QuILT-IK059-Diary forrásának megtekintése

 QuILT-sitemap: https://miau.my-x.hu/mediawiki/index.php/QuILT-content

These kind of diaries will always be created as a PLAN-version in a direct way. After each meetings, the FACTS will also be noticed either as a kind of correction series (c.f. page history: https://miau.my-x.hu/mediawiki/index.php?title=QuILT-IK059-Diary&action=history) or on the discussion page (https://miau.my-x.hu/mediawiki/index.php/Vita:QuILT-IK059-Diary)...

=1. Day (2019.II.13.)=
Agenda:
*Introduction
**Welcome
**Moodle-view
***Course title: Advanced Service Design & Management
***Affected groups: Level / Type / Logistic: MSC (1 group + ERASMUS Students) / Practice / Room: FR207, Wednesdays, 16.00-17.30
**NEPTUN-view
***Please, send an answer (basic information)
***Tests of connections
**Nicknames (offline and online = Please, send it to the course-forum in a parallel way)
***Conductor(s) / Khon-Duck-Thor(s)
****Teaching vs. Conducting
****Learning (swotting/cramming) vs. Intuitive Deriving of conclusion
****We will try to entertain you - but...
***Free choosing
***Offering default IDs 
**Instead of rules 
***rather offers, suggestions, recommendations, and customizing effects
***yet: here and now - chances for asking - (but just in written form:-)
****(video stream with an initial message)
****offline
****online (Moodle: Course-Forum)
*Warming-up-games/tasks (see below)

A task is always a game (- if somebody want to see it so... :-)


==Theoretical aspects==

*This course has following aims (see Moodle - course description):
**Layer_1: 
***shifting paradigms about knowledge from classic principles (like magic of words) towards big-data/data-mining/artificial-intelligence 
***shifting paradigms about evaluation from classic principles (like subjectivity) towards log-based objectivity
***shifting paradigms about co-operation from classic principles (like verbal and declaration-oriented working) towards written communication forms with discursive characteristics
***learning by doing (learning through own - alone/group-wise - practical experiments) gamification (pure:-)
***instead of classic teaching rather conducting (in jam session form - with more conductors parallel)
**Layer_2: 
***collecting experiences about different interpretation behaviors (where a part of the Students has already information about the layer-1-items and the other part of the participants will also be conducted by these Students - not just by the official conductors)
***collecting experiences about different content-handling behaviors (where a part of the Students has already information about the layer-1-items handling other contents and the other part of the participants will also be conducted by these Students handling new contents)

*Participants have 
**to co-operate in teams where
***one Student with practical experiences leads one or more Student(s) (= team) without any previous practice concerning experimental learning 
***these teams have always the possibility to go back to the practical level if needed
***these teams have always the possibility to make thinking experiments without detailed realization of real practical experiences
**to create diaries where
***each relevant observation (facts, evaluations, ideas, etc.) about the knowledge transfer processes between leaders and team members or between the team members should be noticed in written form both by leaders and by team members
***to create a kind of concentrated learning material (wiki-articles, expert systems, models, questions-answers, figures, animations, presentations, etc.)

==Practical aspects==
Overview: https://miau.my-x.hu/mediawiki/index.php/QuILT-targeted-groups

*IK045: practice (BSC)
*IK057: practice (MSC)
*IK059: theory (MSC)

===Obligatory Task Nr.1 (OT1*)===
Solutions should always be sent to the prepared forum in the Moodle system or in case of system error - each solution should be written down on a sheet of paper - as far as possible with block capitals (uppercase):

*OT1a: Please, create a definition (being valid especially for you) about the keyword "KNOWLEDGE"!
*OT1b: Please, create an other definition too (being valid in general or especially for somebody else in the team) about the keyword "KNOWLEDGE"!

