Course title in Estonian
Course title in English
approximate amount of contact lessons
autumn - spring
lecturer of 2018/2019 Spring semester
lecturer not assigned
lecturer of 2019/2020 Autumn semester
lecturer not assigned
The relationship between humans and computing is multi-faceted and constantly changing. With the advancement of technology, adaptions have been made to better meet human needs, and thus make the user experience more desirable, more personalized and pervasive.
The goal of the course is to lay the foundations for understanding the ways humans, both as individuals and in social groups, adopt, adapt, and organize their lives around computational technologies.
Brief description of the course
This course comprises 3 main parts:
• The mindset - Appreciate the role of human factors in the design of Human centered information systems.
• The process - Develop an understanding of basic concepts to create innovative, effective, and sustainable solutions for social change.
• The methods - Be able to apply those basic concepts in the design of Human centered information systems.
Topics covered also cover an introduction to a wide range of theories such as:
• Situate computational technologies such as sociotechnical systems
• Explain and foresee technology acceptance
• Explain and foresee innovation diffusion
All students taking this course are expected to participate actively. This includes asking and responding to questions; and perform the reading assignments.
Participate in the discussion activities and perform the assignments.
Learning outcomes in the course
Having successfully completed the course, students will be able to understand how humans relate to computational technology. Namely, students will be able to:
• Situate the role of humans (as individuals and in social groups) and how they adopt, adapt, and organize their lives around computational technologies.
• Apply those basic concepts in the design of Human centered information systems.
Exam based upon:
• Assignments (20%)
• Participation in class discussion (10%)
• Present the case study plan (10%)
• Case study report (30%)
• Paper Reviews (10%)
• Present the design solution (20%)
Students are required to participate in 70% out of the foreseen contact hours.
There is no required literature in the sense of a physical book. A list of reading materials will be assigned by the teachers and provided on the course blog.
To be discussed with teacher.
Brown, T., & Wyatt, J. (2010) Design Thinking for Social Innovation.
Eason, K. (2008). Sociotechnical systems theory in the 21st Century:a nother half-filled glass. Sense in social science: A collection of essays in honour of Dr. Lisl Klein, 123-134.
Davis, M. C., Challenger, R., Jayewardene, D. N., & Clegg, C. W. (2014). Advancing socio-technical systems thinking: A call for bravery. Applied ergonomics, 45(2), 171-180.
Davis, F. D. (1985). A technology acceptance model for empirically testing new end-user information systems: Theory and results (Doctoral dissertation, Massachusetts Institute of Technology).
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: four longitudinal field studies. Management science, 46(2), 186-204.
Rogers, E. M. (1976). New product adoption and diffusion. Journal of consumer Research, 290-301.
Rogers, E. M. (2010). Diffusion of innovations. Simon and Schuster.