natgillin/translations-raw huggingface dataset:
'Do you get some group dynamics of it?'
'Do you get some group dynamics of it?'
'Sure.
'Sure.
We deal with very diverse students, some of them are very extroverted, and some very introverted.
We deal with very diverse students, some of them are very extroverted, and some very introverted.
The students who are very extroverted, it is very easy to get them to participate in class.
The students who are very extroverted, it is very easy to get them to participate in class.
If I ask a question, I know three or four students immediately shoot up their hands.'
If I ask a question, I know three or four students immediately shoot up their hands.'
'It is about giving the students who do not shoot up their hands right away, who know the answer, to participate.
'It is about giving the students who do not shoot up their hands right away, who know the answer, to participate.
And if a student does not know the answer, at least they are present, available, in that class.
And if a student does not know the answer, at least they are present, available, in that class.
It has really been a great opportunity to build contact with students, and to build engagement and participation.'
It has really been a great opportunity to build contact with students, and to build engagement and participation.'
'Do you have any negative responses?'
'Do you have any negative responses?'
'Nothing negative.
'Nothing negative.
I can say I am constantly seeking feedback from my students, and ask them in the end of every class: What do you think of today’s lecture, and I give them a scale of four options.
I can say I am constantly seeking feedback from my students, and ask them in the end of every class: What do you think of today’s lecture, and I give them a scale of four options.
Whenever I poll them, it is usually in the upper middle range.
Whenever I poll them, it is usually in the upper middle range.
I think it has been good response over all in terms of getting them to engage.'
I think it has been good response over all in terms of getting them to engage.'
'They always have themselves to hold accountable.
'They always have themselves to hold accountable.
Because they are choosing what we do.
Because they are choosing what we do.
They are choosing the format and the content.
They are choosing the format and the content.
And I am giving them a framework to work within.
And I am giving them a framework to work within.
I give them the rules of the game, and it is up to them to play the game.'
I give them the rules of the game, and it is up to them to play the game.'
Anthony is teaching a course called Web Project, which he treats as a topic rather than a discipline.
Anthony is teaching a course called Web Project, which he treats as a topic rather than a discipline.
It involves web design from many different perspectives – social, political, organizational, technological and psychological.
It involves web design from many different perspectives – social, political, organizational, technological and psychological.
The students are from the bachelor studies in Engineering – Computing, Applied Computer Technology and Information Technology.
The students are from the bachelor studies in Engineering – Computing, Applied Computer Technology and Information Technology.
'What kind of rooms are you using when you are teaching?'
'What kind of rooms are you using when you are teaching?'
'The room we are working in currently is a stadium style room, an auditorium, and this works very well for lecture based courses.'
'The room we are working in currently is a stadium style room, an auditorium, and this works very well for lecture based courses.'
'For discussions and small group, work, for games, for a gaming environment it is a little more challenging, but I found the students are so engaged in the activity that they make the room work for them.
'For discussions and small group, work, for games, for a gaming environment it is a little more challenging, but I found the students are so engaged in the activity that they make the room work for them.
So when I have group work in groups of four or five students, they just lean over to each other to do the work, and of course, this is not ideal, but at the same time, we are making it work for what we are doing.'
So when I have group work in groups of four or five students, they just lean over to each other to do the work, and of course, this is not ideal, but at the same time, we are making it work for what we are doing.'
'Are you teaching everything in English?'
'Are you teaching everything in English?'
'Yes.
'Yes.
Most students are supportive of that.
Most students are supportive of that.
They actually want me to teach in English.'
They actually want me to teach in English.'
'A couple of students may have some difficulties in language, this is not Norwegian students typically, they are students from other countries, who have limited understanding of both Norwegian and English, have a little bit harder of a time, but for those students I always try to find ways of communicating with them.
'A couple of students may have some difficulties in language, this is not Norwegian students typically, they are students from other countries, who have limited understanding of both Norwegian and English, have a little bit harder of a time, but for those students I always try to find ways of communicating with them.
