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0708-3 Human Computer Interaction, TDA288, TDA288

Status: Avslutad
Öppen för svar: 2008-03-03 - 2008-04-07
Antal svar: 59
Procent av deltagarna som svarat: 52%
Kontaktperson: Anette Järelöw»
Utbildningsprogram som genomför enkäten: Chalmers
Utbildningsprogram studenten tillhör: Informationsteknik 300 hp

Your own effort, interest, learning effect

1. How many hours per week did you spend on this course?

We mean total time, that is, it comprises the time you spent in class and the time you spent on your own work. Try to estimate the average time over the entire study period.

59 svarande

At most 15 hours/week»29 49%
Around 20 hours/week»16 27%
Around 25 hours/week»10 16%
Around 30 hours/week»2 3%
At least 35 hours/week»2 3%

Genomsnitt: 1.84

- like 0 h in 5 weeks.» (At most 15 hours/week)
- Lectures were quickly identified as almost totally useless. WEnt to exercises since they were compulsory, but did not learn much.» (At most 15 hours/week)
- gick inte att plugga mer med det uplägget av kursen.» (At most 15 hours/week)
- 15 hours per week would be an overstatement. Most of the time was spent on the report.» (At most 15 hours/week)
- It"s a tough but interesting course, it"s better not have another course at the same time. The exercise takes most of the time.» (Around 20 hours/week)
- Which seems to be more than enough (passed all the exercises on the first try)» (Around 20 hours/week)
- No motivation for extensive dedication» (Around 20 hours/week)
- vad är mycket? jag tar mitten för det verkar vara normalt. alltås ingen aning egentligen men mitten är ju mitten. » (Around 25 hours/week)

2. How large part of the teaching offered did you attend?

59 svarande

0%»3 5%
25%»15 25%
50%»11 18%
75%»12 20%
100%»18 30%

Genomsnitt: 3.45

- I had too much to do on the side (ca 300%). Would have liked to get more out from the course by attending lectures!» (0%)
- The lectures was a mess due to that the teacher just read the slides instead of having some intresting material.» (25%)
- Uninteresting lectures. Just powerpointslide-reading.» (25%)
- A few in the beginning and then only the themed ones» (25%)
- Went to the first two lectures and the ones from Tibco and IT-university» (25%)
- dom var ju så dåliga att man nästan gick minus på att gå dit. En sämre lärare kan nog inte finas!» (25%)
- 25% excluding the mandatory sessions.» (25%)
- Only exercises» (25%)
- Personally, I would like to have all the lectures, but as I"ve mentioned last question, the schedule conflict with another course I took, I couldn"t attend the lectures at the same time.» (50%)
- Too many pages in the slides and too much information about different things made the lectures quite useless IMO.» (50%)
- The lectures collided with my bachelor thesis lectures» (75%)
- See above.» (75%)

3. I regularly prepared before and after lectures

(you may grade 1-6, 6 best)

59 svarande

22 37%
11 18%
9 15%
14 23%
2 3%
1 1%

Genomsnitt: 2.42

- Again, no motivation. Didn"t get that much from the lectures and wasn"t inspired to learn it on my own either mainly because of the lectures.» (1)
- Not at all.» (1)
- Did not attend lectures.» (1)
- I prepared for the more advanced exercises. » (2)
- I think the lectures covered almost all import things and I"m pretty sure what I learned after the lectures. But if for the exercises, I would grade 5.» (3)
- jag försökte oftast ha läst igenom föreläsingsanteckningarna» (4)

4. My interest in the topic is high

(you may grade 1-6, 6 best)

59 svarande

6 10%
8 13%
10 16%
11 18%
17 28%
7 11%

Genomsnitt: 3.77

- I was quite interested before attending this course, now I hope I never have to take another course in this subject...» (2)
- This topic is very relevant and interesting, however the way it"s presented - and by who it is presented - was simply horrible.» (5)
- I find the topic highly interesting and relevant for the future. The world is just screaming for innovation and a breakthrough in this area. This is probably a subject which is more interesting to work on in a detailed manner, that is, in a narrow subset of the whole area. As this course was meant to give an overview and basic introduction, it was not so interesting.» (5)
- intressant men inte alltid jätteroligt. vissa datorövingar var väldigt bra.» (5)
- Very interesting topic, but this course ruined most of the enthusiasm of it.» (6)