 Remarks for supporting operative interpretations of the task-layers: The expected definitions should be appropriate complex/long. Please, do not use any sources neither for the general definition nor for your personal definition! The probability (that all member in the team will create the same definition about the keyword "KNOWLEDGE") is never high. Therefore, the second task-layer about the general definition targets either a definition which could really be created by an other team-member or a definition created/creating by the so called "average people". Example: Please define the word "WATER"! Expert-definition = H2O / General definition (like definitions in Wikipedia) = "Water is a transparent, tasteless, odorless, and nearly colorless chemical substance..."

*OT1c: Please, create an evaluation rule set describing how somebody should evaluate/rank the quality of a lot of definitions (see above)!
*OT1d: Please, create an evaluation rule set describing how somebody should evaluate/rank the quality of a lot of rule sets (evaluating definitions)! (c.f. https://en.wikipedia.org/wiki/Quis_custodiet_ipsos_custodes%3F - Who will watch the watchmen?")
*''[FT1*: (unlimited task list: ...evaluation rule sets can always be expected to each creation level...:-) ]
''
 Remarks for supporting operative interpretations of the task-layers: Without being capable of defining the term of the "Ideal/Good/Best/Target" and also the distance of solutions compared to these benchmarks or without being capable of deriving what objects are better than other ones, nobody can speak about rational planning/thinking/doing...

 Remarks about didactic aspects in general: Without being capable of measuring the starting positions of Students, we can never speak about "learning/teaching" success - therefore in case of each task, the basic statements of each Student are always necessary to collect.

===''Facultative Task (FT*)''===
''The following tasks need probably more time than available. But they could also be seen as relevant extensions in order to have a complex system of points of views supporting parallel divergent/convergent learning/teaching/problem-solving strategies:
*''Each definition (see OT1a, OT1b) should be evaluated in an instinctive way by at least 2-3 (or all) Students before OT1c and OT1d will be published at all...'' 
*''Students should try to create a common definition based on the created definition (see OT1a and OT1b)...''
*''Students should try to derive a methodology describing how a lot of definitions with totally different quality can be joined to a common definition being valid for each Student (created one or more definitions before)...''
*''Each rule set (see OT1c, OT1d) should be evaluated in an instinctive way by at least 2-3 (or all) Students...'' 
*''Students should try to create a common rule set based on the created rule set evaluating definitions (see OT1*)...''
*''Students should try to derive a methodology describing how a lot of rule sets with totally different quality can be joined to a common rule set being valid for each Student (created one or more rule sets before)...''
*''...''

 ''Remarks in general: Without practical experiences about operative doing/handling in a given task, Students mostly remains Prisoners in the world of the magic of words where flexible terms can be created and used for covering massive lacks of experiences on the proved/observed fields... The Moodle system offers forums where each definition could be discussed as a kind of homework... 
''

===Obligatory Task Nr.2 (OT2*)===
After the own statements about the keyword "KNOWLEDGE", a knowledge-test should be used in order to have a probably new look to the definition of the keyword "KNOWLEDGE":

Source of an international validated online knowledge test: https://miau.my-x.hu/miau/quilt/mgkt.docx
*OT2a: Please, choose the probably correct options in case of each question in the test!
*OT2b: Please, make remarks - if any is available - about the content of the questions and/or their options!

 Remarks for supporting operative interpretations of the task-layers: Please, send the chosen options in case of each question in the following test to the prepared Moodle-Forum (as far as possible in a chronological way)! (If the online communication should not be available, then please, write down the chosen options on the sheet of paper also in a chronological way!) Chronology means: the first position in your message/post should always be the option being selected at first and so on... [Extension possibilities for working offline: If somebody makes corrections during the selection of options, then it is enough here and now (unfortunately, without an appropriate IT-frame for logging each user activities) to strike through each option being evaluated later as an incorrect one and to follow the previous chronological way to notice new and newer options being selected as correct ones (+ these new-comers can also be stroke through if needed). A real log-based solution could detect each timestamp and event you made during the whole selection process...]

