30 Ağustos 2010 Pazartesi
Week 13
Term-projects are exhibited in a fair format in the foyers of the department and project teams presented their work at their booths and distributed flyers about their products to the visitors (all students, faculty and assistants of the IE Department).
Week 10&11
Multimedia presentations on “Art and Engineering Relationship” are made. Plastic art objects on the METU campus are shown to students via slides and their locations are asked.
Week 9
Students brought to a concert of Bilkent Symphony Orchestra. As much as possible they are seated in chorus balcony for better observation of the orchestra while performing.
Assignment 8 (10/100 points):Students were asked to write an essay: “Interpret the symphony orchestra as a complex system. Describe the roles of the conductor and concertmeister in managing this complex system”. Literature survey is recommended. Deliverables could be sent via any digital medium.
Assignment 8 (10/100 points):Students were asked to write an essay: “Interpret the symphony orchestra as a complex system. Describe the roles of the conductor and concertmeister in managing this complex system”. Literature survey is recommended. Deliverables could be sent via any digital medium.
Week 8
Before the class, students were notified that they were supposed to take photos from campus and bring one of them to class as printed. There were no constraints about pictures besides it should be taken on the campus. The pictures are numbered by hand and posted on the walls of the auditorium.
An informative booklet about “gathering information” and “classification”. Library coding systems (Library of Congress and Dewey’s Decimal Classification) are explained. Then class has walked in the auditorium studying each picture and discussed possible category headings for the photographs and categorization hierarchy is developed collectively and live in class.
Assignment 7 (5/100 points): Students are asked to prepare a spreadsheet by hand having collectively designed headings and sub-headings and to assign each picture to a relevant group.
Students have remarked that some pictures belong to more than one group and learned that “boundaries” are not absolute.
Learned concepts are “classification”, “categorization”, “boundary”, “abstraction”, “focus”, “content” and “context”.
An extracurricular by-product of this activity has been a departmental exhibition of campus pictures taken by freshman students, which let them feel as part of the departmental community.
An informative booklet about “gathering information” and “classification”. Library coding systems (Library of Congress and Dewey’s Decimal Classification) are explained. Then class has walked in the auditorium studying each picture and discussed possible category headings for the photographs and categorization hierarchy is developed collectively and live in class.
Assignment 7 (5/100 points): Students are asked to prepare a spreadsheet by hand having collectively designed headings and sub-headings and to assign each picture to a relevant group.
Students have remarked that some pictures belong to more than one group and learned that “boundaries” are not absolute.
Learned concepts are “classification”, “categorization”, “boundary”, “abstraction”, “focus”, “content” and “context”.
An extracurricular by-product of this activity has been a departmental exhibition of campus pictures taken by freshman students, which let them feel as part of the departmental community.
Week 7
“Rich picture” method from book “Practical Systems Thinking” is presented in class. Then a fourth grade student, member of the group working on “Logistics and Inventory Improvement for Patisserie-chain Divan” as their graduation project, has presented their rich-picture applications and explained how they are drawn.
Assigment 6 (5/100 points): Students were asked to make a “rich picture” about traffic system on METU campus.
Assigment 6 (5/100 points): Students were asked to make a “rich picture” about traffic system on METU campus.
Week 6
Some recorded conference presentations of Russell Ackoff are shown to the class from YouTube archive, also an article written by him is distributed. The “purpose” of systems as an systems attribute is explained using analogies from biology and organizations. “Planning” and “control” concepts are learned.
Assignment 5 (10/100 points): R.Ackoff’s video records and other resources were supplied to students via Dropbox. Then they were asked to make a 15 minute group-debate to be recorded as a clip, after individually evaluating these materials and upload the clip to Facebook.
http://www.facebook.com/erol.sayin?v=wall&story_fbid=101341546575745
Kaydol:
Kayıtlar (Atom)