I try to make the course content as multimedia as possible, it is not just me speaking.'
I try to make the course content as multimedia as possible, it is not just me speaking.'
'You get audio content, visual content and animated content, so they are able to make connections with ideas, with practice, despite maybe a language difference.
'You get audio content, visual content and animated content, so they are able to make connections with ideas, with practice, despite maybe a language difference.
I am trying to have an effect on as many senses as possible.
I am trying to have an effect on as many senses as possible.
I use the senses to make analogies to big concepts.
I use the senses to make analogies to big concepts.
When we talk about online privacy, I try to make an analogy to that, and I frequently use food analogies.'
When we talk about online privacy, I try to make an analogy to that, and I frequently use food analogies.'
'What educational background do you have?'
'What educational background do you have?'
'It is diverse.
'It is diverse.
I have a degree in business, in music, in public health and law.
I have a degree in business, in music, in public health and law.
I think the read thread in all that is technology, ICT.
I think the read thread in all that is technology, ICT.
My PhD is from Maastricht University in the Netherland, everything else from the US', Anthony says.
My PhD is from Maastricht University in the Netherland, everything else from the US', Anthony says.
Anthony holding the “catch box”.
Anthony holding the “catch box”.
Foto: Olav-Johan Øye The “catch box” Foto: Olav-Johan Øye
Foto: Olav-Johan Øye The “catch box” Foto: Olav-Johan Øye
Both participant observation and interviews were used to collect data.
Dataanalysen ble gjennomført etter etnografisk metode.
The activities the residents liked best were those that did not reveal their weaknesses.
Beboerne likte best de aktivitetene som ikke avslørte egen svikt.
Occupational patterns of people with dementia in residential care - an ethnographic study.
Occupational patterns of people with dementia in residential care - an ethnographic study.
Scandinavian Journal of Occupational Therapy , 14, pp. 96-107.
Scandinavian Journal of Occupational Therapy , 14, 96-107
For more information contact Kirsten Thorsen
For mer informasjon, kontakt Kirsten Thorsen
Electronic contact form for students
Kontaktskjema for studenter.
phd-hf@hioa.no
NB!
postmottak-hf@hioa.no
studiehenvendelser-hf@hioa.no.
Research and development:
Forskning og utvikling
About the Faculty of Health Sciences
Mer om fakultetet.
‘Building software systems that work and work well, and people enjoy to use is a very big area of interest for companies.
‘Building software systems that work and work well, and people enjoy to use is a very big area of interest for companies.
It is also very diverse.’
It is also very diverse.’
MacKenzie from York University in Canada visited Department of computer science at HiOA to talk about his research in the field, and get to know research at HiOA.
MacKenzie from York University in Canada visited Department of computer science at HiOA to talk about his research in the field, and get to know research at HiOA.
‘It is my wish that some future collaboration will come out of this, he says.’
‘It is my wish that some future collaboration will come out of this, he says.’
‘One of the areas I have been working on, recently, is gaming, playing games, not only on desktop computers and on game boxes, but also on mobile devices.’
‘One of the areas I have been working on, recently, is gaming, playing games, not only on desktop computers and on game boxes, but also on mobile devices.’
‘This is a huge, huge area.
‘This is a huge, huge area.
There are a lot of very interesting challenges in making games better, easier to play, and fun to play.’
There are a lot of very interesting challenges in making games better, easier to play, and fun to play.’
‘Students are coming to the university wanting to do interesting things.
‘Students are coming to the university wanting to do interesting things.
Gaming is one of them.’
Gaming is one of them.’
‘We have also things like smart watches, and how are these devices going to work?
‘We have also things like smart watches, and how are these devices going to work?
If you have a watch and you want to send an email to a friend, or send a text message, how can you do that on a watch?
If you have a watch and you want to send an email to a friend, or send a text message, how can you do that on a watch?
It is not easy.’
It is not easy.’
‘Many researchers are trying to make it easier, faster, and a more accurate, and to reduce learning time, and do so while minimizing mistakes.