===Obligatory and Facultative Task-layers Nr.3 (OT3*/FT3*)===
Experiences should be collected in order to analyze them. The conclusions of these analyses could lead to new definitions/re-definitions:
*OT3a: After closing the international knowledge test, the task-layer OT1a should be repeated...
*''FT3b: A re-definition would also be possible and useful in case of the general definitions... and these re-definitions could also be discussed...''

 Remarks for didactic aspects: The appropriate forum in the Moodle system makes possible to re-define general definitions too as a kind of homework... Each re-definition can be discussed in the Moodle system and especially the potential argumentation/comment-items are worth interpreting in details. The reasons of changes in the basic definitions could be interpreted as a kind of attribute for evaluation rule sets (see before)...

===Obligatory and Facultative Task Nr.4 (OT4*, FT4*)===
Extreme situations (like accidents) make it easier to create more complex/generalized interpretations about definitions:  
*OT4a: Please, watch the following video stream and please, send posts to the appropriate topic with impulses for a new re-definition of the focused keyword of KNOWLEDGE... URL: https://www.ted.com/talks/jill_bolte_taylor_s_powerful_stroke_of_insight?language=hu#t-340954
*''FT4b: Impulses for re-definitions can also be created for the general definitions as a kind of homework...and these re-definitions could also be discussed...
''

 Remarks for didactic aspects: Knowledge as term is mostly interpreted just from scientific point of view. Each other (c.f. insane-like, illness-oriented, extreme) aspect is not focused - in general...

===Obligatory and Facultative Task-layers Nr.5 (OT5*/FT5*)===
Experiences should be collected in order to analyze them. The conclusions of these analyses could lead to new definitions/re-definitions:
*OT5a: After closing the video stream, the task-layer OT1a should also be repeated...
*''FT5b: A re-definition would also be possible and useful in case of the general definitions... and these re-definitions could also be discussed...''

 Remarks for didactic aspects: The appropriate forum in the Moodle system makes possible to re-define general definitions to as a kind of homework... Each re-definition can be discussed in the Moodle system and especially the potential argumentation/comment-items are worth interpreting in details.

===Obligatory and Facultative Task-layers Nr.6 (OT6*/FT6*)===
Students should always know in the most exact form and way how their performances will be evaluated. Potential declarations from teachers may always be discussed. But this kind of discussions always needs preparation works like imaginations about complex evaluation systems - at least about potential attributes being involved in an evaluation process...
*OT6a: Please, collect appropriate attributes being capable of describing performance layers (especially such kind of layers where somebody seems to be rel. good)...
*''FT6b: Evaluation criteria can also be collected for general definitions and for comparison of personal and general definitions as a kind of homework...''

 Remarks for didactic aspects: Objectivity-driven evaluation is central phenomenon where somebody want to speak about knowledge, quality, science, research...

===Basic game (CCR)===
https://citycountryriver.net/new-game.xhtml (CCR)
*Who is the best player? 
*Furthermore: What is knowledge?
*What (kind of knowledge) can be measured based on the game "CCR"?

===Introduction game (SCMT)===
https://miau.my-x.hu/mediawiki/index.php/QuILT_introduction_game (SCMT)
*Central questions: Who is the best player? (Furthermore: What is knowledge? / )

===''Supplement/reserve/spare games''===
*''What kind of phenomena can not be seen as KNOWLEDGE? (c.f. IF THEN ELSE)''
*''What is the definition of the phenomenon of NON-KNOWLEDGE? (c.f. https://www.google.com/search?ei=nt9fXKT9AYLXwALHnJ_QAQ&q="non-knowledge"+wikipedia&oq="non-knowledge"+wikipedia)''
*''What is a source code?''
*''Could be seen e.g. a knife as a kind of knowledge? (Can knowledge be materialized - c.f. slicing, cutting)?''
*''Is (or can be seen) the principle of KNUTH about KNOWLEDGE/SCIENCE as a kind of source code?''
*What does mean fuzzy logic?
*''What is intelligence?''
*''Please, read a rel. long sentence/quote alone, and try to explain its meaning for an other person - an so on including a lot of people... (The last sentence should be compared with the first one! Derive the level of the distortions of the original meanings!)''
*''What is knowledge transfer?''
*''How can be evaluated a knowledge-transfer-process? (c.f. distortion of meanings, speed of transfer, etc.)''
*''How can be defined the expression "MAGIC OF WORDS"?''
*...

