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Initiating Problem
© Rosenørn, Aalborg University Esbjerg October 2013
Initiating Problem
The Initiating problem appears only ONCE !
It is what makes the student reflect on a problem
he/she whishes to investigate deeper or a problem
he/she would like to be able to solve, or that he/she
just finds interesting to work with.
It’s the entrance to the project work for the student.
© Rosenørn, Aalborg University Esbjerg October 2013
Initiating Problem
An example:
• Every time it rains in Monterrey, I can hardly
drive in some streets, as the water is flooding the
street! Why does this happen? And why does it
happen in some streets and not in other streets?
© Rosenørn, Aalborg University Esbjerg October 2013
One example?
I have noticed that sometimes when I watch a person
talk I hear one sound – but if I close my eyes and the
person repeats the exact same sound I hear something
different. Why does this happen? And why does it
only happen in some cases and not others?
© Rosenørn, Aalborg University Esbjerg October 2013
One example
Sometimes when I watch a movie it seems that the
audio speech material and the visuals content (lips
moving) are not following each other. Why does it
happen – and how come that it only bothers me
sometimes and not other?
© Rosenørn, Aalborg University Esbjerg October 2013
Another example
In current film production there is a tradition for having to
re-synchronize sound and video material after the initial
recordings of movie scenes have been made. This is a long
and tedious process which furthermore induces a very high
cost for the companies that produces the movies: Sound
studios have to be paid, actors have to be brought in again
to the production adding to the cost and usually additional
technicians have to work on the synchronization.
For the viewer the synchronization of audio and video is
very important and most viewers from time to time
experience that the audio and video in some scenes are not
in synchronization.
© Rosenørn, Aalborg University Esbjerg October 2013
Lately the same problem of de-synchrony have been
made apparent in network-applications where large datastreams of audio and video material may not reach the
end-application at the exact same time for the final
playback.
How can we reduce the process of synchronization? Can
this be done in a way that preserves aesthetics?
© Rosenørn, Aalborg University Esbjerg October 2013
Initiating Problem
An other example:
• In Mexico we dye fabrics to be manufactured in
other countries. By doing this, we “import”
pollution! We need the employment, so how can we
make a dying process that is not polluting the
environment with surplus colors from the dying
process? And can we do this without a negative
influence on the production costs and what will the
influence be on the unemployment rate?
© Rosenørn, Aalborg University Esbjerg October 2013
Initiating Problem
Problem Analysis
© Rosenørn, Aalborg University Esbjerg October 2013
Problem Analysis
• What is the problem
•Is the chosen problem really a problem?
• To who? (If it’s not a problem for anyone, then it is
not worth solving it – is it?).
• Why is it a problem?
• How is it a problem?
• When is it a problem?
• Where is it a problem? ...... Etc.
© Rosenørn, Aalborg University Esbjerg October 2013
Initiating Problem
Problem Analysis
Task Formulation
© Rosenørn, Aalborg University Esbjerg October 2013
N times
Task Formulation
In this phase, the students need to formulate the problem
more precisely in order to be very clear of what they will go
on working with in the project.
It is on the bases of the previous analysis they made, that they
can formulate what the project will be dealing with.
Make it open in it’s formulation. This way the project will
have a more scientific approach than if it was formulated
with just ONE possible solution! Be open for the unexpected!
© Rosenørn, Aalborg University Esbjerg October 2013
Task Formulation
An example:
• How can we develop a dying process, where the
surplus color from the process can be recycled
without raising the production cost of the process?
© Rosenørn, Aalborg University Esbjerg October 2013
Initiating Problem
Problem Analysis
Task Formulation
Problem Delimitation
© Rosenørn, Aalborg University Esbjerg October 2013
N times
Problem Delimitation
In this phase the students must make limits to the project.
Most likely the time is not sufficient to deal with all
aspects of the chosen problem, so they have to focus on
the issues that they will go on with in their further project
work.
After this phase, the team will have a clear idea of what
they will be doing for the rest of the project, as they have
made analysis and limitations to the project. In theory:
Unexpected problems should hopefully not appear later!
© Rosenørn, Aalborg University Esbjerg October 2013
Problem Delimitation
An example:
•
In this project, we will look into the dying process at a
dying factory, and especially focus on the following
topics:
1. The process of dying fabrics – in general
2. The dying process – the specific one used
3. The washing process used
4. Production costs
© Rosenørn, Aalborg University Esbjerg October 2013
Problem area
The human visual system
The human auditory system
Cognition
Feature detection in audio
Feature detection in images
Feature detection in time-based media
Artefacts in audio and vision
Network data streams
© Rosenørn, Aalborg University Esbjerg October 2013
1st approach
Trying to understand the visual system
Trying to understand the audio system
Understand how multi-modality works and where
the limits are.
