Long tradition of developing the education

The School has a tradition of commitment to pedagogical
development. This applies to specific degree programs, both in our own
department and in co-operation with others. For example we have
pioneered the replacement of traditional classroom examination papers
with other forms of examination.  When the department was established
in the 1960s, our remit was to offer education in Numerical Analysis,
the aim of which is to develop methods for solving technical,
scientific problems with the aid of computers. At an early stage, we
introduced laboratory sessions and home assignments that were
corrected and returned with teachers' comments. This laid the
foundation for a close relationship between teacher and student, and,
as dedicated computer rooms became economically viable, laboratory
sessions and examination forms also evolved.  We introduced home
assignments, mid-term tests and oral and written laboratory reports.

During the 1990s, we assumed greater and more consistent
responsibility for the students' communicative skills by appointing a
lecturer in Communication and offering courses in communication. We
have broadened the final thesis course to include instructions for the
thesis, and lay greater emphasis on both the written report and the
oral presentation and defense. In the present century, this work has
increased greatly, thanks to lecturers in Human-Computer Interaction
and Media Technology working in the growing research discipline of
"human" communication."