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NTNU:TIA:REST

Department of Electronic Systems

Institutt for elektroniske systemer

Engelsk

Forkunnskapskrav

Faglig innhold

Seminaret holdes høst. Emnet kan omfatte utvalgte emner på videregående nivå.

Læringsutbytte

Emnet omfatter utvalgte temaer på doktorgradsnivå og tilpasses kandidatenes behov for bredde og dybde i sin opplæringsplan ved den enkelte gjennomføring. Kunnskap: -------------- Kandidatenes metodiske og teknologiske innsikt skal styrkes innen temaet/temaene for den enkelte gjennomføring. Innholdet skal være i kunnskapsfronten innen sitt område og gi ett grunnlag for kandidatens analytiske og/eller konstruktive arbeid. Spesifikke kunnskapsmål for den enkelte gjennomføring spesifiseres og godkjennes av IEs-FU. Ferdighet: ------------- Kandidaten skal trenes i å aktivt anvende emnets tema i analytisk og/ eller konstruktivt arbeid, samt utfordres til en kritisk holdning til etablert kunnskap og innen området. Spesifikke ferdighetsmål for den enkelte gjennomføring spesifiseres og godkjennes av IEs-FU. Generell kompetanse: ----------------------------- Sålangt relevant skal kandidaten kunne sette emnets tema inn i en bredere teknologisk, økonomisk/bedriftsmessig og samfunnsmessig kontekst. Kandidaten skal være kjent med etisk problemstillinger knytet til temaene. Eventuelle spesifikke læringsmål for den enkelte gjennomføring spesifiseres og godkjennes av IEs-FU.

Læringsformer og aktiviteter

Doktorgradsseminar i akustikk

Teleteknikk

Informasjonsteknologi - doktorgrad (ph.d.)

Elektronikk og telekommunikasjon - doktorgrad (ph.d.)

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Doktorgradsseminaret fungerer tilfredsstillende i den form det gjennomføres., men det burde altid streves etter at ha flere studenter samtidig.

Tiltak

Tiltaksplan

No action plan was formed at the last evaluation.

Only one student in this course, who gave three presentations on her own individually defined topic. All presentations were very well prepared and led to some useful discussions. As far as we can tell, this seminar structure works very well. The Ph.D. student has been invited to contact the professors between the presentations, but this has not been used.

Seminaret holdes etter avtale, høst og vår. Emnet kan omfatte utvalgte emner på videregående nivå.

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No action plan was formed at the last evaluation.

In this course, each Ph.D. student gave three presentations from their own individually defined topic. Each presentation was attended by most of the other participating Ph.D. students, as well as two professors (the course coordinator and one more). All presentations were very well prepared and led to lengthy discussions. As far as we can tell, this seminar structure works very well. The Ph.D. students have been invited to contact the professors between the presentations, but this has not been used.

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Doktorgradsseminaret ble gjennomført av en student under høsten 2021, i form av 3 seminarer hvor deler av pensum ble presentert, med to sensorer tilstede. Denne formen fungerte utmerket for denne studenten og aktuelle pensum, med gode presentasjoner som var vel gjennomarbeidet av kandidaten. Denne formen fungerer godt, selv om det kan være litt mer stimulerende for studenten med flere studenter som følger samme pensum.

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The course is run as a self-study course with a few presentations by the PhD student. The content (typically a book or parts of a book) is usually chosen in a discussion between the examiner(s) and the PhD student(s) which usually makes it more motivating for the PhD-student(s).

