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V12 Embedded control system, SSY190

Status: Avslutad
Öppen för svar: 2012-05-28 - 2013-03-07
Antal svar: 25
Procent av deltagarna som svarat: 50%
Kontaktperson: Marie Iwanow»

Goals and goal fulfilment

The course syllabus states the course goals in terms of learning outcomes, i.e. knowledge, skills and attitueds to be acquired by the student during the course.

1. How understandable are the course goals?

24 svarande

I have not seen/read the goals»3 12%
The goals ar difficult to understand»9 37%
The goals give som guidance but could be clearer»7 29%
The goals clearly describe what I am supposed to learn»5 20%

Genomsnitt: 2.58

- Weren"t any goals.» (I have not seen/read the goals)
- The most confusing course I ever have taken. No clearance at all. » (The goals ar difficult to understand)
- The course goals didnt say anything about the course itself. » (The goals ar difficult to understand)
- They provide no real insight on what to learn as the topics are hard to find in the literature.» (The goals ar difficult to understand)
- Since most of it isn"t ever mentioned in the course they become hard to grasp.» (The goals ar difficult to understand)
- The course is a bit of a CONFUSING mixed bag of content. No context is given for 90% of the course content - still have no clue wtf Tsypkin"s necessary oscillation conditions are or why I should even care.» (The goals ar difficult to understand) (den här kommentaren har blivit redigerad i efterhand)
- The goals are pretty clear but the course content is not coherrent with them at a large number of times. Focus is spent on other things at the lectures.» (The goals give som guidance but could be clearer)

2. Are the goals reasonable considering your background and the number of credits?

20 svarande

No, the goals are set too low»1 5%
Yies, teh goals seem reasonable»18 90%
No, the goals are set too high»1 5%

Genomsnitt: 2

- I cannnot answear since I have not seen the goals» (?)
- As I do not quite understand the goals it is hard to say.» (?)
- If the course had been aimed at the same topics as the literature, it would been a perfect course. » (No, the goals are set too low)
- I"d like to answer "the goals are set somewhere else and relayed via bucket telephones", but that"s not an option. If everything else with the course worked, I guess the goals could seem reasonable.» (Yies, teh goals seem reasonable)
- Had the knowledge specified in the course goals actually been contained in the course.» (Yies, teh goals seem reasonable)
- What goals?» (No, the goals are set too high)

3. Did the examination assess whether you have reached the goals?

23 svarande

No, not at all»13 59%
To som extent»9 40%
Yes, definitely»0 0%
I have not been examined yet»1

Genomsnitt: 1.4

- I cannnot answear since I have not seen the goals» (?)
- Questions that no one recognized from the course etc. » (No, not at all)
- I have 100% attendance during this course and have spent a lot of time studying for the exam, but I could hardly tell that our exam belonged to this course. Several questions on the exam do not show at all if you have learnt the topics that we have discussed during lectures.» (No, not at all)
- Still don"t know the goals» (No, not at all)
- We have no exercice session during all the quarter. We have no idea for what will be the exam. We were really not prepare to pass the exam. We had no answer for the exercice and the model exam. » (No, not at all)
- Nothing from course except hybrid automata. Everything else was knowledge from before courses.» (No, not at all)
- Have we ever talked about floating point/fixed point calculations? Have we ever been teached how to show stability for hybrid systems?» (No, not at all)
- The examination contained very different material compared to the description of the course and the course goals.» (To som extent)
- If we could bring the notes from the lectures, but they were said not to help us on the exam, the exam did not reflect the course» (To som extent)
- Half the point of doing handin-tasks is to learn via feedback before the exam. Due to massive delays, that didn"t happen.» (I have not been examined yet)

