information sciences and technology. Diese Voraussetzungen werden in folgenden Modulen vermittelt: Verpflichtende Voraussetzungen: Keine. Angewandte Lehr- und Lernformen und geeignete Leistungsbeurteilung: Lectures with accompanying practicals in which the students make use of the new knowledge when applying the different skills and capabilities they have been trained in on the Bachelor- level. Working in groups is permitted. The students give presentations of the results, author written reports and perform tests. Lehrveranstaltungen des Moduls: The course on Computing and Philosophy is obligatory. Of the other two, one has to be selected. 3.0/2.5 VU Computing and Philosophy 3.0/2.5 VU Information and Society 3.0/2.0 SE Neue Technologien und sozialer Wandel cheers, wolfgang +43 1 58801 18730 (no box) http://hofkirchner.uti.at/ Am 06.12.2011 um 16:01 schrieb Gordana Dodig-Crnkovic: > Hi All, > > One way of looking at the question of curriculum would be from the point of > view of what already exists > of education in the Foundations of Information. > > Are there any courses which might be a part of such a curriculum? > > To start with I can tell about the course I have, which does not cover much > of Science of information, but there are several connections. > As I work at the computer science department, my perspective is computational. > For me computing is information processing and information is that which is > processed, and that which is a result of processing. > Processing may be done by a machine or by an organism or anything else – the > whole of nature computes (processes information) in different ways. > As info-computationalist, I believe that information is unthinkable without > computation. > So the course is on Computing and Philosophy but addresses Philosophy of > Information and Science of Information as well and topics on evolution of > life, intelligence (natural and artificial), consciousness, etc. > http://www.idt.mdh.se/kurser/comphil > > I believe it would be good to have a course on the foundations of information > science for people in the computing. > Information and computation are completely entangled! And this gives also an > opportunity to introduce other fields into computing, to contribute to > building bridges and > facilitating inter-disciplinary/ cross-disciplinary/ trans-disciplinary > learning. > > This is not as ambitious as the original question, but can help understanding > where we are now and where we want to be. > > Best wishes, > Gordana > > > http://www.mrtc.mdh.se/~gdc/ > > > From: fis-boun...@listas.unizar.es [mailto:fis-boun...@listas.unizar.es] On > Behalf Of Stanley N Salthe > Sent: den 5 december 2011 20:53 > To: fis > Subject: Re: [Fis] Discussion of Information Science Education > > And it could feature in 'Science for Non-Majors' courses as well. > > STAN > > On Mon, Dec 5, 2011 at 12:44 PM, Guy A Hoelzer <hoel...@unr.edu> wrote: > Hi All, > > I agree with those who are suggesting that Information Science makes sense > as a widely useful way to think about different scientific disciplines > even if we don't have a strong consensus on how to define 'information'. > I think there is enough coherence among views of 'information' to underpin > the unity and universality of the approach. Perhaps Information Science > is less a discipline of its own and more of a common approach to > understanding that can be applied across disciplines. While I can imagine > good courses focusing on Information Science, it might be most productive > to include a common framework for information-based models/viewpoints > across the curriculum. > > Guy Hoelzer > > > _______________________________________________ > fis mailing list > firstname.lastname@example.org > https://webmail.unizar.es/cgi-bin/mailman/listinfo/fis > > _______________________________________________ > fis mailing list > email@example.com > https://webmail.unizar.es/cgi-bin/mailman/listinfo/fis
_______________________________________________ fis mailing list firstname.lastname@example.org https://webmail.unizar.es/cgi-bin/mailman/listinfo/fis