‘Many researchers are trying to make it easier, faster, and a more accurate, and to reduce learning time, and do so while minimizing mistakes.
These are interesting problems to work on in human-computer interaction.’
These are interesting problems to work on in human-computer interaction.’
‘These things are ripe for research, too, and will bring new and fresh ideas with them to solve interaction problems.’
‘These things are ripe for research, too, and will bring new and fresh ideas with them to solve interaction problems.’
‘Here at HiOA I have given a six-hour presentation to the master students in Universal Design of ICT about empirical research methods.’
‘Here at HiOA I have given a six-hour presentation to the master students in Universal Design of ICT about empirical research methods.’
‘It is the “what, how and why” in doing empirical research in human-computer interaction, which is a field in computer science, about research methods and how we do research.’
‘It is the “what, how and why” in doing empirical research in human-computer interaction, which is a field in computer science, about research methods and how we do research.’
‘When you are doing these presentations, what are the topics you are presenting?’
‘When you are doing these presentations, what are the topics you are presenting?’
‘The six-hour mini course was about empirical research methods for human-computer interaction .
‘The six-hour mini course was about empirical research methods for human-computer interaction .
It covered many topics, about what is research, what is empirical research and how do you do empirical research.’
It covered many topics, about what is research, what is empirical research and how do you do empirical research.’
‘Let me mention that in human-computer interaction this is about conducting experiments with human participants.’
‘Let me mention that in human-computer interaction this is about conducting experiments with human participants.’
‘We call these user studies .
‘We call these user studies .
This is the primary mechanism to evaluate an idea for a new interface or interaction technique to see if it is any good, see how good it is, to see if it is better in some alternative way of doing it.’
This is the primary mechanism to evaluate an idea for a new interface or interaction technique to see if it is any good, see how good it is, to see if it is better in some alternative way of doing it.’
‘This is a way of evaluating ideas to quantitatively determinate how good they are.
‘This is a way of evaluating ideas to quantitatively determinate how good they are.
That was the focus of the presentations for the master students.’
That was the focus of the presentations for the master students.’
‘As well, I gave presentations to the bachelor students, in the second year course, in human-computer interaction.’
‘As well, I gave presentations to the bachelor students, in the second year course, in human-computer interaction.’
‘This was about a model of human behavior that is widely used in human computer interaction.
‘This was about a model of human behavior that is widely used in human computer interaction.
It is a model called “ Fitts' Law ”.
It is a model called “ Fitts' Law ”.
If you are doing research in human-computer interaction, you will know about this model.’
If you are doing research in human-computer interaction, you will know about this model.’
‘It is a model used to evaluate pointing methods, with a mouse or with different kinds of pointing sticks or a finger on a touch screen, or even with the eyes, using eye tracker apparatus.
‘It is a model used to evaluate pointing methods, with a mouse or with different kinds of pointing sticks or a finger on a touch screen, or even with the eyes, using eye tracker apparatus.
A model that helps explaining behavior with different kinds of pointing and selecting methods.’
A model that helps explaining behavior with different kinds of pointing and selecting methods.’
‘Did the students ask you questions?’
‘Did the students ask you questions?’
‘Yes, I was pleasantly surprised that students seemed to be engaged; they asked questions, and when you are giving a presentation, you appreciate that.
‘Yes, I was pleasantly surprised that students seemed to be engaged; they asked questions, and when you are giving a presentation, you appreciate that.
When they ask the questions, it means they are listening, they are paying attention, they are engaged, they understand, and something comes to mind that they want to ask about.
When they ask the questions, it means they are listening, they are paying attention, they are engaged, they understand, and something comes to mind that they want to ask about.
They even challenge you.’
They even challenge you.’
‘For the research group in Universal Design of ICT I have given a brief presentation on my own research that I have been doing the last twenty years.’
‘For the research group in Universal Design of ICT I have given a brief presentation on my own research that I have been doing the last twenty years.’