=2. Day (2019.II.20.)=
 New room: FR305

 Parable for Newcomers: https://en.wikipedia.org/wiki/Parable_of_the_Prodigal_Son + https://www.answering-islam.org/Authors/Fisher/Topical/ch02.htm

Expected / potential activities (leading to digital finger/foot-prints as the single basis of the objective evaluations of Student's activities - c.f. expexted rule sets of the 1. day):

==Already known tasks==

*sending the basic information (c.f. Neptun-message)
**from now on only online 
**(earlier offline/online)
*discussing customized offers based on the basic information units (like: hobby=writing/reading, or growing plants)
**offer+: 
***Please, read the book KAZOHINIA (in English: http://www.kevius.com/kazohinia/)...
***Please, try to derive definition for knowledge, information, intelligence, data, competence, etc. based on the book
**offer++:
***Please, collect your knowledge about your hobby in order to be capable of creating a manual-driven expert system
***Please, try to check it whether the expert system is error-free
*pay attention / presence / attendance 
**in general: offline
**in case of written agreements: online!
***creating questions about general/customized rules of the courses (Neptun-message)
****online (Moodle)
****online (email to:pitlik@my-x.hu)
***creating offers from Student to conductor (online: email to:pitlik@my-x.hu)
****an offer should contain a kind of CSR-oriented performance/achievement (CSR = in general useful)
****an offer should have direct connection(s) to the course topics
*remarks to the diary (1. day)
**asap online based on access rights for the QuILT system
**offline
*remarks to the discussion site of diary (1. day) - conclusions
**asap online based on access rights for the QuILT system
**offline
*remarks to the QuILT system in general (Neptun-message): https://miau.my-x.hu/mediawiki/index.php/QuILT-content (incl. each URL)
*remarks to the first paper: https://miau.my-x.hu/miau/quilt/Definitions_of_knowledge.docx ((WORD: SHIFT+CTRL+E - https://support.office.com/en-us/article/track-changes-in-word-197ba630-0f5f-4a8e-9a77-3712475e806a - see track changes function)
**offline: critics (if a part of the text should be changed incl. argumentation and improved text version)
***https://miau.my-x.hu/mediawiki/index.php/QuILT-literature (Recommended layers for analyzing sources)
***https://miau.my-x.hu/mediawiki/index.php/QuILT + https://miau.my-x.hu/mediawiki/index.php/QuILT-critical-demo
**offline: questions (if a part of the document seems to be so important that one/more questions should be prepared in order to be capable of testing the storing of the message)
*creating a lot of definitions
**online (MOODLE)
**(earlier offline)
*creating a lot of re-definitions
**online (MOODLE)
**(earlier offline)
*creating a lot of re-re-definitions
**online (MOODLE)
**(earlier offline)
*creating a lot of evaluation rule sets for definitions
**online (MOODLE)
**(earlier offline)
*creating a lot of evaluation rule sets for evaluation rule sets
**online (MOODLE)
**(earlier offline)
*creating evaluation rule sets for scoring of Student's activities
**in general
**customized

 Please, do not forget to interpret this list of the old and new tasks as a kind of set of potential attributes for evaluation of Student's activities

