INF1003 Information Systems, Services and Design

Fall 2011

Important Notice re: video capture

 

Learning Objectives

Instructors and TAs

Course Structure

Session Locations

Deliverables & Evaluation

Readings & Resources

Weekly Schedule

General Expectations

 

Learning Objectives:

Students will gain an ability to understand, oversee, and shape the next generation of information systems, services, and practices, based on an understanding of the power, limitations, and interrelatedness of four themes underlying all information systems and services:

A.      Architecture: The principles, organizational structures, communication protocols, and interchange & interoperability standards of contemporary information systems;

B.      Information: the nature, organization, analysis, storage and use of information in the context of information systems and services;

C.      Design: The role of abstraction, formalization, modeling, standards, protocols, and tools in the complex bricolage of contemporary information system design.

D.      Use: The ways in which people define, conceptualize, develop, evaluate, adapt, evolve and sustain information systems, including the role of users, the relation to management and organization, issues of work flow, and imbrication in socio-technical practices;

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Instructors and TAs:

The lectures will be delivered by Kelly Lyons (KL) and Rhonda McEwen (RM).   Classes are led by Alan Galey (AG), Kelly Lyons (KL), Mike McCaffrey (MM) and Rhonda McEwen (RM). 

The three instructors will be working with the following TAs to deliver this course: 

·         Matt Bouchard, matthew.bouchard at mail.utoronto.ca

·         Steven Chuang, steven.chuang at utoronto.ca

·         Andy Keenan, andy.keenan at mail.utoronto.ca

·         Zack Hayat, tsahi.hayat at utoronto.ca

Office Hours:

Instructor

Day / Time

Location

Kelly Lyons

Tuesdays 10:30 to 12:30

iSouth 314

Rhonda McEwen

Wednesdays 12:30 to 2:30

Bissell 618

Alan Galey

Thursdays 1:00 to 3:00

Bissell 646

Mike McCaffrey

Wednesdays 1:00 to 2:30

iSouth 322

 

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Course Structure:

Three (3) contact hours per week:  1.5 hour lecture and 1.5 hour class in which we discuss and further probe topics covered in the lecture and readings each week.  Note that for every one (1) hour of contact, you can expect to do 2.5 hours of reading and preparation work on your own.  The lectures will be video recorded and available to watch or review within a few hours of the lecture. Students may opt to watch the video recording prior to attending their class section rather than attending in the lecture in person. Students are expected to attend and participate in their class section.  Students will be put into groups (of 4 people) within their class section such that the groups will work together on activities during the classes and will complete assignment 3 together.

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Session Locations:

Lectures are from 4pm until 5:30 on Tuesdays in NF003, Northrop Frye Hall, 73 Queen's Park Cr. E. (Room 003).  Schedule and location details for classes can be found here.  We have set things up to ensure that everyone will have access to a desktop or notebook computer for the classes.

 If necessary, consult the campus map.

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Deliverables and Evaluation:

Assignment

Due Date

Percent of Final Grade

Assignment 1:  This is an individual midterm test covering material from the first five weeks of the course. It will be administered on Blackboard and students can do it anytime between Oct. 11 and Oct. 18 (before noon) but once started, it will have to be completed in 3 hours.

Oct. 18 (week 5-6)

25%

Assignment 2:  In this assignment you will develop a high-level proposal that makes a recommendation for a Smart Transportation System.  As part of this proposal you will include a model of the proposed system. This assignment will be submitted as a paper

Nov. 15 (week 10)

45%

Assignment 3:  Designing and implementing a web-based service:  Group project design/ implementation  and poster (or projected) presentation.

Week of Dec. 6 (in your classes) 

(week 13)

30%

 

Papers:  Paper submissions should use the template / format posted here.

Groups:  Instructors will assign people to groups of 4 people in the first couple of weeks of the course.  These groups will work together on activities during the classes all term and complete Assignment 3 together.

Posters and Presentations:  Please note that the iSchool Fall 2011 instructional series will be offering workshops on creating Posters with Punch and Supplementing Presentations with Prezi.  You may find one of these sessions useful for Assignment 3.

