Expectations
• Widening my knowledge of general pedagogic
methods and learning teaching structure at Aalborg
University.
• I hope that I learn the teaching system of Aalborg
University for improving teaching-skills.
• It will be interesting to compare my experience with
the theory and experience of others. I also expect
that I will learn how to be a better project supervisor.
• I hope to get some insight in the problem based
learning model and how that model affects the
teaching of courses.
• I hope to learn more about problem based learning
since I got my own education from very traditional
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universities.
Expectations - 2
• I would like to be generally better prepared, also from
the 'pedagogic' point of view. That is the main reason
why I decided to subscribe for your course. Moreover,
I am interested in experience from other departments.
• To learn about better supervision and research
Management.
• To understand better how to formulate teaching plans
& what particular things to look for when supervising
for the masters students level.
• Understand the way university studies are organised
at AAU and in Denmark. Get to know the rules,
procedures and habits.
• I therefore hope that the course will help me to
manage some of the upcoming tasks regarding project
2
supervision and teaching.
Expectations - summary
•
•
•
•
•
•
•
•
•
General pedagogic methods
3
Teaching structure at Aalborg University
3
Sharing experience 2
Supervision
4
Problem based learning 2
Teaching of courses
Formulate teaching plans
Get to know the rules, procedures and habits
Research Management NOT part of course
3
Monday, the 27th of August: Structure, tasks and courses
9.00
10.10
10.30
12.00
12.45
14.00
14.20
15.30
Welcome by lecturer (Lars Peter Jensen) and head of study board (Flemming K. Fink).
Introduction and short presentation of lecturer and participants.
Discussion of participants expectations (reflection-for-action).
Participants questions and objectives.
Introduction to the programme.
Coffee break
Structure and conditions:
Structure of Aalborg University
Working tasks for VIP's
Study board for Electronics and Information Technology
Controlling the studies
Teaching task's
Forming of groups (5-6 persons in each group) for exercises
Lunch
Courses:
Description
Syllabus
Exercises in groups
Differences between project course (PE) and study course (SE)
Start of exercise (make an exercise suitable for a specific subject from a course)
Coffee break
Exercise continued (Trying out instruction during exercises)
Summarizing the exercise and the day
4
Tuesday, the 28th of August: The Aalborg model
8.30
8.45
9.30
10.10
10.30
11.00
11.30
12.00
12.45
14.10
14.30
16.00
Opening of day two and questions
Problem based learning and/or Project Work
Why use these new pedagogical ideas?
Comparing two models
Project Organization
Problem based awareness
The four phase model of a Project
Analysing
Exercise (Do a "Post-it" brain storm of a teaching problem that you would like to do a project on)
Coffee break
Theories behind the Aalborg model: Reflection
Three types of project work
Discussion in groups of the three types of project work
Midterm assessment of the course (reflection-in-action)
What have we accomplished so far according to your expectations?
Would it be appropriate to make changes in the rest of the programme, to achieve your goals?
Lunch
Mini project: In a danish brewery there is too much noise emitted in the production hall,
due to the bottles. Plan how to find the noise sources and find solutions.
Coffee break
Mini project continued
End of day two
5
Wednesday, the 29th of August: Planning project work, supervision and assessment
8.30
9.30
9.45
10.10
10.30
Presentation of the mini project, assessment and questions
Planning a project work
Ideas of Project Work + PBL
Themes
Controlling different projects
Gabs
Blooms taxonomy
Exercise (Make 1-3 project proposals (different types) for a given semester)
Coffee break
Supervision
Tasks of the supervisor
Tools
Contracts
An example
Tasks
Group classification
Roles of the supervisor
Facilitator interventions
What about students cooperation?
Assessment
The hidden curriculum
Basic assumptions
Assessment - practice
Points
6
12.00
Lunch
12.45
Introduction to role play
13.00
Exercise: Role play of a supervising situation
14.10
Coffee break
14.30
Exercise continued
Assessment of course (reflection-on-action)
What have we accomplished according to your expectations?
What is missing according to your expectations?
Which subjects from the course do you need the most in the next months?
Are you well "equipped" to start teaching (both as lecturer and supervisor)?