==New tasks==
*chaos-detection-exercise: https://www.youtube.com/watch?v=YhMiuzyU1ag
**when should be speak about chaos?
**when might not be speak about chaos?
*ideal data-visualization: https://www.youtube.com/watch?v=jbkSRLYSojo&t=3s
**how could be made the visual effects more sophisticated?
**where could still be used this kind of visualization? 
*could a joke be detected through chained translations?
**see annex in the file: https://miau.my-x.hu/miau/quilt/Definitions_of_knowledge.docx
**create own tests
*creating a lot of chained translations alone
**for the word of knowledge
***in case of personal definitions
****own definitions
****definitions of other Students
***in case of general definitions
****own definitions
****definitions of other Students
****definitions from the Wikipedia
***in case of re-definitions
****own definitions
****definitions of other Students
****definitions from the Wikipedia based on language versions
**for further keywords having close connections to the course
***keyword-like expressions in the definitions of knowledge
***new keywords of the title of the courses
***keyword-like expressions in the definitions of the other keywords from the title of the courses
*creating a lot of chained translations in team
**searching for the longest chain leading to good approximations between the first and last text versions
**searching for the most sensible languages
*creating personal evaluations/conclusion for the 2. Day
**asap online based on access rights for the QuILT-system
**offline
*creating remarks for the following video stream about a kind of ideal thinking methodology: https://www.youtube.com/watch?v=jbkSRLYSojo
**asap online based on access rights for the QuILT system
**offline

 The exercises for chained translations can be seen as a kind of AWS (academic writing skills).
 AWS-exercises needs always conductors. Chained translations can also be used/learned alone!

 The above listed activities can be seen as a kind of rule set for evaluation of Students 
 where the more activities can be detected in each channel the better is a Student.

=3. Day (2019.II.27.)=

Before each meeting: it would be useful 
*to read each diary-items (like this article)
*to read the conclusions of the previous meetings (see discussion page = VITALAP)
*to read each learning materials and annexes:
**https://miau.my-x.hu/miau/quilt/?C=M;O=D
**https://miau.my-x.hu/mediawiki/index.php/QuILT-literature
*to produce log-data in the NEPTUN/MOODLE system (later here in the QuILT-system)

The 3. meeting makes possible to demonstrate operative ideals/patterns:
*it is necessary to see detailed examples of one/more objective evaluations
*it is necessary to demonstrate alternative ways for creating definitions
**the definitions till now are maybe entirely useless
**not even the quality assurance based on chained translation can support to achieve a higher level of the quality of definitions
**till now, there is no valid rule system for evaluating definitions
**let alone: there is no valid rule system for evaluating chained translations

==Synchronicity Test Nr.1==
*https://miau.my-x.hu/miau/quilt/st1_ik059.docx

==Demo: Evaluation of conductors==
*Operative evaluation of conductors: https://miau.my-x.hu/miau/quilt/logstore_standard_log.xlsx
**Source: queried (valid) data from the MOODLE-system for a real conductor and a real course
**Data for further conductors have just been generated in a randomized way.
**There is a small set of potential useful reports based on the raw data from the MOODLE-system.
**The question needing an answers is: Who is the best MOODLE-conductor?
**Alternative answers (c.f. naive and objective)
**The direction for each evaluation layers is: the more (is the amount of the specific activity) the better (should be the aggregated performance as such).

==Demo and/or common task: Evaluation of Students==
*Operative evaluation of Students: ASAP (based on real but anonymous data from MOODLE and/or based on data being visible in MOODLE from point of view of a conductor: e.g. e-portfolio/forums):
**The same analysis could be derived based on real data about Student's activities
**The question needing an answers is: Who is the best Student?
**Who would be agreed if: (the following example can be seen as the default rule set for the semester?!)
***the first credit had the Student with the best objective performance?
***the next credit had the Student, who is able to win the next objective performance evaluation phase
****where each Student can deliver unlimited digital foot/fingerprint elements
****therefore the winner can not be estimated in an instinctive way?
***Would be necessary/useful to declare a minimum level for each variable? (e.g. at least one single activity in each evaluation category?)
***Would be useful to have the possibility to declare new variables by Students? (e.g. sent emails to the conductors)
***It is trivial for each affected person that the direction in case of each performance layer should always be: the more the better?!