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Readings and Resources:

Most weeks, the readings will come from articles in journals and conference proceedings or from book chapters.  For the first five weeks (during which we cover foundational concepts of information systems, services, and design) we will also draw on information from textbooks.  All of the required readings (including textbook sections) have been scanned and uploaded to Blackboard.  

Textbooks:

[SR] Stairs, R., & Reynolds, G. (2009). Principles of Information Systems (9th edition), Course Technology Press, Cengage Learning, United States.  (a few copies are available in the Inforum on reserve)

[NHPM] Norrie, J., Huber, M., Piercy, C., & McKeown, P. (2010). Introduction to Business Information Systems (2nd Canadian Edition), John Wiley & Sons Canada, Ltd. (a few copies are available in the Inforum on reserve)

[BDHMP] Brown, C. V., Dehayes, D. W., Hoffer, J. A., Martin, E. W., and Perkins, W. C. (2012). Managing Information Technology. 7th Ed., Prentice Hall. (a copy is available in the Inforum on reserve)

[W] Walsham, G. (2009). Interpreting Information Systems in Organizations. A Global Text, Available online through a creative commons license.

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Weekly Schedule:

Following the introduction week, the course is divided into three sections of four weeks each:

Week 1  Sept. 13  Introduction What is an information system?  How does INF1003 relate to programs of study?   (Kelly)

iSchool Faculty Members Relate Paths to INF1003:  Prof. Wendy Duff (Archives and Records Management); Senior Fellow Wendy Newman (Library and Information Science); Prof. David Phillips (Critical Information Studies); Prof. Aviv Shachak (Health Informatics);  Prof. Eric Yu (Knowledge Management and Information Management)

Required Readings:

a)      [SR]:  pages 10-15

b)      [BDHMP]: pages 329 to 335 Stop before “System Analysis and Design”

Weeks 2-5 Foundations

In this section of the course, we cover fundamental issues in information systems, services, and design.   In the classes, we participate in group activities to further explore concepts that were introduced in the lectures.

2         Sept. 20   Architecture: The principles, organizational structures, communication protocols, and interchange & interoperability standards of contemporary information systems. (Kelly)

Required Readings:

a)      [NHPM]:   pages 36-58 

b)      Zachman, J. A. (1999). A framework for information systems architecture. IBM Systems Journal, Vol. 38, Nos. 2&3, 454-470 (reprint from Vol. 26, No. 3, 1987)

 

3         Sept. 27  Information: The nature, organization, analysis, storage and use of information in the context of information systems and services. (Kelly)

Required Readings:

a)      [SR]:  pages 182-213 

b)      [NHPM]: pages 204-213

 

4         Oct. 4  Design: The role of abstraction, formalization, modeling, standards, protocols, and tools in the complex bricolage of contemporary information system design. (Kelly)

Required Readings:

a)      [NHPM]:  pages 247-255

b)      Cantwell Smith, B. (1996).  Limits of correctness in computers, ed. R. Kling Computerization and controversy, 2nd edition, Academic Press, 810-825.

 

5         Oct. 11  Use: The definition, design, development, evaluation, adaptability, evolution and sustainability of information systems, including the role of users, the relation to management and organization, issues of work flow, and imbrication in socio-technical practices. (Kelly)

Required Readings:

a)      [SR]: pages 44 to 54 

b)       [BDHMP]: pages 575-591

c)       Zimmerman, J. (2011). Killing off user-centered design, ACM Interactions, May-June, 2011, 10-11, doi>10.1145/1962438.1962442

 

** Assignment 1 available

Weeks 6-9 Scenario Analysis

In this section of the course, we apply the foundations learned in the previous section to an information scenario – the Smart Transportation Systems case study.