The learning outcome is defined as shown below. It is not specifically discussed as part of the course but is of course available as public information. The acoustics group has cut down the number of PhD courses to two (which was done in 2019), so these two remaining courses complement each other well. "The course covers selected topics at doctoral level and is adapted individually according to the candidates' needs for width and depth in his/her plan for academic training. A. Knowledge: The candidate's methodological and technological skills will be strengthened within the theme / themes of each implementation. The content should be in the forefront of its field and provide a basis for the candidate's analytical and / or constructive work. Specific knowledge goals for each implementation is specified and approved by IEs-FU. B. Skills: The candidate will be trained to actively use the course's topics in analytical and / or constructive work and is encouraged to take a critical attitude to established knowledge in the field. Specific skill goals for each implementation is specified and approved by IEs-FU. C. Competence: As far as applicable, the candidate shall be able to put the course topics into a broader technological, economic / business and social context. The candidate must be familiar with ethical issues related to the topics. Specific expertise goals for each implementation is specified and approved by IEs-FU."

The self study structure, with preparation of presentations as seminars, is believed to strengthen the candidate's methodological skills. When possible, the students are encouraged to make their own implementations and demonstrations of the material they study, which also develops the skills of the candidate.The work put into this course is usually substantial since the candidate has to prepare three (typically) presentations, and carry out a discussion underways and afterwards with the examiners. Unfortunately, the low number of PhD students makes the self-study of the material not feasible for any discussions among candidates.

As discussed above, the presentation style is believed to support the development of methodological, and pedagogical, skills of the candidate.

Seminaret holdes etter avtale, høst og vår. Emnet kan omfatte utvalgte emner på videregående nivå.


Emnet omfatter utvalgte temaer på doktorgradsnivå og tilpasses kandidatenes
behov for bredde og dybde i sin opplæringsplan ved den enkelte
gjennomføring.

Kunnskap:
--------------
Kandidatenes metodiske og teknologiske innsikt skal styrkes innen
temaet/temaene for den enkelte gjennomføring.  Innholdet skal være i
kunnskapsfronten innen sitt område og gi ett grunnlag for kandidatens
analytiske og/eller konstruktive arbeid. Spesifikke kunnskapsmål for den
enkelte gjennomføring spesifiseres og godkjennes av IEs-FU.

Ferdighet:
-------------
Kandidaten skal trenes i å aktivt anvende emnets tema i analytisk og/ eller
konstruktivt arbeid, samt utfordres til en kritisk holdning til etablert
kunnskap og innen området. Spesifikke ferdighetsmål for den enkelte
gjennomføring spesifiseres og godkjennes av IEs-FU.

Generell kompetanse:
-----------------------------
Sålangt relevant skal kandidaten kunne sette emnets tema inn i en bredere
teknologisk, økonomisk/bedriftsmessig og samfunnsmessig kontekst. Kandidaten
skal være kjent med etisk problemstillinger knytet til temaene. Eventuelle
spesifikke læringsmål for den enkelte gjennomføring spesifiseres og
godkjennes av IEs-FU.





Informasjons- og kommunikasjonsteknologi - doktorgrad (ph.d.)

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This course changes character each time the course is given because the topic is adapted to the PhD student who takes the course. The setup is that the PhD student(s) work quite much on their own and prepare three presentations to the sensors, and with an additional presentation to a wider audience. These presentations are usually indicating that the PhD students put in a good effort trying to learn the material.

The learning outcomes are considered as relevant, and are usually presented to the students at the start of the course. This PhD-level course is quite a good complement to the only other PhD-level course in acoustics, which has a fixed content.

The self study of a topic, with support whenever needed, seems to lead towards the learning goals. An important part of the plan is that for most topics, the PhD students are expected to demonstrate the theory with their own software implementations and/or demonstrations. The students' motivation is usually quite high since the topic can be selected towards the interest of the PhD students. A weakness with this course is that often, there are very few students that take the course, which does not give much of a learning environment. The support, by the available teachers and/or supervisors, during the course plays an important role in that respect.

The evaluation takes the form of three presentations by the PhD students to the two sensors in the course, which seems to be a relevant way to assess the work. During such presentations there are ample chances to discuss the various parts of the course.

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Ingen studenter tok dette emnet høsten 2019.

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Doktorgradsseminar i akustikk - TT8308