• A
  • A
  • A
  • АБВ
  • АБВ
  • АБВ
  • А
  • А
  • А
  • А
  • А
Обычная версия сайта

Бакалаврская программа «Социология и социальная информатика»

Information Systems

2022/2023
Учебный год
ENG
Обучение ведется на английском языке
4
Кредиты
Статус:
Курс обязательный
Когда читается:
3-й курс, 3 модуль

Course Syllabus

Abstract

During the course, the students learn to apply information resources and specialized software to preparing analytical literature reviews (bibliographic databases – Web of Science, Scopus) and reviewing the media data (news databases – Integrum, Factiva). We discuss the strategies of information retrieval and the principles of organizing literature review, including the citation practices. The large part of the course is devoted to the principles of working with bibliographic databases: composing search query to gather citation data, using the in-built instruments to analyze scientific trends, exporting the data from the database. Using the obtained data, students practice building citation maps in the scientific landscape visualizing software (VOSviewer and CitNetExplorer) and write a literature review in a chosen field. A separate part of the course is devoted to working with news databases. In the last chapter of the course, the strategies of literature synthesis and writing the review are discussed.
Learning Objectives

Learning Objectives

  • To introduce the methods of working with academic and news databases, conducting systematic literature searches and preparing literature reviews
  • To introduce the methods of working with academic and news databases, conducting systematic literature searches and preparing literature reviews
  • will introduce students to the concepts of business processes, social computing, business analytics, organizational analysis
  • will introduce students to the concepts of business processes, social computing, business analytics, organizational analysis
  • will immerse students to IT project experience in the collaborative development of social simulation
  • will immerse students to IT project experience in the collaborative development of social simulation
Expected Learning Outcomes

Expected Learning Outcomes

  • apply network methods to analyze citation data
  • apply network methods to analyze citation data
  • apply network methods to analyze citation data;
  • apply network methods to analyze citation data;
  • find relevant data and academic literature
  • find relevant data and academic literature
  • find relevant data and academic literature;
  • find relevant data and academic literature;
  • use the results of analysis to prepare literature reviews
  • use the results of analysis to prepare literature reviews
  • use the results of analysis to prepare literature reviews.
  • use the results of analysis to prepare literature reviews.
  • work with bibliographic and news databases;
  • work with bibliographic and news databases;
  • work with bibliographic and news databases;
  • work with bibliographic and news databases;
  • be able to construct basic analytical reports using Tableau
  • be able to construct basic analytical reports using Tableau
  • be able to describe organizational goals of different services and model possible interactions between service systems and clients
  • be able to describe organizational goals of different services and model possible interactions between service systems and clients
  • be able to outline simple business processes paying attention to the needs of customers and organizations
  • be able to outline simple business processes paying attention to the needs of customers and organizations
  • design and create information support resources
  • design and create information support resources
  • know basic principles of programming in the framework of working with RenPy library for Python
  • know basic principles of programming in the framework of working with RenPy library for Python
  • know different types of information systems and main approaches to analyzing organizations from an information perspective
  • know different types of information systems and main approaches to analyzing organizations from an information perspective
Course Contents

Course Contents

  • Principles of literature review organization
  • Principles of literature review organization
  • Business Analytics and Data Processing
  • Business Analytics and Data Processing
  • Information Systems and Business Processes
  • Principles of working with citation databases (Web of Science and Scopus)
  • Principles of working with citation databases (Web of Science and Scopus)
  • Information Systems and Business Processes
  • Web Services and Social Computing
  • Creating bibliographic maps in VOSViewer and CitNetExplorer
  • Creating bibliographic maps in VOSViewer and CitNetExplorer
  • Web Services and Social Computing
  • Principles of working with news databases (Integrum, Factiva)
  • Principles of working with news databases (Integrum, Factiva)
  • Strategies of literature synthesis and writing techniques
  • Strategies of literature synthesis and writing techniques
Assessment Elements