6         Oct. 18  Exploring the definition, design, development, evolution and sustainability of information systems, including the role of users, relation to levels of organization and politics, within the Smart Transportation Systems case. (Rhonda)

Required Readings:

a)      S. Chuang, K. Lyons and R. McEwen (2011)  Smart Transportation Systems Case Study: Transportation and Information.

b)      [W]: Chapters 1-3, pages 8-46

 

** Assignment 1 due

 

7         Oct. 25  Applying an understanding of the nature, organization, analysis, storage and use of information systems and services to the Smart Transportation Systems case. (Rhonda)

Required Readings:

a)      Giannopoulos, G.A.  (2004). The application of information and communication technologies in transport, European Journal of Operational Research 152, pg. 302–320

b)      Winner, L. (1986). Do artifacts have politics? in The Whale and the Reactor: A Search for Limits in an Age of High Technology, The University of Chicago Press, Chicago, 19-39.

 

8         Nov. 1  Marshalling ideas about the role of abstraction, formalization, modeling, standards, protocols, and tools in the complex bricolage of the Smart Transportation Systems case.  (Rhonda)

Required Readings:

a)      Hirschheim, R. & Klein, H. (1989).  Four Paradigms of Information Systems Development, Communications of the ACM, 32(10): 1199-1216.

b)      Flanagan, M, Howe, D, & Nissenbaum, H. (2005). Values at play: design tradeoffs in socially-oriented game design, in CHI 05 Proceedings of the SIGCHI conference on Human factors in computing systems, ACM, 751-760

 

9         Nov. 8  Contemplating the principles, organizational structures, communication protocols and interchange & interoperability standards in the Smart Transportation Systems case.  (Rhonda)

Required Readings:

a)      Gavrilis D., Tsakonas G. & Papatheodorou C. (2008). Designing Interoperable Museum Information Systems. In Proceedings of the 14th International Conference on Virtual Systems and Multimedia.

b)      Benbya, H., & McKelvey, B. (2006). Using coevolutionary and complexity theories to improve IS alignment: A multi-level approach, Journal of Information Technology, 21(4), 284-284-298. doi:10.1057/palgrave.jit.2000080

Weeks 10-13  Synthesis

In this section of the course, we address cross-cutting themes and topics, pulling together concepts from the previous course sections.

10     Nov. 15  Information Networks: The rise of information and communication technologies in contemporary societies has highlighted the interdependent nature of relationships; person-person, person-machine, machine-person, and machine-machine.  Increasingly, information-rich environments such as workplaces, libraries, museums, and schools may be viewed as complex networks where relationships and interdependencies play a major part in how we experience these environments.  (Rhonda)

Required Readings:

a)      Castells, M. (2005).  The network society: from knowledge to policy,  eds. Castells, Manuel and Cardoso, Gustavo, The Network Society: From Knowledge to Policy, Washington, DC: Johns Hopkins Center for Transatlantic Relations, http://arnic.info/Papers/MC_GC_network_society_book_on-line.pdf#page=28 . 3-21.

b)      Gillespie, T. (2006). Engineering a principle: ‘End-to-end’ in the design of the Internet, Social Studies of Science, Sage, 36(3): 427-457.

 

** Assignment 2 due

 

11     Nov. 22  IT / IS Strategy: Information systems in organizations. (Kelly)

Guest panel: Trevor Clark, CTO at Ethoca Technologies, Lydia Lee, CIO University Health Network, Richard McDonald, IBM Distinguished Engineer & IBM Canada Technical Executive.

Required Readings:

a)      [BDHMP] Chapter 12, pages 519-535

b)      Report of the Auditor General of Canada to the House of Commons—Spring 2010, Chapter 1: Aging Information Technology Systems,  http://www.oag-bvg.gc.ca/internet/docs/parl_oag_201004_01_e.pdf  pages 1-7; 29-30; 34-38

 

12     Nov. 29  Service Science: The relationship of service systems to information systems architecture, information, design, and use. (Kelly)

