revised program (morning)
DESCRIPTION
Revised program (morning). Introduction to Aalborg University and how it uses Problem Based Learning: Structure of the University Controlling the studies Courses PBL and Project Work What is a Project ? Getting started with a Project - exercise. University Senate Rectorate. Faculty of - PowerPoint PPT PresentationTRANSCRIPT
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Revised program (morning)
Introduction to Aalborg University and how it uses Problem Based Learning:
• Structure of the University
• Controlling the studies
• Courses
• PBL and Project Work
• What is a Project ?
• Getting started with a Project - exercise
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Structure of Aalborg University
University SenateRectorate
Faculty of Humanities
Faculty of Engi-neering and Sc.
Faculty of Social Science
DepartmentsStudy
Programmes
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• Secretary and labs• Research• Teaching
Structure of Aalborg University
University SenateRectorate
Faculty of Humanities
Faculty of Engi-neering and Sc.
Faculty of Social Science
Institute of Elec-tronic Systems
StudyProgrammes
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• Project work• Course activities
• Secretary and labs• Research• Teaching
Structure of Aalborg University
University SenateRectorate
Faculty of Humanities
Faculty of Engi-neering and Sc.
Faculty of Social Science
Institute of Elec-tronic Systems
Computer Eng.Electronic and .
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Working tasks for VIP’s
Professor Associated Professor
Assistent Professor
Ph.D.
student
Research 40% 40% 50% 80%
Teaching 50% 50% 40% 20%
Administra-tion
10% 10% 10% 0%
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Study board for Electronics and Information Technology
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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 forautonomous systems but modules are also made available in scientific communication and proficiency in English language for those who need it.
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Controlling the studies
Study Regulations:
• General regulations
• Sector’s, lines or specialization’s– Objectives and content
• Specific semesters– Theme
SPRING Semester – Intelligent Autonomous SystemsTHEME: Modelling and ControlPERIOD: 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 andfault 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.
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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.
PurposeIt 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).
MethodsThe 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 anddata 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 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 SystemsModelling of Mechanical SystemsController StructuresModelling of Mechanical Systems IIEngineering Responsibilities
Project related courses (PE):
Robust ControlOptimal ControlSupervisory ControlNeural Networks and Fuzzy LogicProject 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
Project
Project courses lectures seminar
Study courses and lectures
Examination
Examination
50% - 33%
50% - 67%
Lecturer/instructor
Lecturer/instructor
Supervisor: Advisor and facilitator
Examinor/censor
Examinor
Structure of a semester:
13
Courses
• Description
Course DescriptionOptimal Control TheoryPurpose:
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)
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Courses
• Description
• Placed in a timetable for the semester
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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
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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Coffee break until 10.30
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Problem-based learningand/or Project Work
Why use these pedagogical ideas?
To emphasize learning instead of teaching:• Learning is not like pouring water into a glass• Learning is an active process of investigation
and creation based on the learners interest, curiosity and experience and should result in expanded insights, knowledge and skills
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Comparing two models
teamworkselfdirected learningproblembased learninginterdisciplinaryexemplarity
Study groups
working individually
thematic blocks
individual assessment/exam
Project groups
working on a common product
thematic semester ½ year
group assessment/examination
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Aalborg model
• a project each semester
• each group has a group room
• group size of 6-8 students first year, 2-3 students the last year
• each group has at least one supervisor
• self selected group and projects within themes and disciplines
• group assessment
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Project Organization
• The group have to choose a task or problem and set up their own objectives for the project
• Every project is a unique and complex task• The students have to be active in the seeking
and learning processes, which may lead to a deeper understanding
• Teamwork
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Problem-oriented – what is that?
• Wondering
• Asking questions
• Draw up contrasts
Learning is about posting questions
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Problem-based awareness
Problem-based:
• Methodical objectives• Based on experience• The student is in
control• Interdisciplinary
Discipline-based:
• Technical objectives• Based on subjects• Teacher is in control
• One discipline at a time
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The four phase model of a Project
Analyse
Design
Implementation
Test
Industriel Project
StudentProjecttoo broad
Student Projecttoo narrow
The idealStudent Project
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Why is analysing important?
LP Wife
Water
What shall I do to get to my wife?
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How to start analysing – presentation of two tools
• The six W- model
• Post It Brain storm1. Everybody write notes on post it laps for 5 min
2. All laps is placed on the blackboard
3. You read up all the laps
4. All go to the blackboard and together you structure the brain storm
Problem How?
Why? What?
Where?
When?Whom?
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Exercise
• Choose a problem that you as a group think could make a good learning project
• Use the Post-it brain storm to make a first ”analyse” of the problem and create a structure for the following analyse
• Make a list of technical subjects that the students would need to know about (e.g. have a course) to solve the problem
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Project example
• In a danish brewery there is too much noise emitted in the production hall, due to the bottles. How can the noise be reduced ?
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Lunch until 13.30