New Masterclass: Introduction to Data-driven Design (For Professionals, Researchers, and Lecturers)

In cooperation with my colleague Erik Hekman (Senior Lecturer and Researcher at the University of Applied Sciences Utrecht) we designed a new series of masterclasses on the fundamentals of data-driven design that aims at professionals, researchers, and lecturers in the media, communication, and creative business areas. The sessions are scheduled for April 2020 and will take place in Utrecht, the Netherlands.

The course prepares you for the unique position as an intermediary between academic knowledge and the practical application of that knowledge. You will build up solid expertise for designing user-centered, data-driven solutions as a facilitator between the digital and human domains. Moreover, it teaches you to be aware of the circumstances in which you need to perform your job.

The main perspective in this series of masterclasses is to link academic thinking to practical performance. Aside from critically discussing the fundamental transformations that shape the digital society, as well as its implications for social and economic interaction, you will learn the practical fundamentals of data science. This includes programming skills in Python to load, save, collect, scrape, process, clean, transform, analyze and visualize data. At the end of the course, you will know how to critically examine the opportunities and the limitations of data, code and basic algorithms from a critical, user-focused perspective.

Every masterclass consists of two parts:

  • Theory where you learn and critically discuss transformations in digital society. This part will be conducted in English.
  • Practical skills where you collect, store, clean, transform data from social media and other internet sources with Python programming (including locating sources of open data), and you know how to extend your skills set by independently learning how to gather data from sources or in ways that were not covered during the masterclasses. The projects can be developed in English or Dutch (or German).

Find more information here on the Masterclass Introduction to Data-Driven Design.


Back at Uni – Some Differences between Germany and the UK

It has been a while since I have posted my last article – due to the fact that I have an awful lot to do: Seminars, coursework, and two jobs. After a few weeks of leisure, time became once more an extremely valuable commodity. Two months have passed since I am back at my alma mater in Münster, the Westfälische Wilhelms-University. Though I had been gone for only a little more than a year, it felt a bit strange to sit in a German class after my time in England. I immediately realised many difference, which can be identified on various levels: Assignments, Deadlines, the relationship between tutors and students, the mentality -or to put it differently- the “spirit” of my fellow students, library, teaching – almost every aspect in everyday life at uni varies in comparison to the UK. As I had the opportunity to study in both systems, I would like to digest briefly the most striking characteristics and variations in both the British and German higher educational system. However, I want to emphasize that these experiences are purely subjective and base exclusively on what I have seen in Coventry and Münster. Moreover, not only readers from overseas might be unfamiliar with my German”Magister”-degree. Since it has been scrapped a couple of years ago, only very few students who started to study in 2005/2006 are  studying this dwindling degree. Hence, many younger German students, who started with the  international BA/MA-program might do not know anything about it, too. So to say, I compare not only two different national education systems but also generations of academic degrees.

Thus, here a brief explanation of the “Magister-degree”: It has been the traditional degree for students in the humanities and social sciences at most German universities until 2006/2007 (experts for the so-called “Bologna-process” are welcome to correct me, if I am wrong). Depending on where you have applied for it, you choose to study two or three subjects – of which one is the major one. Normally, it takes four and a half years to finish the “course”. However, most students need a bit longer than that, due to side jobs, internships, semesters abroad etc. During your studies, you have to organize almost everything on your own – there are no fixed term schedules or the like. After collecting all the “course-certificates” you need, you apply for the final examinations. They can be divided into two major forms of assessment: 1. The final dissertation, which should have between 80 and 120 pages, i.e.  approximately 30.000 to 45.000 words. You have to write it within the context of your main subject. 2. Additionally, there are three final oral examinations: one in the main subject (45 minutes), and  two in each of the minor subjects (30 minutes). There is no BA in between; you finish with a “postgraduate” degree directly. Hence, the Magister and the Master can be regarded as equivalent degrees. I am quite lucky to have both by the end of next year, as I am very close to finish my “Magister-program” – this winter term I will receive the last certificates, and in June I will hand in my final dissertation in communication science. My two minor subjects are English and History.

So there are a lot of differences rooted in the basic structure of both degree-programs:

1. The composition of the term schedule: Before the semester started, I had to choose  all the courses I wanted to do from a very broad range of seminars. This has certain advantages: You can visit courses on partly very special issues and write essays on topics of your personal interest. Moreover, it allows you to create a schedule which fits your individual capacities. However, the last point can become quickly a handicap, too: Some courses you really need to do might overlap – so you have to choose and skip one for the next term; or you get lazy and postpone one or two courses to the next semester. In both cases you might overstep the recommended time frame for finishing your degree. This does not mean that you get in any way “punished” by the university’s administration – actually, the uni does not really care how long you need to finish your studies. But it is not  really supportive for your future career if it took you too long, especially without any reasonable explanation. It can pretty much diminish your chances on the job market. Besides, it is quite expansive, too, since you have to pay fees each semester. In the UK, the fixed structure prevents in most cases that a student needs longer than the estimated amount of time for his/her studies – along with the enormous costs. Nevertheless, this implies a certain inflexibility, which also delimits the chances to create an individualized academic development. Today, almost all German universities applied a similar system (as I said, I am one of the very last Magister students).

2. Focus vs. Plurality: In my British master-course I studied one subject only – Communication, Culture and Media (an interdisciplinary one, though). Therefore, I had enough space to focus completely on that specific branch of science. At least theoretically, this ensures that each student becomes a true expert of his/her field of study. However, it can also become quite boring and put certain limits to an individual’s horizon. In Germany, I study three subjects: Communication sciences, English, and history. I could have chosen quite different disciplines as well, such as sociology, psychology, political sciences, any  language, cultural studies etc. etc. Each Magister-student could create a very specialized combination of academic expertise by choosing from the whole range of subjects in the humanities. This allowed students to go their very own way through university and to get a pluralistic yet specialized stock of knowledge. For instance, take a look on some of my current seminars:

– “English in Asia” (Varieties of English, forms of language usage, development and distribution etc.)

– “Foucault: Discourse-Power-History” (Discourse analysis, orientalism etc.)

– “European Communism” (History of Marxism/Communism)

– “Marriage and Gender in the Protestant Reformation” (History of gender in the 16th century)

These courses are very interesting and by choosing topics for essays related to the (contemporary) media in each class, I can draw a connection to my main focus of studies. Simultaneously I profit from  perspectives beyond my major subject of communication sciences. Each semester I attended seminars on quite unique topics. But there are also certain disadvantages: Sometimes you cannot attend all the seminars you’d like to and you have to deal with issues completely detached from you personal field of attention. Again, my current curriculum is a good example: Due to schedule problems/overlapping courses, I have to do classes on ancient Greece – just to get the certificates. Don’t get me wrong – the content is very interesting. But still, nothing I learn there has anything to do with my future career. Hence, there is a certain risk to “waste” time on stuff you will never get in touch with again. Moreover, students who are not able to organize their studies themselves effectively could get lost – some never “found” their focus.

There are far more differences and varieties, of which I will write about in another post. And of course, soon there will be articles on media related issues as well – after I have done some of my assignments.

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