==Game: Barkochba = Twenty Questions==
 
 https://en.wikipedia.org/wiki/Twenty_Questions

*Aim: 
**to demonstrate, what characteristics an efficient definition SYSTEM should have at all contrary to arbitrary definitions of keywords
**to prepare thinking ways for creating expert systems
*Scenarios:
**at first: a plant or animal should be derived based on the animal taxonomy / plant systematics 
***https://en.wikipedia.org/wiki/Plant_taxonomy
****https://carnivorousplantresource.com/wp-content/uploads/2017/03/Venus_flytrap_taxonomy.jpg
****https://sites.google.com/site/edibleplantsinvietnamnet/_/rsrc/1394453057152/about-plants/plant-taxonomy/Tree%20of%20life.gif?height=267&width=400
****http://www.edibleplantsinvietnam.com/uploads/1/2/6/8/12680760/5755388.jpg?1395097222
****http://bioweb.uwlax.edu/bio203/2011/probst_emil/images/pictures%20for%20website/phlogeny.jpg
***https://www.insectidentification.org/insect-description.asp?identification=May-Beetle
****http://asasas.club/wp-content/uploads/2018/08/animalia-scientific-name-scientific-classification-animalia-scientific.jpg
****https://i.pinimg.com/originals/e7/06/da/e706dab4f16db5fe8338ad93cff78730.gif
****https://www.researchgate.net/profile/Bruno_Ghersi/publication/269706689/figure/fig2/AS:392338120691713@1470552105256/Taxonomic-flow-chart-of-New-World-monkeys-sampled-in-this-study-in-Peru.png
****http://www.mhhe.com/sem/online_learning_centers/wall_chart.pdf
**the second attempt should be a subject (like steering wheel of a car - it means a technical object or a particular type/model of cars)
***http://www.jot.fm/issues/issue_2004_05/article4/
***https://ai2-s2-public.s3.amazonaws.com/figures/2017-08-08/011ffa226a58b6711ce509609b8336911325b0e0/4-Figure1-1.png or 
***https://www.semanticscholar.org/paper/Semantic-Similarity-Based-on-Corpus-Statistics-and-Jiang-Conrath/011ffa226a58b6711ce509609b8336911325b0e0
**the last game should be about an abstraction (like knowledge, competence, competency, intelligence, information, data, etc.)
***the more sophisticated is a definition the more people are able to guess it in frame of a barkochba-game and/or the less time is required for the guessing (c.f. the less amount of questions and/or the more trivial are these questions)
***control view: Is a series of question capable of classifying each focused expression (like knowledge, competence, competency, intelligence, information, data, etc.) in one single system?

*Documentation of the games:
**each game should have a written version incl. each relevant remark from the players
**the written games will be analyzed e.g. for the next learning material

==Rules and/or antagonisms==
*https://www.facebook.com/682652555192499/videos/2034362689952015/?v=2034362689952015
*What is the conclusion?

=4. Day (2019.III.06.)=
*the plans for the 3. meeting were postponed to the 4. meeting
*we have to play the game "Twenty questions" in different forms / contents: https://www.englishhints.com/question-game.html (incl. real demo)
**http://barelybad.com/20_questions.htm
**https://zephauerbach.com/2010/12/28/20-questions-a-strategy-guide/
**https://www.wikihow.com/Play-20-Questions
**https://math.stackexchange.com/questions/512994/guessing-a-number-between-1-and-100-in-7-guesses-or-less
*(if we will have time enough: we can derive the digital footprints for each Student step by step)
*the conclusions of the first test will be part of the next test (week Nr.6)
*facultative impulses:
**http://www.drdobbs.com/parallel/how-to-win-the-20-questions-competition/228800431
**https://www.youtube.com/watch?v=tpLLst4-3fw