5. I have learnt much in this course

(you may grade 1-6, 6 best)

59 svarande

8 13%
13 22%
12 20%
10 16%
15 25%
1 1%

Genomsnitt: 3.23

- Lära sig något i denna kursen du måste skämta med den läraren och med det uppläget av kursen!» (1)
- Don"t really know if I know much more now than i did before. Mostly names of things.» (2)
- Almost everything in this course is obvious, if the developer just thinks about usability at all, he/she will create a usable interface and come to the same conclusions we did in eight weeks in a row.» (2)
- Once again, this could have been much more, had someone else had this course.» (3)
- Even though the lectures and exercises was not that appealing, the facts were solid, and I did benefit from this course.» (4)
- Through excercises I have learned alot» (5)

Goals and goal fulfilment

The course syllabus states the course goals in terms of learning outcomes, i.e., knowledge, skills and attitudes to be acquired by the student during the course.

6. How understandable are the course goals?

59 svarande

I have not seen/read the goals»32 54%
The goals are difficult to understand»8 13%
The goals give some guidance, but could be clearer»13 22%
The goals clearly describe what I am supposed to learn»6 10%

Genomsnitt: 1.88

- can"t find them on the course web page.» (I have not seen/read the goals)
- om han skulle visat oss målen så skulle vi ju veta vad vi inte har lärt oss. Det skulle göra den läraren osäker på sin ställning.» (I have not seen/read the goals)
- Don"t remember them...» (I have not seen/read the goals)
- var ser man goalsen?» (I have not seen/read the goals)
- "Innehåll The course is to give the participants knowledge about basic human cognition, human mental behaviour when it comes to interact with the system, the environment, social and organization issue related the design of user interface, various user-centered methods for evaluation with or without users participation, qualitative and quantitative methods for analysis and evaluation, guidelines for interface design, among other things, prototyping, and architectures for implementation and approaches in designing interactive systems. The course starts with introducing" Why is not the last sentence complete?» (The goals give some guidance, but could be clearer)

7. Are the goals reasonable considering your background and the number of credits?

Answer this this question and the succeeding one, only if you do know the course goals.

37 svarande

No, the goals are set too low»6 16%
Yes, the goals seem reasonable»30 81%
No, the goals are set too high»1 2%

Genomsnitt: 1.86

- jav vet inte målen! han vågar ju inte visa dom» (?)
- The few goals that were understandable had unrealistic time frames.» (No, the goals are set too low)
- I read a course about this in high school, that gave me more information and knowledge than this one.» (No, the goals are set too low)
- They usually are» (Yes, the goals seem reasonable)
- hur ska jag veta? har inte läst goalsen» (Yes, the goals seem reasonable)

8. Did the examination assess whether you have reached the goals?

48 svarande

No, not at all»4 8%
To some extent»16 33%
Yes, definitely»4 8%
I don"t know/have not been examined yet»24 50%

Genomsnitt: 3

- WTF?!» (No, not at all)
- The examination was too much of: List the x points of subject y.» (To some extent)
- The exam revolved almost completely around naming methods and ways of doing things, but not to what use these methods were or what their pros and cons were. For instance: There are 8 kinds of different Interfaces. Name 7. Not "Name 7 and explain their use"» (To some extent)
- More questions spanning over the whole subject.» (To some extent)
- Some questions asked for details that had to be memorized rather than general understanding of different topics. For example, there is no way I"m going to remember how Azuma defines augmented reality in a few weeks.» (To some extent)
- Very bad exam, everything except last 2 questions only tested if I"m able to memorize lists of concepts. I see no use of this. Last task much better - tested general understanding and in-depth usage of concepts learned.» (To some extent)
- Jag vet fortfarande inte vad målen är!!» (I don"t know/have not been examined yet)

Teaching and course administration

9. To what extent has the teaching been of help for your learning?

59 svarande

Small extent»23 38%
Some extent»25 42%
Large extent»10 16%
Great extent»1 1%

Genomsnitt: 1.81

- Didn"t get much out of the first lectures so I stopped attending them.» (Small extent)
- See all above.» (Small extent)
- Ingen man gick ju bakåt i kunskap när man gick dit.» (Small extent)
- The teacher was not good at all. The only things you learned from was the exercises and your own studies.» (Small extent)
- Bad lectures. Teacher talks to fast and with a blurry english.» (Some extent)
- Lectures could be improved and structurized. It was hard to tie everything together and understand how everything relates. This only became apparent later on.» (Some extent)