Assessment Elements

  • non-blocking Homework (Excel + Word) (module 1)
    First homework consists of two tasks. Via the first one, students are supposed to demonstrate basic skills of manipulating data and answering research question (10 questions) with the help of Microsoft Excel. Second one is oriented on creation of basic reports in Microsoft Word.
  • non-blocking Homework (Excel + Word) (module 1)
    First homework consists of two tasks. Via the first one, students are supposed to demonstrate basic skills of manipulating data and answering research question (10 questions) with the help of Microsoft Excel. Second one is oriented on creation of basic reports in Microsoft Word.
  • non-blocking Group Project I (knowledge base) (module 1)
    Students are divided into small groups. The main aim of the task is to create a knowledge-based article on the chosen topic (example: compare alternative to Excel products), reviewing and comparing information system products. Via this assignment, students learn how to work with the information and how to organise different sources into the valuable article for the non-professional readers.
  • non-blocking Group Project I (knowledge base) (module 1)
    Students are divided into small groups. The main aim of the task is to create a knowledge-based article on the chosen topic (example: compare alternative to Excel products), reviewing and comparing information system products. Via this assignment, students learn how to work with the information and how to organise different sources into the valuable article for the non-professional readers.
  • non-blocking Individual Project (individual tableau, seminar tableu + peer review) (module 2)
  • non-blocking Individual Project (individual tableau, seminar tableu + peer review) (module 2)
  • non-blocking Group project II (renpy) (module 3)
    Students are supposed to make this project in small groups. They are free to choose their own theme for the game (examples: replication of tv-show "who wants to be a millionaire" or a gamified navigator for the freshmen students of HSE University). There are the following tasks to submit in this assignment: • Project poster: Poster that shows the development process from the start to the end • Design document: Design documents for the game (updated after homework to the final version) • Renpy game: script and materials of the game • Presentation: oral presentation • Blitz: individual discussion of the game code In the project, students should demonstrate sufficient knowledge of the programming language. Students submit the assignment at the beginning of the session week and present it and defend it in the exam day on the session week
  • non-blocking Group project II (renpy) (module 3)
    Students are supposed to make this project in small groups. They are free to choose their own theme for the game (examples: replication of tv-show "who wants to be a millionaire" or a gamified navigator for the freshmen students of HSE University). There are the following tasks to submit in this assignment: • Project poster: Poster that shows the development process from the start to the end • Design document: Design documents for the game (updated after homework to the final version) • Renpy game: script and materials of the game • Presentation: oral presentation • Blitz: individual discussion of the game code In the project, students should demonstrate sufficient knowledge of the programming language. Students submit the assignment at the beginning of the session week and present it and defend it in the exam day on the session week
  • non-blocking Seminar Preparation and Activity
  • non-blocking Seminar Preparation and Activity
  • non-blocking Reading Log
  • non-blocking Reading Log
  • non-blocking Home and in-class practice
  • non-blocking Home and in-class practice
  • non-blocking Literature Review
  • non-blocking Literature Review
Interim Assessment