Required Readings:

a)      Demirkan, H., Kauffman, R. J., Vayghan, J. A., Fill, H.-G., Karagiannis, D., & Maglio, P. P. (2008). Service-oriented technology and management: Perspectives on research and practice for the coming decade. Electronic Commerce Research and Applications, 7: 356—376 

b)      Lyons, K. (2010). Service science in iSchools,  5th Annual iSchool Conference, February 3-6, 2010, University of Illinois at Urbana-Champaign

c)       Spohrer, J., Vargo, S. L., Caswell, N., & Maglio, P. P. (2008).  The service system is the basic abstraction of service science, in Proceedings of the 41st HICSS, Jan. 2008

 

13     Dec. 6  Future Trends:  A glimpse into the future of information systems, services and design. (Alan, Kelly, and Rhonda)

a)  Messinger, P. R., Stroulia, E., Lyons, K., Bone, M., Niu, A., Smirnov, K., Perelgut, S. (2009). New directions for social computing in virtual worlds: applications for business and social sciences,Decision Support Systems, 47(3): 204-228.

b)  Sixth Sense Technology May Change How We Look at the World Forever, http://gizmodo.com/5167790/sixth-sense-technology-may-change-how-we-look-at-the-world-forever

c)  Kirschenbaum, M. (2009). Hello Worlds, http://chronicle.com/article/Hello-Worlds/5476

** Assignment 3 due

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General Expectations:

1.       Communication Policy: Please do not email questions to instructors or TAs.  If you have a question, there is a pretty good chance that other people in the course have the same question or, at least, will benefit from the answer.  Please post all questions to Blackboard (forum threads to be announced) so everyone in the course can benefit from your questions and our answers.  Questions posted to Blackboard will be answered by the end of the next business day.

2.       Readings: It is important to complete the required readings before the lecture and your class in order to fully benefit from the lecture and class activities.  You may even want to revisit some between the lecture and class (if there is time).  Note for every 1 hour of contact in lecture and classes, you can expect to do 2.5 hours of readings and preparation.

3.       Late policy:  Late submission of an assignment carries a penalty of one grade (e.g., from B+ to B) for each week to a maximum of two weeks; submissions will not be accepted after two weeks. Exceptions will be made only when supported by appropriate documentation.

4.       Academic Integrity: The essence of academic life revolves around respect not only for the ideas of others, but also their rights to those ideas and their promulgation. It is therefore essential that all of us engaged in the life of the mind take the utmost care that the ideas and expressions of ideas of other people always be appropriately handled, and, where necessary, cited. For writing assignments, when ideas or materials of others are used, they must be cited. You may use any formal citation format, as long as it is used consistently in your paper, the source material can be located and the citation verified. What is most important is that the material be cited. In any situation, if you have a question, please post it to Blackboard. Such attention to ideas and acknowledgment of their sources is central not only to academic life, but life in general.  Please acquaint yourself with U of T’s Code of Behaviour on Academic Matters.

5.       Participation and Attendance:  Discussion and interaction in the classes are important ways to learn. Sharing your experiences and ideas with your classmates is central to your learning experience in this course.  As such, you should attend and participate in every class.  There will be exercises and discussions that you will participate in within your groups in your class.  Some of the activities will be very helpful in completing your assignments.

6.       Students with Special Needs or Health Considerations:  All students are welcome in this course and we will make every effort to ensure a meaningful, respectful and positive learning experience for everyone. If there are special considerations that you require to help you successfully fulfill the requirements of the course, please feel free to see one of the instructors, the Faculty of Information Student Services, and /or contact the Accessibility Student Office as soon as possible so we can ensure you are able to successfully meet the learning objectives for this course. 

7.       Writing Resources: Please review the material you covered in Cite it Right, familiarize yourself with the How Not to Plagiarize  site and UofT’s policy, and consult the Office of English Language and Writing Support as necessary.

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Video Recording:

Please note that the lectures in INF1003 are being video-recorded for educational purposes. We will be capturing the lecture slides and video and audio of the instructor.  The camera will capture the front of the lecture hall including the instructor and the slides. If you do not wish to be video or audio recorded, please wait until the end of the video/audio capture to walk to the front of the lecture hall or ask questions.  If you wish to discuss matters further, please contact Professor Kelly Lyons or Professor Heather MacNeil, Associate Dean, Academic.

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