10. To what extent has the the course literature and other material been of help for your learning?

59 svarande

Small extent»19 32%
Some extent»22 37%
Large extent»13 22%
Great extent»5 8%

Genomsnitt: 2.06

- Full of crap in the book. Just a few things that is important. » (Small extent)
- I didn"t buy the book» (Small extent)
- Almost useless. Read a few pages for exercises. Other than that the slides from lectures are supposed to be the base for the test» (Small extent)
- Lecture notes were far more important» (Small extent)
- Book was recently changed although lectures and exam still revolved around material found only/found better in the old book. I have a feeling the book was changed for the sole purpose of changing the book. Not for any real reason.» (Small extent)
- Some information but mostly just words, pointless onces.» (Some extent)
- The book is interesting and fun to read, although it was a little difficult to know wich text to focus on for the exam. I mostly read it for fun.» (Some extent)
- ganska bra bok men handlade ju inte det minsta om vad läraren gick igenom. Totalt miss anpasad bok. tex. fråga på tentan: vilka fyra punkter... och i boken står det klart och tydligt att det är TRE!» (Some extent)
- The course litterature were completely worthless, but the power points at the home page were of great help.» (Large extent)
- The book was quite good but the most information you need can be found on the web.» (Large extent)
- GREEEAAAT» (Great extent)

11. How well did the course administration, web page, handouts etc work?

58 svarande

Very badly»9 15%
Rather badly»14 24%
Rather well»27 46%
Very well»8 13%

Genomsnitt: 2.58

- Jag vet inte riktigt vilka det är. men han sa ju att han knapt hade fått någon kritik så dom måste ha sköt sig ur dåligt för hella klassen är ju i upror för kursen är så dålig.» (Very badly)
- The exercises where quite bad. There are some extreme Human human interaction problems going on. Ironic to find these problems in a course that is supposed to handle interaction. There should be some cognitive walkthroughs performed on the exercise texts.» (Very badly)
- I find the system of handing in physical copies bad. This, a HCI course. Dealing much with how to make user-friendly interfaces and also how technology can be incorporated into everyday life, does not at all utilize it by handing in electronical copies through for example a webinterface. Irony.» (Very badly)
- I have to say that the administration was crap! This is a course for CS and IT and too use a box to where you have to hand in your papers are a discrase to these two departments. I don"t know if they know about a system called FIRE that are used by many other courses. Also a simple email system would be better. Than the course assistants wouldn"t loose papers that was already handed in.» (Very badly)
- With a lot of errors on the homepage which conflicted with what the teacher said it was very hard to know which information to adjust to. » (Rather badly)
- e.g. Web page was not used when a lecture was cancelled. Actually, no news have been given through it at all.» (Rather badly)
- I"ve gotten the most important information off facebook, not by the website.» (Rather badly)
- The reports should have been submitted through email or similar instead of on paper.» (Rather badly)
- Good, but upadate mote often is neeeded» (Rather well)
- Very good with overhead on the web page» (Rather well)
- Some of the exercises did not hit the course page in time» (Rather well)
- Long delay between exersice hand in and returns. Especially unpractical during the last weeks with easter holiday and all.» (Rather well)
- GREREAAAAT» (Very well)

The lecturer

12. Organizes the lecture in a lively and engaged way

(you may grade 1-6, 6 best)

57 svarande

18 31%
10 17%
13 22%
13 22%
3 5%
0 0%

Genomsnitt: 2.52

- He has a very boring/monotone voice and speaks very quietly» (1)
- In some way he makes everything sound as if it is not at all important.» (1)
- He only seems interested in the subject, when he speaks about his own work (which is quite cool, but he could be more enthusiastic about the rest of the course) » (1)
- The man speaks in a silent voice, tends to not repeat things when asked, shows no willing of transfering any intrests of the subject and all in all just seems to do the lecturing because he has to. He also uses slides which are nothing more than copies from the old book (yes, the one no longer used) to a great extent, and combines this with some of his own work, which is not always very relevant nor good.» (1)
- Gave a bad impression during the first two lecturers (gave the impression that he was not sure about the things he said, like when he talked about how the sense of smell works). Because of this I did not attend any more lectures.» (1)
- Knows his subject, but still only reads through the slides and that doesn"t come off as lively and engaged to me» (2)
- Topic of lectures need to be clearer and in which way they relate to the subject and what previous lectures have been about. » (2)
- Haven"t participated in most of the lectures.» (3)
- fattar itne riktigt frågan.. men de var oftast lärorika.» (4)

