1 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 universities.

2 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 supervision and teaching.

3 Expectations - summary General pedagogic methods3 Teaching structure at Aalborg University3 Sharing experience2 Supervision4 Problem based learning2 Teaching of courses Formulate teaching plans Get to know the rules, procedures and habits Research Management NOT part of course

4 Monday, the 27th of August: Structure, tasks and courses 9.00 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

5 Tuesday, the 28th of August: The Aalborg model 8.30 Opening of day two and questions 8.45 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 9.30 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

6 Wednesday, the 29th of August: Planning project work, supervision and assessment 8.30 Presentation of the mini project, assessment and questions 9.30 Planning a project work Ideas of Project Work + PBL Themes Controlling different projects Gabs Blooms taxonomy 9.45 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

Lunch Introduction to role play Exercise: Role play of a supervising situation Coffee break 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? End of course

8 Coffee break until 10.30

9 Structure of Aalborg University Welcome to Aalborg University

10 Structure of Aalborg University University Senate Rectorate Faculty of Humanities Faculty of Engi- neering and Sc. Faculty of Social Science Departments Study Programmes

11 Secretary and labs Research Teaching Structure of Aalborg University University Senate Rectorate Faculty of Humanities Faculty of Engi- neering and Sc. Faculty of Social Science Institute of Elec- tronic Systems Study Programmes

12 Project work Course activities Secretary and labs Research Teaching Structure of Aalborg University University Senate Rectorate Faculty of Humanities Faculty of Engi- neering and Sc. Faculty of Social Science Institute of Elec- tronic Systems Computer Eng. Electronic and.

13 Working tasks for VIP’s ProfessorAssociated Professor Assistent Professor Ph.D. student Research40% 50%80% Teaching50% 40%20% Administra- tion 10% 0%

14 Study board for Electronics and Information Technology

15 Controlling the studies Study Regulations: General regulations Sector’s, lines or specialization’s –Objectives and content 4.6. INTELLIGENT AUTONOMOUS SYSTEMS Objectives and contents of the specialisation The objectives of the specialisation in Intelligent Autonomous Systems are summarised as follows: to provide students with knowledge in modelling of mechanical systems such as spacecraft, ships, and mobile robots, enable the student to apply modern methods of control to problems related to autonomous systems, 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.

16 Controlling the studies Study Regulations: General regulations Sector’s, lines or specialization’s –Objectives and content Specific semesters –Theme 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 input/multi output systems. To give students the ability to apply modelling methods and control synthesis for advanced mechanical systems. CONTENTS: The project is based on a problem of control and supervision of an autonomous system. 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 strategies have to be investigated and compared. The supervisor system responsible for 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 student is marked according to the 13-scale.

17 Controlling the studies Study Regulations: General regulations Sector’s, lines or specialization’s –Objectives and content Specific semesters –Theme –Projects Model based tracking for navigation 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. Purpose 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 vehicle to provide estimates of structure of the crop rows as well as position of the individual plants. The focus will not be on the image analysis but on sensor fusion with non-vision sensors mounted on 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). Methods The project will include: 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.

18 Controlling the studies Study Regulations: General regulations Sector’s, lines or specialization’s –Objectives and content Specific semesters –Theme –Projects –Courses Study related courses (SE): Fault Detection and Automated Systems Modelling of Mechanical Systems Controller Structures Modelling of Mechanical Systems II Engineering Responsibilities Project related courses (PE): Robust Control Optimal Control Supervisory Control Neural Networks and Fuzzy Logic Project Management and Team Building

19 Controlling the studies Study Regulations: General regulations Sector’s, lines or specialization’s –Objectives and content Specific semesters –Theme –Projects –Courses –Semester group

20 Teaching task’s Project Project courses lectures seminar Study courses and lectures Examination 50% - 33% 50% - 67% Lecturer/instructor Supervisor: Advisor and facilitator Examinor/censor Examinor Structure of a semester:

21 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

22 Lunch until 12.45

23 Courses - programme 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

24 Courses Description Course Description Optimal Control Theory Purpose: To give the students knowledge in optimal control and practical experience with optimal control strategies based on minimisation of a 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)

25 Courses Description Placed in a timetable for the semester

26

27

28 Courses Description Placed in a timetable for the semester Syllabus

29 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

30 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

31 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

32 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

33 Coffee break until 14.00

34 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