Detecting the limits of perception of desynchrony in audio-visual contents.
Creating an application that uses the knowledge
of de-synchrony for data-streaming purposes.
© Rosenørn, Aalborg University Esbjerg October 2013
Problem delimitation:
In this project we wish to understand the processes
that are involved in perceived de-synchrony of audio
and visual material, and we wish to focus on:
The human auditory system – in general
The human visual system – in general
Multimodality - specifically the correspondence
between the auditory and visual system
Detecting the limits of perception of de-synchrony in
audio-visual contents.
© Rosenørn, Aalborg University Esbjerg October 2013
2nd approach
Trying to understand feature detection in audio
Trying to understand feature detection in images and time
based media
Factors that may corrupt correct feature detection
Applying the methodologies of feature detection in an
application that automatically synchronizes visuals and
audio.
© Rosenørn, Aalborg University Esbjerg October 2013
Problem delimitation:
In this project we wish to understand how methods for
feature detection of audio and visual content can be used
for synchronisation purposes and we wish to focus on:
Feature detection in computer systems
Parameters that allow proper feature detection.
Automatize feature detection in time-based media
© Rosenørn, Aalborg University Esbjerg October 2013
By the way
1st approach is possible in MED 3
2nd approach might be possible with a 5 year
grant project for 5-7 phd’s
© Rosenørn, Aalborg University Esbjerg October 2013
Initiating Problem
Problem Analysis
Task Formulation
Problem Delimitation
Solution
© Rosenørn, Aalborg University Esbjerg October 2013
Solution
In this phase the students work with the solution
to the formulated task.
In this phase, the technological / scientific
content of the project is very high.
© Rosenørn, Aalborg University Esbjerg October 2013
Initiating Problem
Problem Analysis
Task Formulation
Problem Delimitation
Solution
Discussion/conclusion
© Rosenørn, Aalborg University Esbjerg October 2013
Discussion/conclusion
The developed solution(s) is evaluated against the result
of the problem analysis (the technical specifications to
the solution) and the given specifications/limitations
prior to the project.
On the bases of this evaluation/discussion, the final
conclusion(s) and or recommandation(s) are made for the
report.
Finally a perspectivation can be included.
© Rosenørn, Aalborg University Esbjerg October 2013
Initiating Problem
Problem Analysis
Task Formulation
Problem Delimitation
Solution
Discussion/conclusion
Implementation
© Rosenørn, Aalborg University Esbjerg October 2013
Implementation
The work they have been doing must – if
possible – be implemented. This phase is on
how to implement the recommended solution
and thus add the last part of the Kolb Circle
”the experience”.
© Rosenørn, Aalborg University Esbjerg October 2013
Initiating Problem
Problem Analysis
Task Formulation
Problem Delimitation
Solution
Discussion/conclusion
Implementation
Reporting
© Rosenørn, Aalborg University Esbjerg October 2013
Reporting
The documentation of the project work must be in a format
which we can assess or evaluate. The best way to do so, is
to let the students make a project report on their work
during the semester (period).
The report should be coherent and with a clear line of
argument.
In some cases, the students also make a process analysis,
that describes and analyses the students’ process on
cooperation, conflict solving, time scheduling, evaluations
of courses etc. It must be analytic in it’s presentation – not
just discriptive.
© Rosenørn, Aalborg University Esbjerg October 2013
Phases with
problems for the
teams!
Initiating Problem
The intensity of
the colours
illustrates the
frustration levels
of the students.
Task Formulation
Problem Analysis
Problem Delimitation
Solution
Discussion/conclusion
Implementation
Reporting
© Rosenørn, Aalborg University Esbjerg October 2013
Tools for analysis
• Brain storm
• Categorization
© Rosenørn, Aalborg University Esbjerg October 2013
© Rosenørn, Aalborg University Esbjerg October 2013
Diagrams for beaking down problems
•Hierarchic
•Generic
•Same type/family
•Entity – part
•part
© Rosenørn, Aalborg University Esbjerg October 2013
Building
Generic diagram
(All topics on same level)
© Rosenørn, Aalborg University Esbjerg October 2013
Building
Factory building
Domestic building
Generic diagram
(All topics on same level)
© Rosenørn, Aalborg University Esbjerg October 2013
Institution
Bygning
Factory building
Domestic building
Multi storage building
Generic diagram
(All topics on same level)
© Rosenørn, Aalborg University Esbjerg October 2013
Institution
Villa
Villa
Entity/part diagram
© Rosenørn, Aalborg University Esbjerg October 2013
Villa
El installations
Construction
Entity/part diagram
© Rosenørn, Aalborg University Esbjerg October 2013
Heating plant
Villa
El installations
Construction
Heating plant
Fundament
Walls
Roof
Entity/part diagram
© Rosenørn, Aalborg University Esbjerg October 2013
© Rosenørn, Aalborg University Esbjerg October 2013
6 W diagram
What
Where
When
Who
Why
© Rosenørn, Aalborg University Esbjerg October 2013
hoW
© Rosenørn, Aalborg University Esbjerg October 2013
Matrices
Matrices can used in analysis be used in more
different ways.