13. Good atmosphere in the lecture

(you may grade 1-6, 6 best)

57 svarande

11 19%
11 19%
10 17%
17 29%
7 12%
1 1%

Genomsnitt: 3.01

- Makes students wash his dirty blackboard.» (1)
- No one understands the practical usage of the stuff he is talking about (no one understands what he is talking about?)» (1)
- Total lack of enthusiasm or personal desire to actually teach anything.» (1)
- Han skälde ju tusan ut perssoner för dom frågar saker han vågar ju inte ta det minsta kritik! Han är nonskalant och verkar inte vara det minsta på läst i ämnet! så alla störe sig på han och ingen vågade fråga något för då blir man bara dum förklarad av han.» (1)
- Very mean teacher.» (1)
- Felt as if I visited a high school. Be more strict!» (2)
- Lecturer had a tendency to being rude towards people asking question about material.» (2)
- Haven"t participated in most of the lectures.» (3)

14. Stimulates participants to critical though and reflection

(you may grade 1-6, 6 best)

57 svarande

13 22%
6 10%
16 28%
12 21%
9 15%
1 1%

Genomsnitt: 3.01

- See above.» (1)
- titta bara på tentan det var en fråga av 15 man skulle tänka på resten var ju bara utantill läxor.» (1)
- See comment on question 13.» (2)
- Asks questions, which is good. Too bad no one wants to answer them.» (4)

15. Gives a competent impression

(you may grade 1-6, 6 best)

58 svarande

8 13%
7 12%
14 24%
11 18%
14 24%
4 6%

Genomsnitt: 3.48

- He knows what he is talking about, too bad he is talking nonsense» (2)
- The man is probably competent, but he seems to not want to share that either» (4)
- Yes they gave a competent impression. I just wish that the lecturer could have passed some of it on too the pupils.» (4)
- As said before. Knows the subject.» (5)

16. Summarized the presented material well

(you may grade 1-6, 6 best)

56 svarande

9 16%
10 17%
18 32%
9 16%
9 16%
1 1%

Genomsnitt: 3.03

- A lecturer within HCI should never ever present slides with yellow text on bright blue background. » (2)
- Maybe you can call the slideshows for a kind of summary but there"s too much in there to be called "well summarized". Apart from that I don"t recall any summaries at all.» (3)

17. Is friendly and open to the students

(you may grade 1-6, 6 best)

58 svarande

8 13%
11 18%
7 12%
14 24%
12 20%
6 10%

Genomsnitt: 3.5

- Higly unwilling to help or talk to students, completely unable to listen to critisism.» (1)
- Huh?» (1)
- HAHA du måste skämta han är den elkakaste som fins på lektionerna för han känner sig så osäker och o påläst.» (1)
- I can see how it disturbs the lecturer and the other students when someone is late, but to interrupt the lecture and tell them in a bitter and angry tone in front of the whole class is just unprofessional in my opinion.» (2)
- He"s not unfriendly and not closed. Thats the best I can say.» (2)
- See comment on question 13.» (2)

18. Presents the material in a well-structured way

(you may grade 1-6, 6 best)

57 svarande

7 12%
10 17%
11 19%
16 28%
10 17%
3 5%

Genomsnitt: 3.36

- Yes, i a sense, but it is still more or less copies of a well structured book.» (4)
- Was sometimes hard to know what the importent stuff was.» (4)

19. Raises interest in the subject presented

(you may grade 1-6, 6 best)

57 svarande

15 26%
12 21%
11 19%
9 15%
7 12%
3 5%

Genomsnitt: 2.82

- Kills all previous interest.» (1)
- han sabba ju för alla som ville läsa vidare i detta det var ju en del innan det är 0 efter.» (1)
- Focuses on wrong things. Hard to see our direct connection to the subject» (2)
- Lectures really boring, unfortunately.» (2)

