| Learning objectives |
- Identify and explain the theories, models, and techniques that
were presented in the course, including their key terminology,
underlying assumptions, and how the theories relate to one
another.
- Explain how the theories models, and techniques that were
presented in the course were (or could have been) applied in the
process of developing digital services.
- Identify and present the requirements of digital services that
can address challenges in the healthcare sector.
- Apply user-centered design principles and methods as well as
domain-sensitive knowledge to inform the design of prototypes.
- Carry out disciplined evaluations of prototypes with key users,
and related results from evaluations to an ongoing design
cycle.
- Reflect on the process of developing a prescribed digital
service through critical assessment and evaluate the results
including how to mitigate the prevailing challenges as well as how
to move ahead its commercialization.
|
| Course prerequisites |
To sign up send a 1-page motivational letter and
a grade transcript to ily.stu@cbs.dk before the registration
deadline for elective courses. You may find the registration
deadlines on my.cbs.dk (
https://studentcbs.sharepoint.com/graduate/pages/registration-for-electives.aspx
)
Please also remember to sign up through the online
registration. |
| Examination |
|
Digital
Services in Innovation in Health Care:
|
| Exam
ECTS |
15 |
| Examination form |
Oral exam based on written product
In order to participate in the oral exam, the written product
must be handed in before the oral exam; by the set deadline. The
grade is based on an overall assessment of the written product and
the individual oral performance, see also the rules about
examination forms in the programme regulations. |
| Individual or group exam |
Individual oral exam based on written group
product |
| Number of people in the group |
4-5 |
| Size of written product |
Max. 30 pages |
| Assignment type |
Project |
| Duration |
Written product to be submitted on specified date and
time.
20 min. per student, including examiners' discussion of grade,
and informing plus explaining the grade |
| Grading scale |
7-point grading scale |
| Examiner(s) |
Internal examiner and second internal
examiner |
| Exam period |
Winter |
| Make-up exam/re-exam |
Same examination form as the ordinary exam
If a student is ill during the
regular oral exam, he/she will be able to re-use the project at the
make-up exam. If a student is ill during the writing of the project
and did not contribute to the project, the make-up exam can be
written individually or in groups (provided that other students are
taking the make-up/re-exam). If the student did not pass the
regular exam or did not show up at the oral exam, he/she must make
a new revised project/business plan (confer advice from the
examiner) and hand it in on a new deadline specified by the
secretariat.
|
Description of the exam
procedure
Students must prepare a short and consise introduction
(about 3 minutes), and a dialogue about conceptual and practical
aspect of the design process will
follow.
|
|
| Course content, structure and pedagogical
approach |
|
"Digital Services Innovation in Healthcare” is a capstone
course that aims to integrate the specialization courses and to
provide students with theoretical frameworks and practical skills
in developing innovative digital healthcare services. Subsequently,
the course is focused on the processes of
user-centered digital innovation from idea generation
to prototyping and empirical evaluations. Building on the
relationships between theories and work practices from design,
entrepreneurship, and information systems research, the course
provides tools for understanding users and situated work
in healthcare, generating new value- and business models,
and translating them into lean innovations.
|
| Description of the teaching methods |
| Group work and class seminars. |
| Feedback during the teaching period |
| Feedback will be given continuously on- and
offline. The students will be asked to present problem statements
after a search period, and must give short presentations of work
and progress in order to receive relevant and timely feedback.
Design Critique sessions are conducted to get teacher and peer
input. The teacher/supervisor is available for online
communication, and office hours are used to maintain continuous
feedback for the students who wish to receive feedback. |
| Student workload |
| teaching |
60 hours |
| preparation of class |
90 hours |
| group project |
200 hours |
| Final paper |
70 hours |
| Exam preparation and exam |
30 hours |
|
| Expected literature |
|
TBA
|
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