‘One of the main reasons to talk with the research group is that they can tell me about what research they are doing, and we can see what opportunities may exist for collaboration.’
‘One of the main reasons to talk with the research group is that they can tell me about what research they are doing, and we can see what opportunities may exist for collaboration.’
‘I can help in certain ways.
‘I can help in certain ways.
For example, my expertise is very much in empirical research methods, and often people in computer science departments are not familiar with doing research with human participants.
For example, my expertise is very much in empirical research methods, and often people in computer science departments are not familiar with doing research with human participants.
My work is more closely related with experimental psychology.
My work is more closely related with experimental psychology.
‘If they have some topics that they want to explore, they may look at my expertise as something that can help in designing empirical studies, to evaluate ideas.’
‘If they have some topics that they want to explore, they may look at my expertise as something that can help in designing empirical studies, to evaluate ideas.’
‘It is great if something comes out of that, if we can work together in the future.
‘It is great if something comes out of that, if we can work together in the future.
Nowadays you can work together at great distances over email, and I expect that will happen.’
Nowadays you can work together at great distances over email, and I expect that will happen.’
‘I know that the next conference in human computer interaction is going to be here in Oslo, and maybe HiOA is going to be the host for the conference.
‘I know that the next conference in human computer interaction is going to be here in Oslo, and maybe HiOA is going to be the host for the conference.
It is my hope that I will be here.’
It is my hope that I will be here.’
‘Do you have research groups in human-computer interaction at your university?’
‘Do you have research groups in human-computer interaction at your university?’
‘Yes, we do, three or four professors are a part of that group.’
‘Yes, we do, three or four professors are a part of that group.’
‘What do you think is interesting here at HiOA?’
‘What do you think is interesting here at HiOA?’
‘Well, I think it is interesting that education is free.
‘Well, I think it is interesting that education is free.
It is quite remarkable for people like me from Canada.’
It is quite remarkable for people like me from Canada.’
‘At York University, do they have any study programs and research like HiOA, in universal design, or in human-computer interaction?’
‘At York University, do they have any study programs and research like HiOA, in universal design, or in human-computer interaction?’
‘We have lot of people doing research in human computer interaction, and several faculty members like myself, in the School of Engineering, do research in human-computer interaction.’
‘We have lot of people doing research in human computer interaction, and several faculty members like myself, in the School of Engineering, do research in human-computer interaction.’
‘We also have masters and PhD-students students we supervise, that do research in human computer interaction and user interfaces.’
‘We also have masters and PhD-students students we supervise, that do research in human computer interaction and user interfaces.’
‘We do not have a master’s program in human-computer interaction, but a master program generically in computer science.
‘We do not have a master’s program in human-computer interaction, but a master program generically in computer science.
Within computer science, students can focus on whatever particular topic their professor chooses.’
Within computer science, students can focus on whatever particular topic their professor chooses.’
‘All my students that do a master in computer science are doing projects in human computer interaction.’
‘All my students that do a master in computer science are doing projects in human computer interaction.’
‘How do you know HiOA, and the people working here?’
‘How do you know HiOA, and the people working here?’
‘Ten years ago I was in Oslo for a conference in human-computer interaction, a Nordic conference on human computer interaction.
‘Ten years ago I was in Oslo for a conference in human-computer interaction, a Nordic conference on human computer interaction.
That is a conference held every two years.
That is a conference held every two years.
I had a Nordic connection, as I have lived one year in Finland in 2002.
I had a Nordic connection, as I have lived one year in Finland in 2002.
That got me in to the Nordic scene.’
That got me in to the Nordic scene.’
‘When I was here ten years ago, I got an email from Professor Frode Eika Sandnes , “I see that you are coming to the Nordic conference, if you have any spare time, can you come to the university and give a presentation to the students?”
‘When I was here ten years ago, I got an email from Professor Frode Eika Sandnes , “I see that you are coming to the Nordic conference, if you have any spare time, can you come to the university and give a presentation to the students?”