20. Is well prepared for each lecture

(you may grade 1-6, 6 best)

58 svarande

4 6%
8 13%
10 17%
13 22%
12 20%
11 18%

Genomsnitt: 3.93

- han gjorde ju i morning dom menas han pratade och det stog ju fell och det var bara gamla årets pryllar.» (1)
- Couldn"t explain certain words directly, otherwise good.» (4)
- Only reads slides. Has prepared pages to show etc.» (5)
- Seems very well prepared, knows most of his power points very well. Some minor things occured but nothing critical.» (6)
- I have nothing to complain about here, if it"s something he can"t answer right away he always checked it up for the next lecture» (6)
- bra anteckningar. hjälpte mykt» (6)

21. Explains complicated matters in an understandable way

(you may grade 1-6, 6 best)

56 svarande

7 12%
12 21%
8 14%
16 28%
11 19%
2 3%

Genomsnitt: 3.32

- I have a feeling he avoids complicated matters.» (2)
- The teacher didn"t seem that intrestead to explain any further if one didn"t understand him the first time.» (2)
- Don"t know, didn"t run into any complexness in this course...» (3)

22. Speaks clearly and understandable

(you may grade 1-6, 6 best)

57 svarande

6 10%
7 12%
14 24%
11 19%
8 14%
11 19%

Genomsnitt: 3.71

- Morten speaks in a very low voice» (1)
- Hmm om man satt åvanför 3 raden så kunde man ju inte höra ett skit och om man sa något blev man dum förklard.» (1)
- Silently with a slighlty off putting dialect to his english and not alwas great grammar. Doesn"t seem to change to swedish when talking to swedish students to help them understand.» (2)
- Very very quiet speaking.» (2)
- Good English, but speaks too quietly» (3)
- Should be louder» (3)
- a bit quite» (4)
- Wouldn"t hurt to speak up a bit, but very clear.» (5)

23. Uses the media well (PowerPoint, projector etc.)

(you may grade 1-6, 6 best)

57 svarande

4 7%
4 7%
8 14%
10 17%
15 26%
16 28%

Genomsnitt: 4.33

- han ahr helt klart ingen aning om hur man använder powerpoint. Han gjorde allt man inte skulle göra!» (1)
- OH-apparat, finns det fortfarande?» (1)
- Reads them, though they are good» (2)
- Uses power points too much (even though they were good). » (4)
- Shows a lot of content on powerpoint (good)» (4)
- But he may need some more experience with computers.» (6)

Study climate

24. How were the opportunities for asking questions and getting help?

58 svarande

Very poor»2 3%
Rather poor»7 12%
Rather good»24 41%
Very good»11 18%
I did not seek help»14 24%

Genomsnitt: 3.48

- The lecturer himself were completely uninterested in students, the course assistants however did a proper job.» (Very poor)
- Han blev ju bara sur det gick att fråga asistenterna dom kunde oftast förklara. » (Rather poor)
- When asking for an answer on a diffuse question on an exercise you could an answer even more diffuse.» (Rather good)

25. How well has cooperation between you and your fellow students worked?

57 svarande

Very poorly»1 1%
Rather poorly»1 1%
Rather well»18 31%
Very well»37 64%
I did not seek cooperation»0 0%

Genomsnitt: 3.59

- Alla satt ju i hubben och klaga gemensamt. » (Rather well)
- One had too cooperate. How else could one get help.» (Rather well)
- This felt like the only way of learning anything in this course.» (Very well)

26. How was the course workload?

58 svarande

Too low»2 3%
Low»7 12%
Adequate»41 70%
High»7 12%
Too high»1 1%

Genomsnitt: 2.96

- There should only be five (5) exercises» (Adequate)
- Adequate var ett coolt ord» (Adequate)
- When reports you fail on are starting to pile up and you don"t pass your first report until after the tenta, yes, the workload gets too high.» (High)

27. How was the total workload this study period?

58 svarande

Too low»0 0%
Low»6 10%
Adequate»35 60%
High»15 25%
Too high»2 3%

Genomsnitt: 3.22

- Matten drog upp den» (Low)