=5. Day (2019.III.13.)=
*Creating an expert system about rules concerning Students in a direct way
**http://edu.kodolanyi.hu/wp-content/uploads/KJU-Erasmus-Policy-Statement.pdf - What is the level of excellence of potential institutions? (question for an inductive expert system)
**http://edu.kodolanyi.hu/wp-content/uploads/tuition_fees.pdf - How many EUR should be paid under different circumstances? (question for a manual-driven expert system)
**RULES ABOUT PASSIVE SEMESTERS: 
***http://hort.sziu.hu/node/2968 
***https://miau.my-x.hu/myx-free/ego/
***https://miau.my-x.hu/myx-free/ego/demo/passziv.html
***https://miau.my-x.hu/miau/quilt/Mehetek-e%20passz%C3%ADv%20f%C3%A9l%C3%A9vre_%20-%20Szak%C3%A9rt%C5%91i%20Rendszer.html
**Hobby-based development of expert systems: e.g. Hobby=books/movies/theatre - Potential questions:
***How many exemplars/tickets will be sold?
***What will be the average prize for exemplars/tickets?
***Demos: https://miau.my-x.hu/miau2009/index_2u.php3?x=e07wiki&string=szinhaz

 A complex way for creating inductive expert systems based on literature declarations (e.g. in case of a harmony-index - see below):

*Parallel way (preparing the topic "service science" - a new offer got created for a particular Student in this course in order to have the initial steps concerning the task about the harmony-index (see: https://miau.my-x.hu/mediawiki/index.php/QuILT-IK045-Diary#Synchronicity_Test_Nr.2)
*Offer:
**starting page: https://miau.my-x.hu/mediawiki/index.php/QuILT-IK045-Diary
**CTRL+F for harmony
**basic quote = "For products and services to be successful, they need to harmonize seamlessly with the customers’ needs and perceptions. Service design is an instrument for achieving this harmony."
**task = collecting data about customer's needs concerning a service where:
***service = education (exactly this course)
***customers = Students
***needs = based on interviews/questionnaires (= variables and their values for each classmate)
**result: a report where row-header = id-s for classmates, columns = variables, cell = estimated amount of needs
**Example: 
***somebody (nr1) will say: I NEED scripts where the pages of the already prepared scripts = 100%, customized/estimated value for Student Nr.1 = 90% it means he/she would like to have 10 % MORE prepared scripts 
***the other Students (nr2-nr12) should also be asked whether they would need more or less scripts (where 120% would mean - the volume of the scripts is more then needed)
***each Student should suggest at least one new variable (like scripts) about needs
***each Student should formulate statements (estimations) for each variable!!!
***matrix: rows = Students, columns = variables (needs), cells= estimated values (a far as possible in %)
***description about data collection possibilities: https://miau.my-x.hu/mediawiki/index.php/QuILT_introduction_game (this game got prepared in order to cover quasi exactly this kind of data-collection)

=6. Day (2019.III.20.)=
==Synchronicity Test Nr.2==

 https://miau.my-x.hu/miau/quilt/st2_ik059.docx

===Basic version (re-acting to learning materials)===
*Sources:
**Please, identify 1 relevant URL (free choice) being qualitative enough to cite them and to criticize+improve them according to the main keywords of the course (Service Science & Knowledge Economy: Research Methods)
**Please, create at least one positive and/or negative interpretations to the following URLs (like before in case of the 1. test):
***The 2. URL should be: https://miau.my-x.hu/mediawiki/index.php/QuILT-IK059-Diary 
***The 3. URL should be: https://miau.my-x.hu/mediawiki/index.php/Vita:QuILT-IK059-Diary
***The 4. URL should be: https://miau.my-x.hu/miau/quilt/Exercises_for_critical_thinking_and_doing.docx
***The 5. URL should be: https://miau.my-x.hu/miau/quilt/st1_all.docx
***The 6. URL should be: https://miau.my-x.hu/miau/quilt/20Q.docx
***The 7. URL should be: https://miau.my-x.hu/miau/quilt/GDP_final_en.doc
***The 8. URL should be: https://miau.my-x.hu/miau/quilt/log_students.xlsx
***The 9. URL should be: https://miau.my-x.hu/miau/quilt/log_conductors.xlsx
***The 10. URL should be: https://miau.my-x.hu/miau/quilt/gdp_en.xls

