Kaisa_2012_3_photo by Veikko Somerpuro



Here is the course’s teaching schedule. Check the description for possible other schedules.

Mon 9.9.2019
12:15 - 14:00
Mon 16.9.2019
12:15 - 14:00
Mon 23.9.2019
12:15 - 14:00
Mon 30.9.2019
12:15 - 14:00
Mon 7.10.2019
12:15 - 14:00
Mon 14.10.2019
12:15 - 14:00
Mon 28.10.2019
12:15 - 14:00
Mon 4.11.2019
12:15 - 14:00
Mon 11.11.2019
12:15 - 14:00
Mon 18.11.2019
12:15 - 14:00
Mon 25.11.2019
12:15 - 14:00
Mon 2.12.2019
12:15 - 14:00
Mon 9.12.2019
12:15 - 14:00

Other teaching


Master's Programme in Computer Science is responsible for the course.

Collaborative and interoperable computing course package CSM13300

Module in Collaborative and interoperable computing CSM23300

The course is available to students from other degree programmes depending on the year and term based on the topic.

Any of the module's lecture courses.

Other courses from the same module, Advanced studies in Computer science or Software engineering modules, themes of security and expert systems or courses from the Data science programme.

Learning goals include

  • deepening understanding of scientific results and research in Enterprise interoperability or Service interoperabilty approaches suitable in service ecosystems or alike paradigms,
  • deepening understanding of the maturity of those approaches
  • skills in communication: written article creation and presenting a scientific talk
  • self-direction in work:
  • skills of providing peer feedback and actively participating in a research-oriented discussion in a group

After first courses in Advanced studies in computer science and Collaborative and Interoperable computing.

Each spring a version of Trends in Enterprise interoperabililty with a specific subtopic topical theme,

Each autumn a version of Trends in Service interoperability with a specific subtopic in the topical theme.

Either Enterprise interoperability or Service.oriented computing related content matter, each time different focal area.

Exercise on searching new scientific contents, practicing together with the teacher the setting of the research question and working analytically on a scientific overview or survey on that.

Peer review of papers. Presentations and discussion with peer evaluation.

Depending on the specific topic area, scientific articles will be recommended and guidance for searching for more will be provided.

Student activities:

  • negotiation with the teacher about the choice of topic
  • self-directed and actively feedback seeking work process on the seminar paper
  • peer review commentary
  • correcting one's own paper based on the feedback and teacher comments
  • publication of the paper to the group
  • presenting the agreed length presentation
  • active topic-related discussion
  • feedback gathering

Teacher activities

  • strategic choice of a narrowed-down theme for the seminar, presenting grading criteria
  • joint opening session for group members to set the common vocabulary and viewpoint for reference purposes
  • individual contracting on topic and contents for the seminar
  • guidance and feedback regularly throughout the independent study period
  • grading presentation and paper

Feedback for each student outcome is provided throughout the process both by teacher and peers.

The teacher grades the combination of paper and presentation on the scale 1-5.

Grading aspects include

  • depth of understanding the topic knowledge
  • paper construction and conformance to expected form
  • presentation content and conformance to expected form
  • activity in shared discussion in sessions
  • self-direction in paper writing and presentation preparation
  • use of literature and identifying relevant research projects
  • project and community skills in advancing the group work

Contact teaching is necessary for

  • initial introduction to the topic area
  • individual meeting and agreement on the topic and approach to it
  • Verbal presentations, discussion session and peer feedback requires presence of the seminar group members. Presence is required approximately in 5/6 of the presentations.

Distance learning elements include the individual work on the seminar paper, and seeking for teacher and peer review feedback on the commonly agreed schedule.