And I said, sure, I'd love to.
And I said, sure, I'd love to.
And that is how I met Frode.’
And that is how I met Frode.’
‘Our research overlaps, and therefore I've been aware of his research, and he's been aware of my research.
‘Our research overlaps, and therefore I've been aware of his research, and he's been aware of my research.
But I have not seen Frode since then, except this summer, we also attended a conference together,’ says Scott MacKenzie.
But I have not seen Frode since then, except this summer, we also attended a conference together,’ says Scott MacKenzie.
Challenges in human-computer interaction: If you have a smart watch and you want to send an email to a friend, or send a text message, how can you do that on a watch?
Challenges in human-computer interaction: If you have a smart watch and you want to send an email to a friend, or send a text message, how can you do that on a watch?
Foto: Olav-Johan Øye Professor Scott MacKenzie wish future collaboration with HiOA on human-computer interaction.
Foto: Olav-Johan Øye Professor Scott MacKenzie wish future collaboration with HiOA on human-computer interaction.
Will families be able to balance between the needs of older and younger generations?
Vil familiene klare å balansere mellom hensynet til yngre og eldre generasjoner?
Half of the remaining parents have then IADL needs (for practical help).
5 prosent om vi bare inkluderer de som også er yrkesaktive.
Of parents with ADL needs (for personal care), about two out of three are institutionalized.
Verken arbeidslivet eller tjenestene er tilrettelagt for dette, slik tilfellet er for småbarnsforeldre.
Marijke Veenstra
Marijke Veenstra
The report is written in Norwegian.
Prosjektene har egen nettside: http://norlag.nova.no.
The NorLAG/LOGG project has a dedicated web site.
Les mer om, last ned gratis eller bestill rapportene:
On 16 February, the faculty councils of the Faculty of Health Sciences and the Faculty of Technology, Art and Design met to discuss common competence and how to contribute to innovation.
Fakultetsrådene på Fakultet for helsefag og Fakultet for teknologi, kunst og design møttes for å lufte felles kompetanse og bidra til innovasjon 16. mars.
‘Egil came to me and said: “We have to collaborate!
– Egil kom til meg og sa: ‘Vi må jo samarbeide!
You have the problems and we have the solutions”,’ says Gro Jamtvedt, Dean at the Faculty of Health Sciences.
Dere ser problemene og vi har løsningene’, mintes dekan Gro Jamtvedt ved Fakultet for helsefag.
‘Therefore, we need to talk to each other and collaborate, despite what I call the “Pilestredet barrier”, referring to the street and the few metres separating our buildings,’ adds Egil Trømborg, Dean at the Faculty of Technology, Art and Design.
– Derfor må vi snakke sammen, til tross for det jeg kaller "Pilestredet-barrieren", altså gata og de få meterne som skiller byggene våre, la Dekan Egil Trømborg på Fakultet for teknologi, kunst og design til.
‘Actually, we have a unique opportunity here: We are located close to each other, and few others take the same applied approach as we do.’
– Vi har egentlig en helt unik mulighet her: Vi er både nære hverandre, og få har en så anvendt tilnærming som det vi har.
‘But it’s not enough for us deans to agree; someone must do the actual work,’ says Trømborg.
– Men det er ikke nok at vi dekaner er enige, noen må gjøre jobben, sa Trømborg.
‘It’s not like this is something that the two of us came up with on our own.
– Dette er heller ikke noe vi har funnet på.
A great deal had already been done before we started,’ says Jamtvedt.
Det lå jo en god del der fra før, da vi begge startet, sa Jamtvedt.
The two faculties brought in Erik Fosse, the famous surgeon and Head of Department at the Intervention Centre at Rikshospitalet Hospital, to kick-start the bilateral faculty council meeting.
De to fakultetene hanket inn Erik Fosse , kjendiskirurg og avdelingsoverlege ved Intervensjonssenteret på Rikshospitalet, for å kick-starte det bilaterale fakultetsrådsmøtet.