If not: What do you need more?
Would it be a good idea to meet again and share experience e.g. in november and again after
the project exam in january 2002?
15.30
16.00
End of course
7
Coffee break until 10.30
8
Structure of Aalborg University
Welcome to
Aalborg University
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Structure of Aalborg University
University Senate
Rectorate
Faculty of
Humanities
Faculty of Engineering and Sc.
Departments
Faculty of
Social Science
Study
Programmes
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Structure of Aalborg University
University Senate
Rectorate
Faculty of
Humanities
Faculty of Engineering and Sc.
Institute of Electronic Systems
Faculty of
Social Science
Study
Programmes
• Secretary and labs
• Research
• Teaching
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Structure of Aalborg University
University Senate
Rectorate
Faculty of
Humanities
Faculty of Engineering and Sc.
Institute of Electronic Systems
• Secretary and labs
• Research
• Teaching
Faculty of
Social Science
Computer Eng.
Electronic and .
• Project work
• Course activities
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Working tasks for VIP’s
Research
Professor Associated Assistent Ph.D.
Professor Professor student
40%
40%
50%
80%
Teaching
50%
50%
40%
20%
Administration
10%
10%
10%
0%
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Study board for Electronics
and Information Technology
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4.6. INTELLIGENT AUTONOMOUS SYSTEMS
Controlling the studies
Objectives and contents of the specialisation
The objectives of the specialisation in Intelligent Autonomous Systems are
Study
Regulations:
summarised
as follows:
• General
regulations
to provide
students with
knowledge in modelling of mechanical systems such as
spacecraft, ships, and mobile robots,
• Sector’s, lines or specialization’s
enable the student to apply modern methods of control to problems related to
autonomous
systems, and content
– Objectives
to analyse methods of state observation, parameter estimation and sensor fusion in
mechanical systems,
to provide students with a comprehension of supervisory control, fault-tolerant
control and fault detection,
to let students analyse software architectures for autonomous systems.
The courses include necessary general theoretical topics within process control for
autonomous systems but modules are also made available in scientific communication
and proficiency in English language for those who need it.
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SPRING Semester – Intelligent Autonomous Systems
THEME: Modelling and Control
PERIOD: 1 February - 30 June
PURPOSE:
To give knowledge and comprehension of optimal and robust control theory.
To give
the students
the ability to analyse modern control methods for multi
Study
Regulations:
input/multi output systems.
To give
students the ability
to apply modelling methods and control synthesis for
• General
regulations
advanced mechanical systems.
CONTENTS:
• Sector’s, lines or specialization’s
The project is based on a problem of control and supervision of an autonomous system.
– Objectives and content
The model of the mechanical system has to be derived. The vital part of the project is
the choice
of the set of actuators
and sensors for onboard application. Different control
•
Specific
semesters
strategies have to be investigated and compared. The supervisor system responsible for
– Theme
autonomy onboard
has to be designed. The chosen solution has to be implemented on a
real time platform and tested, either by the computer simulations or dedicated hardware.
COURSES:
Courses will be given in the field of modelling of mechanical systems, supervisory and
fault tolerant control, and modern control theory.
EXAM:
The external oral examination is based on the prepared project documentation. Each
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student is marked according to the 13-scale.
Controlling the studies
Model based tracking for navigation
Controlling the studies
Background
As part of an ongoing research project (with Computer Science AAU and The Danish Institute of Agricultural
Sciences) an autonomous vehicle is developed which navigates autonomously in the field. The aim is to
reduce the inputs to the field and monitor the growth of the individual plants, thereby providing obvious
environmental and economic advantages over more traditional farming.
Study Regulations:
Purpose
• General
regulations
It is important
in such applications
to both navigate accurately in the field but also to be able to identify
individual plants. The aim in this project is to use perspective images captures from a camera mounted on the
front of the
to provide estimates
of structure
of the crop rows as well as position of the individual
• vehicle
Sector’s,
lines
or specialization’s
plants. The focus will not be on the image analysis but on sensor fusion with non-vision sensors mounted on
Objectives
and content
the vehicle e.g.–wheel
encoders, differential
GPS as well as integration of information about the known
structure of the field.