Two examples are:
•Comparison of solutions
•Coherence in the project
© Rosenørn, Aalborg University Esbjerg October 2013
Matricers
Comparison of solutions
Economy
Ethics
Environment
Safety
Labour force
Solution 1
2
3
3
4
5
Solution 2
5
3
2
3
1
Solution 3
4
4
4
2
4
© Rosenørn, Aalborg University Esbjerg October 2013
Matrices
Interrelations in the project work
© Rosenørn, Aalborg University Esbjerg October 2013
Labour force
Topic 3
Safety
Topic 2
Environment
Topic 1
Ethics
Topic
Economy
Aspect
Matrices
Interrelations in the project work
© Rosenørn, Aalborg University Esbjerg October 2013
Labour force
Installation
Safety
Calculations
Environment
Design
Ethics
Topic
Economy
Aspect
© Rosenørn, Aalborg University Esbjerg October 2013
Assignment
1. Make a time and resource plan
© Rosenørn, Aalborg University Esbjerg October 2013
Contracts and other
tools
© Rosenørn, Aalborg University Esbjerg October 2013
© Rosenørn, Aalborg University Esbjerg October 2013
Supervisors’ ammendments
© Rosenørn, Aalborg University Esbjerg October 2013
Aalborg University Esbjerg
Department of Chemistry and Applied Engineering Science
Niels Bohrs Vej 8 DK6700 Esbjerg Denmark Phone +45 7912 7666  fax +45 7545 3643
Work Sheet NO.:_______
Group:___________
Commented by: _______
_______
Author:____________
______
_______
_______
______
Work sheet cover
page.
Date:_________
_______
Status: ____________
( a: 1. draft; b: 2. draft; c: final draft; rev.: 0)
Where do attached documents belong in the project :_________________________________
____________________________________________________________________________
Scope of document: _________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Particular focus areas to be commented: ___________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________________
© Rosenørn, Aalborg University Esbjerg October 2013
To be attached to
written material
from the teams to
the supervisor
Work sheet cover page
Work Sheet NO.:_______
Group:___________
Commented by: _______
_______
Author:____________
______
_______
_______
______
Status: ____________
( a: 1. draft; b: 2. draft; c: final draft; rev.: 0)
© Rosenørn, Aalborg University Esbjerg October 2013
Date:_________
_______
Work sheet cover page
Where do attached documents belong in the project :_______________________________
__________________________________________________________________________
Scope of document: _________________________________________________
__________________________________________________________________________
__________________________________________________________________________
© Rosenørn, Aalborg University Esbjerg October 2013
Work sheet cover page
Particular focus areas to be commented: _________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_______________________________________________________________________
© Rosenørn, Aalborg University Esbjerg October 2013
The Group Process
The Group Life Cycle
© Rosenørn, Aalborg University Esbjerg October 2013
Maturity
•Clear goals and role
•Mutual respect
•Clear communication
of facts and feelings
•Constructive criticism
•Consensus
Conflicts
•Divide /rule
•Alliances
•Management
The Group Process
The initial phase
•Uncertainty
•Vague norms and roles
•Power struggles
Integration
•Crystallization of roles
•Sub-groups
•Deeper communication
•We - feeling
© Rosenørn, Aalborg University Esbjerg October 2013
Honeymoon
•“Nice” communication
•Unity and generosity
•Idealization
Initiating Problem
Phases with
problems for the
teams!
The intensity of
the colors
illustrates the
frustration levels
of the students.
Power struggle
Problem Analysis
Honeymoon
Task Formulation
Integration
Conflicts
Problem Delimitation
Solution
Discussion/conclusion
Implementation
Reporting
© Rosenørn, Aalborg University Esbjerg October 2013
Initial phase
Maturity
observer
student
supervisor
Communication diagram
© Rosenørn, Aalborg University Esbjerg October 2013
The Phases
of
POPBL
© Rosenørn, Aalborg University Esbjerg October 2013
Frustrations
Problem
Conclusion
Analysis
Solution
© Rosenørn, Aalborg University Esbjerg October 2013
Assessment of projectunit at
Aalborg University
© Rosenørn, Aalborg University Esbjerg October 2013
Status seminar and
assessment
© Rosenørn, Aalborg University Esbjerg October 2013
Conceptualization
Experience
Reflection
Test
Status seminar
© Rosenørn, Aalborg University Esbjerg October 2013
Supervisors
examinors
(Audience)
Black
board
OH screen
© Rosenørn, Aalborg University Esbjerg October 2013