Summarizing questions

28. What is your general impression of the course?

58 svarande

Poor»15 25%
Fair»13 22%
Adequate»14 24%
Good»12 20%
Excellent»4 6%

Genomsnitt: 2.6

- Great and very relevant subject, should really be kept. It should however not be done by any of the people who did it now.» (Poor)
- The exercises were pretty interesting, but I think the reports felt un-neccesary. The exercises gave a chance to try the methods, but it was impossible to make a good analysis of it. I think the report should be much simpler.» (Fair)
- It raises some important aspects about computing.» (Adequate)
- Some really interesting parts and some less more intresting.» (Good)

29. What is your general impression of the lecturer?

58 svarande

Poor»15 25%
Fair»19 32%
Adequate»11 18%
Good»11 18%
Excellent»2 3%

Genomsnitt: 2.41

- This man is not appropriate to teach anyone in this topic.» (Poor)
- He is the wrong man for this job. Probably interested in the subject, but not fit for lecturing. Period.» (Poor)
- He"s quite stubborn and lost in his own ways. He needs to open up and listen more too the students. You get the opinion in the beginning that he wants too but he"s not quite there yet.» (Poor)
- en av de bättre hittils. han i Dig och dat var väldigt bra också. » (Excellent)

30. What should definitely be preserved to next year?

- exercises»
- Spotfire»
- The exercise shows what you need to learn»
- The last exercise (number 6), work load. »
- Exercises»
- The name of the course»
- the exercise atmosphere »
- Exercise 6»
- The last exercise! (nr 6) It was really good and the assistants were brilliant! »
- -The text book! -The exercises (but with less focus on the reports)»
- The last exercise was great! To do some work and prepare a presentation of this work in a professional way for a corporation (under a tight time limit) is something I really need to work more on. Both of the student assistants at that exercise were too really great and inspiring!»
- the exercises»
- The last exercise»
- The excercises»
- This subject. It"s interesting, relevant and important for all who will have anything to do with designing anything that involves computers.»
- Möjligen boken och assistenerna»
- Make the course an engineering course and not something fluffy.»
- Nothing»
- the exercises»
- The exercises.»
- The last 2 exercises»
- The subjects covered.»
- Guest lectures»
- The exercises, but some instructors where peculiar and didn´,t want the students´, best.»
- The exercises were good in general.»
- The Subjct»
- The exercises since they were such important for the learning»
- lecture on game design.»
- The exercise with monator.»
- The nature of the exercises and lectures»
- The course itself. And the Monator-exercises, and the Monator-guys. Jonas Sunryd presented what the HCI-course should be, unfortunately only during the exercises.»