The aim is to use all available information on the autonomous vehicle in order to achieve the best possible
estimates of the vehicle and individual plant position (in the order of cm).
• Specific semesters
– Theme
Methods
– include:
Projects
The project will
•Modeling of vehicle system and plant pattern in the camera image
•Prediction of the crop structure based on the system models as well as previous measurements (images and
data from sensors)
•Estimation of vehicle position and orientation as well as plant position
•Algorithms are simulated in the laboratory on simple setup.
•If possible the algorithms are applied to data acquired in the field.
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Controlling the studies
Study related courses (SE):
Fault Detection and Automated Systems
Study Regulations:
Modelling
of Mechanical Systems
Controller
Structures
• General
regulations
Modelling of Mechanical Systems II
Engineering
Responsibilities
• Sector’s,
lines or specialization’s
– Objectives and content
Project related courses (PE):
• Specific semesters
– Theme
Robust
Control
Optimal
Control
– Projects
Supervisory
Control
– Courses
Neural Networks and Fuzzy Logic
Project Management and Team Building
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Controlling the studies
Study Regulations:
• General regulations
• Sector’s, lines or specialization’s
– Objectives and content
• Specific semesters
–
–
–
–
Theme
Projects
Courses
Semester group
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Teaching task’s
Structure of a semester:
Project courses
lectures seminar
50% - 33% Lecturer/instructor
Study courses and
lectures
Lecturer/instructor
Examination Examinor
Project
50% - 67%
Supervisor: Advisor and facilitator
Examinor/censor
Examination
20
Forming of groups
Please form 4 groups of 6 persons
• The groups will be used for exercises
during the course
• You will learn the most if you mix as
much as possible:
– Position
– Teaching experience
– Department
21
Lunch until 12.45
22
Courses - programme
12.45
14.00
14.20
15.30
Courses
Description
Syllabus
Exercises in groups
Differences between project course (PE)
and study course (SE)
Start of exercise (make an exercise suitable
for a specific subject from a course)
Coffee break
Exercise continued (Trying out instruction
during exercises)
Summarizing the exercise and the day 23
Course Description
Optimal Control Theory
Courses
Purpose:
To give the students knowledge in optimal control and practical
experience
with optimal control strategies based on minimisation of a
• Description
performance index.
Contents:
Dynamic programming
LQ control
Introduction of reference and disturbance conditions
Introduction of integral conditions
Use of observer, LQG control
The position of closed loop poles
Prerequisites: Analogue and Digital Control (FP6-4, PR6-1, PR6-2),
Stochastic systems (FP6-3, FP8-5)
Duration: 1 module
Category: Project theme course (PE- course)
24
Courses
• Description
• Placed in a timetable for the semester
25
26
27
Courses
• Description
• Placed in a timetable for the semester
• Syllabus
28
Courses
Each lesson/lecture (Mini module):
• Duration 3 hours 45 minutes (½ day)
• 2 lectures app. 45 min each
• Exercises in groups, app. 2 hours
– The lecturer is now instructor
The purpose of the combination of
lectures/exercises is to increase the
comprehension of the curriculum
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Courses
What kind of exercises would you
chose?
• Promote comprehension and
methodical ness
How will you act as instructor during
the exercises in the groups?
• Ask questions about how they have
made their solution
• Make sure that they have understood
the basic principles of the problems
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Courses
Differences between project course (PE)
and study course (SE)
• Examination
– PE has no formal examination by the lecturer, it is
examined during the project examination by the
supervisor
– SE is examined by the lecturer, normally as a written
examination (passed/non passed)
• Exercises
– PE is used in the project, exercises is examples
– In SE the student must learn to solve examination
exercises
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Course exercise
• Think of an engineering subject you all
knew something about
• Suppose that you have to do a course
on that subject
• Make a short exercise that will learn the
students the major point of a specific
part of your course
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Coffee break until 14.00
33
Course exercise continued
For one group at a time do:
• Give your exercise to the other three
groups who starts solving it
• Prepare how you will instruct the groups
during their problem solving
• After 5-10 minutes of problem solving 2
persons from your group enters each of
the other groups and starts acting as an
instructor
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