natgillin/translations-raw huggingface dataset:
It is very interactive, and it is a constant feedback loop between the students and myself. 
It is very interactive, and it is a constant feedback loop between the students and myself.
My role as an instructor is not just to teach, but it is to learn what the students need to know.' 
My role as an instructor is not just to teach, but it is to learn what the students need to know.'
'What are your experiences?' 
'What are your experiences?'
'My experiences are very positive. 
'My experiences are very positive.
The students absolutely love to have that type control over their destiny, over the course content.' 
The students absolutely love to have that type control over their destiny, over the course content.'
'When I tell the students, OK, I am going to give you the option: In the entire semester, you have somewhere between 20 to 40 different options to choose from in terms of content. 
'When I tell the students, OK, I am going to give you the option: In the entire semester, you have somewhere between 20 to 40 different options to choose from in terms of content.
You will only select five or six of the options. 
You will only select five or six of the options.
They love that, because they have that choice.' 
They love that, because they have that choice.'
'I am also constantly assessing in terms of getting feedback from them. 
'I am also constantly assessing in terms of getting feedback from them.
Is this working for them? 
Is this working for them?
Do they like this approach? 
Do they like this approach?
Is this something they think they would do better? 
Is this something they think they would do better?
I try to get so much feedback from them as possible.' 
I try to get so much feedback from them as possible.'
'It can be a challenge sometimes, because students sometimes do not want to open up. 
'It can be a challenge sometimes, because students sometimes do not want to open up.
So interacting with the students is also about interacting with teaching assistants. 
So interacting with the students is also about interacting with teaching assistants.
The students often discuss things with the teaching assistants that they would not ask the professor. 
The students often discuss things with the teaching assistants that they would not ask the professor.
So having that network within the course is important. 
So having that network within the course is important.
Strong relationships in that network is what I think, vital for achieving success.' 
Strong relationships in that network is what I think, vital for achieving success.'
'How large are the groups?' 
'How large are the groups?'
'The class I am teaching in this semester is about 240 students. 
'The class I am teaching in this semester is about 240 students.
We are talking about a very large class.' 
We are talking about a very large class.'
'This is why a device like the “catch box” is so useful, because you if you have hundreds of student in a class, you can throw this out to them and then they grab it and pose an answer.' 
'This is why a device like the “catch box” is so useful, because you if you have hundreds of student in a class, you can throw this out to them and then they grab it and pose an answer.'
'Where did you find it?' 
'Where did you find it?'
'I found it online, and I thought it looked interesting.' 
'I found it online, and I thought it looked interesting.'
'It has been a great device, and again it is still an experiment, I still just play around with it, see what the students reactions are. 
'It has been a great device, and again it is still an experiment, I still just play around with it, see what the students reactions are.
The students really enjoy being able to throw something around in the class. 
The students really enjoy being able to throw something around in the class.
It is what we do as children; we throw a ball to each other. 
It is what we do as children; we throw a ball to each other.
That can provide hours of entertainment.' 
That can provide hours of entertainment.'
'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.’