31. What should definitely be changed to next year?

- The lectures and the exercises Regarding the exercises, they could be more reality based. »
- I would like to spend more time on learning about good UIs rather than evaluating everyday UIs. More Spotfire, more iPhone, more Facebook, more Sims (?), more cool stuff to get inspired by.»
- Well the report could be 1-2 pages. like the second page could be so that it can for example be a appendix page with for example queastionnaire questions.»
- The lecturer, exercise 1 and 2.»
- Instead of handing in exercise reports in paper, you should be able to send them in through a computer rating system like Fire. It would save so much time.»
- Lectures.»
- Everything else»
- the pick-up-heat exercises»
- Declaration of news (like cancelled lectures) on the web page. Better planning of lectures so that nothing is skipped.»
- The lectures should reflect more about what is in the textbook at the given pages.»
- Either make the reports less demanding on analysis or make much clearer instructions of what to write. More engageing lectures!»
- Maybe consider if this course really is necessary, or maybe put in a presentation and report writing course instead. That is a much more important subject I think and a lot of us needs to improve our techniques in this area and not in that of HCI...»
- more hands-on and less power point»
- The book»
- The correction of exercises should definately be sped up. It took several weeks for each exercise to be corrected and whatever notes, suggestions and hints the corrector had given could not be included in the next exercise since that and two other had already been handed in. Maybe cut down the number of exercises from 6 to 4 or 5.»
- Läraren MÅSTE bli kickad! Det går ju inte att ha en lärare som är dum i huvudet. och låt den nya läraren lägga upp en helt ny kurs. Det är en STOR skam för IT att ha dena kusen i denna dåliga kvaliten man skäms ju för att säga att man läser denna kusen. ni kommer knapt ha några sökande över huvud taget om ni inte gör något åt detta. hur fan har han kunat vara kvar i 4 år. någon måste väll fattat att han är värdelös. Ta bort kursen eller något bara inte den läraren är kvar! jag skäms över IT att ni tar i mot kurser i denna låga kvalitet. att han har varit kvar i 4 år sägger en del om hur dåligt ni följer upp denna responsen vi ger. varför fylla i en såden här ankät när ni endå inte verkar ta er tid att läsa den?»
- Make the execises more well structured!»
- time it takes to correct the exercises... still haven"t got my number 4 5 and 6 back»
- Nothing special.»
- The number of slides, find what is important and then throw away the other. The number of excercises. As it takes forever to get the exercises back you should really cut down on the number of reports needed. Maybe make some excersises that span over 2 weeks with 1 report.»
- Electronical report hand in.»
- Shorter delay for exercises.»
- New teacher.»
- Report handling. Some motivating theme lecture earlier on.»
- Give more details about the exam, like what types of questions there will be. I guess they will have the exam we had to look at also.»
- The lecturer and the exercise hand ins»
- The way the hand-ins are performed and how they are corrected.»
- use fire system !!»
- It should be enought to hand in a report which shows that the student has sat down and thought about the exercise. Correction should be made very seldom/never.»
- The lectures shall be relevant with regards to the course literature, the exercises shall also be more relevant to the course literature, and the examination should test if you have read the book!!»
- Why change to the new book if you dont change the lectures / lecture notes / whole course? The whole course was still based on the previous book, so why change? Lousy book too, could be alot thiner and still contain the same info. Shouldnt be THAT hard to find a decent book.. »
- The system of handing in exercise reports in physical form, an Internet-based system would have been more practical»
- Lecturer, goals, structure of the course... »
- Byt lärare!» (den här kommentaren har blivit redigerad i efterhand)
- Föreläsaren, exercises» (den här kommentaren har blivit redigerad i efterhand)

32. Additional comments

- ok course. but some parts are a not so intresting (personal view).»
- Handing in reports digitally would have been far superior to the current way of handing them in on paper, both for the students and the enviroment.»
- I think Morten have to summarize things better in class. The material is very abstract.»
- Almost everything in this course is common sense. HCI-people seem to make a big deal out of nothing.»
- The way the exercise reports were to be written is just wrong. It"s so strict it turns the focus away from the actual exercise and you only focus on how the report should look (fonts, sizes, etc). The fact that you get a return on an exercise if you do not follow the template is wierd. Isn"t the point of the report to get us to think about the exercise? And thus you should only fail if you have not done just that. Who cares if my headers are in caps or not or if I use Comic Sans instead of Helvetica?»
- During the last exercise the lecturer gave us some notes to consider for the exam and he said that he was only going to say them once. But since it is as it is someone missed one note and asked it to be repeated upon which the lecturer answered something like: "I"m only saying them once". That is being an A-grade a**hole in my opinion.»
- This may sound like a very negative evalutaion. It is. I jstu don"t want my point to be lost: Great subject, horrible teachers.»
- hoppas ni tar er god tid och läser genom alla komentarer. Det lär ju inte räcka med en lunch rast precis.hoppas även att ni gör något åt det. det är för hopplöst kurssen är FÖR dålig det är ingen ide att försöka förbätra den. Börja om från början i stället. vore även posetift om vi får någon respons att det händer något så vi verkligen kan känna att detta systemet fungerar och dom som är i ledningen för IT verkigen gör något.»
- It"s hard to take notes when powerpoint presentations are used so it"s important that the powerpoints cover all neccessary parts.»
- The exam seemed to be aimed more at naming or listing things rather than explaining what they are. It wasnt like the rest of the course.»
- »
- Some graders of excersises seemed to look for a couple of faults and fail the excersice. when you then handed in a new one with those faults corrected there somehow popped up new faults that wasnt wrong in the first hand in. happened on several excersises»
- Boring and slow, ive read similar courses @ LiU when i gave KognitionsVetenskap a try, they managed to make the courses alot more intresting. I think the main problem is that you try to make the course a "Chalmers science" course when its more fitted as a "GU" course-style. »

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