Interim Assessment

  • 2020/2021 1st module
  • 2020/2021 1st module
  • 2020/2021 2nd module
    0.2 * Group Project I (knowledge base) (module 1) + 0.1 * Homework (Excel + Word) (module 1) + 0.35 * Individual Project (individual tableau, seminar tableu + peer review) (module 2) + 0.35 * Seminar Preparation and Activity
  • 2020/2021 2nd module
    0.2 * Group Project I (knowledge base) (module 1) + 0.1 * Homework (Excel + Word) (module 1) + 0.35 * Individual Project (individual tableau, seminar tableu + peer review) (module 2) + 0.35 * Seminar Preparation and Activity
  • 2020/2021 3rd module
    0.6 * 2020/2021 3rd module + 0.3 * Group project II (renpy) (module 3) + 0.1 * Seminar Preparation and Activity
  • 2020/2021 3rd module
    0.6 * 2020/2021 3rd module + 0.3 * Group project II (renpy) (module 3) + 0.1 * Seminar Preparation and Activity
  • 2021/2022 2nd module
  • 2021/2022 2nd module
  • 2021/2022 3rd module
    The grade consists of several components: Preparation & Participation, Literature Review Preparation, Analyzing Research. Preparation & Participation (PP) With the home and in-class practice, only the fact of submitting some answer to the task is counted. The primary point of this grade component is to secure enough practice to prepare the student for writing a high-quality literature review. The submissions receive a timely feedback but no grade. Literature Review Preparation (LR) This activity implies a wrap-up of the exploratory project that the student has conducted throughout the course. The review is submitted in two stages and counted if it has received a passing grade at any stage. Reading Log (RL) Each student will complete four reading logs with a more in-depth analysis of the selected papers from their field of interest. Each log is assessed as 0-25 points. The grade for the component is calculated as the sum of the grades for each reading log. The resulting grade specification is as follows: 10: >80% PP and LR and >80 pts RL 9: >80% PP and LR and 61-80 pts RL 8: 71-80% PP and LR and 61-80 pts RL 7: 71-80% PP and LR and 41-60 pts RL 6: 60-70% PP and LR and 41-60 pts RL 5: 60-70% PP and LR and 26-40 pts RL 4: 60-70% PP and LR and 10-25 pts RL 3, 2, 1: < 60% PP or Not pass LR or < 10 pts RL Grade Preparation & Participation Literature Review Reading Logs 10 > 80% of home & in-class practice Passing grade for theLiterature review >80 pts 9 61-80 pts 8 71-80% of home & in-class practice 7 41-60 pts 6 60-70% of home & in-class practice 5 26-40 pts 4 10-25 pts 3 <60% of home practice OR Not Pass for the Literature review OR < 10 pts for the Reading log 2 1
  • 2021/2022 3rd module
    The grade consists of several components: Preparation & Participation, Literature Review Preparation, Analyzing Research. Preparation & Participation (PP) With the home and in-class practice, only the fact of submitting some answer to the task is counted. The primary point of this grade component is to secure enough practice to prepare the student for writing a high-quality literature review. The submissions receive a timely feedback but no grade. Literature Review Preparation (LR) This activity implies a wrap-up of the exploratory project that the student has conducted throughout the course. The review is submitted in two stages and counted if it has received a passing grade at any stage. Reading Log (RL) Each student will complete four reading logs with a more in-depth analysis of the selected papers from their field of interest. Each log is assessed as 0-25 points. The grade for the component is calculated as the sum of the grades for each reading log. The resulting grade specification is as follows: 10: >80% PP and LR and >80 pts RL 9: >80% PP and LR and 61-80 pts RL 8: 71-80% PP and LR and 61-80 pts RL 7: 71-80% PP and LR and 41-60 pts RL 6: 60-70% PP and LR and 41-60 pts RL 5: 60-70% PP and LR and 26-40 pts RL 4: 60-70% PP and LR and 10-25 pts RL 3, 2, 1: < 60% PP or Not pass LR or < 10 pts RL Grade Preparation & Participation Literature Review Reading Logs 10 > 80% of home & in-class practice Passing grade for theLiterature review >80 pts 9 61-80 pts 8 71-80% of home & in-class practice 7 41-60 pts 6 60-70% of home & in-class practice 5 26-40 pts 4 10-25 pts 3 <60% of home practice OR Not Pass for the Literature review OR < 10 pts for the Reading log 2 1
  • 2022/2023 3rd module
  • 2022/2023 3rd module
Bibliography

Bibliography

Recommended Core Bibliography

  • Davies, J., Goker, A., & Wiley InterScience (Online service). (2009). Information Retrieval : Searching in the 21st Century. Chichester, U.K.: Wiley. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=308933
  • Milligan, J. N. (2015). Learning Tableau. Birmingham, UK: Packt Publishing. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=986047
  • Olson, D. (2014). Information Systems Project Management. New York: Business Expert Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=932347
  • Vanderjack, B. (2015). The Agile Edge : Managing Projects Effectively Using Agile Scrum (Vol. First edition). New York: Business Expert Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1051103
  • Wang, G. T., & Park, K. (2016). Student Research and Report Writing : From Topic Selection to the Complete Paper. West Sussex: Wiley-Blackwell. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1108252

Recommended Additional Bibliography

  • Martín-Martín, A., Orduna-Malea, E., Thelwall, M., & López-Cózar, E. D. (2018). Google Scholar, Web of Science, and Scopus: a systematic comparison of citations in 252 subject categories. https://doi.org/10.1016/j.joi.2018.09.002
  • Murray, D. G., & InterWorks, I. (2016). Tableau Your Data! : Fast and Easy Visual Analysis with Tableau Software (Vol. Second edition). Indianapolis, IN: Wiley. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1146894
  • Rosenbaum, H., & Fichman, P. (2014). Social Informatics : Past, Present and Future. Newcastle upon Tyne: Cambridge Scholars Publishing. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=726145