Teaching and course administration

4. To what extent has the teaching been of help for your learning?

24 svarande

Small extent»17 70%
Some extent»5 20%
Large extent»2 8%
Great extent»0 0%

Genomsnitt: 1.37

- Very confusing lectures with no structure. The teacher only provided oral material and thought the lesson should be performed as a "adventure". Meaning that he started with a topic and looked where the lesson ended depending out of our questions during the lecture. Not a good way of teaching! » (Small extent)
- The lectures were quite unstructured. Even though they became a little bit better towards the end.» (Small extent)
- The teaching has been very insufficient, unclear and with no correspondance to the course litterature.» (Small extent)
- * Lectures have been pretty hard to follow at take notes from. Since it is new topics for us students, it need to be presented in a more structured way! * We haven"t had a single exercise with solution during the whole course. The is not accepable! The two problem sets that were handed out to us (way too late) were of very little use. They were extremely hard and since we did not get accompanied solutions they were of almost no use. » (Small extent)
- None» (Small extent)
- It depends on what you are asking for. The teaching has been important to pass the exam, but not to reach the course goals.» (Small extent)
- It was sometimes hard to see where Maben "was going" with the lecture material. It was hard to take good notes. This is bad when the course literature does not cover all of the course material. » (Small extent)
- The lectures lacked a line of argument and provided no real insight.» (Small extent)
- The lectures are overall very diffuse. Maben seems to have no agenda of what is to be reviewed during the lecture. Instead of teaching the students something he just rambles on a lot of difficult theory that does not even seem to be a part of the course. This applies for example theory of nonlinear systems. All the time he then comes back to that the students do not need to know the details of what he is talking about, they just have to grasp the main idea and nobody has a clue of what he means. (It feels like he uses very complicated theory to explain things that probably isn’,t that difficult.)» (Small extent)
- The lecures felt very badly organized, and the contents jumped a lot between topics. It felt as if there was no clear thread through the course. Maybe this is a personal remark, but I felt that the lecturers pedagogic style did not suit me. » (Small extent)
- You should have an option for no extent in this case.» (Small extent)
- None at all, even the teacher admitted that the lecture wouldn"t be to much help for us.» (Small extent)
- Really hard to follow the lectures.» (Small extent)
- Let me state from the beginning, I was looking forward to this course after reading up on it during the previous year. I absolutely love embedded-programming. The lecturer disappointed me. Apart from the usual stuff of never managing to keep to a schedule, breaks etc, his lectures were incomprehensible. Instead of providing knowledge context, he spent the majority of the time going into serious mathematical detail - which is useless without context. Then there"s the fact that the course literature only covered 30% of what he lectured about, and that he didn"t give us reading pointers ahead of lectures. Instead we got a parable about science being "like looking for your keys under a streetlight". » (Small extent) (den här kommentaren har blivit redigerad i efterhand)
- e majority of the time going into serious mathematical detail - which is useless without context. Then there"s the fact that the course literature only covered 30% of what he lectured about, and that he didn"t give us reading pointers ahead of lectures. Instead we got a parable about science being "like looking for your keys under a streetlight".» (Small extent) (den här kommentaren har blivit redigerad i efterhand)
- Maben wants to help. But not in exercises or lecture just to sit and discuss in his room.» (Large extent)

5. How large part of the teaching offered did you attend?

24 svarande

0%»1 4%
25%»4 16%
50%»2 8%
75%»12 50%
100%»5 20%

Genomsnitt: 3.66

- Simply because it didn"t give me any, since I didn"t know what I was supposed to learn» (25%)
- Quote from Maben "The lectures are only like 5 %. The rest you"ll learn from the project and the assignment". I can assure you that we didn"t.» (25%)
- After the first few I realized they offered me close to nothing.» (25%)
- The lectures was not so good and thats why I often skipped them.» (50%)
- I usually attend 100% but I didn"t feel I got out anything from the lessons.» (50%)
- Did go early from some of the lectures because the bad teacher. People tried to get him understand that he needed to be more clear and follow some topics to make the student understand what he is talking about. » (75%)
- More like 90%, but still. Reached a conclusion in the beginning of the course that despite the lectures being awful, I didn"t have a choice - there was no other material to go on.» (75%)
- I could have used the time much better elsewhere» (75%)
- Some lectures was to difficult so i went in the break.» (75%)
- I actually stopped going in the end, as I did not learn anything from the lectures. For me this is rather exceptional,I usually atend to all lectures. » (75%)
- Towards the end i figured "whats the point?" » (75%)