 Search: https://www.google.com/search?q=Service+Science

*Examples for the interpretation of free-choice-URLs:
**Item: https://en.wikipedia.org/wiki/Service_science,_management_and_engineering / Quote Nr.1: "an interdisciplinary approach"
***Critiques: What should be talk about in case of an interdisciplinary approach and what should not be talk about?
***Improvements: It is not relevant to have an unlimited volume of documents with a lot of magic of words. More relevant is, to have a system how can we derive objective conclusions or how can we transform the magic of words into source code (at least into expert systems).
**Item: https://www.elte.hu/en/service-science / Quote Nr.2: "Course description: Concepts and standards of Enterprise, Information and Software Architecture / Foundations  of Service / Electronic Services / Service Innovation / Service Design / Which known methods and techniques are available to design services? / Service Semantics / Service Analytics / Service Optimization / Service Co-creation / Service Markets / Service Research / SOA –Service Oriented Architecture"
***Critiques: What kind of previous "knowledge" should be available to speak about this holistic approach in all details?
***Improvements: Analyzing case studies (see below) can support the focusing on relevant details where it can just be hoped that through relevant details a kind of holistic feeling will be generated (see: Ocean in a drop effects)
****https://www.stby.eu/wp_15/wp-content/uploads/2013/12/Service-Design-insights-from-nine-case-studies.pdf
****https://www.sorenbechmann.com/wp-content/uploads/2017/11/Practical-Access-to-Service-Design.pdf
****https://pubs.vmware.com/vCAC-60/topic/com.vmware.vcac.advanced.services.design.doc/GUID-EB8CCBE0-405D-43C9-9D12-209E56DD6CC0.html
**Item: https://www.stby.eu/wp_15/wp-content/uploads/2013/12/Service-Design-insights-from-nine-case-studies.pdf / Quote Nr.3: "For products and services to be successful, they need to harmonize seamlessly with the customers’ needs and perceptions. Service design is an instrument for achieving this harmony"
***Critiques: The keyword "harmony" is present just two-times within 200 pages - although this seems to be the very keyword what we should be capable of estimating in an objective way.
***Improvements: We need an experiment to be able to estimate a kind of harmony-index in an objective and operative/reproducible way.
**Item: https://definedterm.com/advanced_service / Quote Nr.4: "Advanced service" means high-speed Internet access capability in excess of 144 kilobits per second both upstream and downstream.
***Critiques: In the source, no date-impulses could be found. Therefore, the parameter of 144 kilobits can not really be interpreted here and now (2019).
***Improvements: The quote seems to be a sign we ever need a relative benchmark - it means: the adjective of "advanced" should and will be re-defined time to time.

===Advanced version (Testing competences)===
*Task: in frame (within 20 questions and not more) of a Twenty Questions Game (from now on: 20Q) to guess an abstract phenomenon like knowledge 
*Specific expectation: Each question should consists the potential items of the final solution (c.f. taxonomies where the amount of the filtered items is step by step smaller then before a question)
*For details please, see: 
**https://miau.my-x.hu/mediawiki/index.php/QuILT-IK059-Diary#Game:_Barkochba_.3D_Twenty_Questions 
**https://miau.my-x.hu/mediawiki/index.php/QuILT-IK059-Diary#4._Day_.282019.III.06..29
**https://miau.my-x.hu/mediawiki/index.php/QuILT-20Q
*If the guessing is successful, then the test = OK

=7. Day (2019.III.27.)=
*Fine tuning expert systems
**https://miau.my-x.hu/miau/quilt/expert_system.xlsx

=8. Day (2019.IV.03.)=
...asap based on the experiences of the previous days...
(2019.IV.10.)
no meeting

=9. Day (2019.IV.17.)=
==Synchronicity Test Nr.3==
...asap based on the experiences of the previous days...

=10. Day (2019.IV.24.)=
...asap based on the experiences of the previous days...

=11. Day (2019.V.01.)=
holiday

=12. Day (2019.V.08.)=
==Synchronicity Test Nr.4==
...asap based on the experiences of the previous days...

 Everybody may offer new description layers and/or fine tune the above mentioned initial interpretations!