6. To what extent has the course literature and other material been of help for your learning?

24 svarande

Small extent»13 54%
Some extent»9 37%
Large extent»2 8%
Great extent»0 0%

Genomsnitt: 1.54

- Really good books! The strange thing was that the books wasn"t used in the course at all! we had to bay books for 300 kr that never was used. I have read the books because I thought it was interesting, and if the course had relay on the books it would have been a really good course! » (Small extent)
- The lectures doesn"t related to literature. I don"t know WHY he recommended us to buy blue books....» (Small extent)
- ary. Yes, sure, "you could take your own notes in class!" - theoretically, yes, but his lectures were equally bad. Then there"s the problem sets. The point of such things is to give us something to practice on, and allow us to learn a bit from the solutions in a worst-case scenario. Now, the material for this course was lacking as hell, so the problems were quite difficult from the start. He promised he"d post solutions to everything with a bit of a delay (2 weeks or somesuch). That didn"t happen.» (Small extent)
- Very little connection to the lectures and the course as a whole.» (Small extent)
- * I missed good instructions for what to read. Even though we asked for this during the beginning of the course, it was never delivered in a reasonable way. The reading instructions that Maben presented during 5th study week (i think) seemed to be pretty randomly selected. They did not covered what we were supposed to know for the exam... » (Small extent)
- No connection between literature and lectures..not clear what to read to grasp the content of the lectures.» (Small extent)
- No guidelines on what to read or what to learn.» (Small extent)
- The blue books we were told to buy were utterly worthless and a waste of money, a complete scam, he should have clarified how important the PDF booklet was on the very first lecture» (Small extent)
- The blue books are good, sure. But they only cover 30% of what Maben talks about. His "class notes" were not good - I challenge you to grab one of them, and try to figure out the context of the content. Take the notes on hybrid feedback stabilization. It"s 2 pages of nearly incomprehensible calculations claiming to show why you can"t stabilize stuff without it - and then some random pictures of hybrid systems. Not a word of why it helps, or similarly useful commentary. Yes, sure, "you could take your own notes in class!" - theoretically, yes, but his lectures were equally bad. Then there"s the problem sets. The point of such things is to give us something to practice on, and allow us to learn a bit from the solutions in a worst-case scenario. Now, the material for this course was lacking, so the problems were quite difficult from the start. He promised he"d post solutions to everything with a bit of a delay (2 weeks or somesuch). That didn"t happen.» (Small extent) (den här kommentaren har blivit redigerad i efterhand)
- Again, the course books was good to get a good understanding of the subject, but of no help on the exam.» (Some extent)
- For the parts that were cover in the literature they were very helpful. » (Some extent)
- Extremely hard since the lecturer up to late in the course refused to give out reading instructions. When he did, it was obvious that the leture material was picked from the PDF book, and not from the printed material. Maybe you shoud consider using that one as main course material instead of the booklets. The PDF seemed good though. Until next year: Please, connect each lecture clearly to a section in the course material that covers the same topic, specially since the lecturers pedagogic style clearly not is for everybody.» (Some extent)
- I don"t know what part of the literature to concentrate on.» (Some extent)
- The addition of the extra textbook during the second part of the course was appreciated due to the fact that it provided extended explanations to things that had only been touched upon in class.» (Large extent)

7. How well did the course administration, web page, handouts etc work?

24 svarande

Very badly»9 37%
Rather badly»10 41%
Rather well»4 16%
Very well»1 4%

Genomsnitt: 1.87

- Non of my assignments have been corrected jet. And it is 1 and a half months since I uploaded it. » (Very badly)
- about the project and its staff and the assignment, web page was good. But about the lecture notes and old exam (new version of sample exam) and did them so so so late.» (Very badly)
- Publishing were very late always, handouts were given back late, the course PM didn"t say much about the actual content of the course. Information about canceled lectures very bad.» (Very badly)
- Still haven"t gotten any feedback on individual assignment» (Very badly)
- The pingpong page was a mess. No structure and to much unimportant papers was uploaded. I could not understand the lecture notes that was posted. They were to hard to understand and poorly written.» (Very badly)
- nging during the course. Generally, it feels like if he just complicates things. For example Project Report: instead of just mention it to be concise he puts up long and detailed documents on the website on how to write reports which makes one believe that the report will be corrected linguistically. The lecture notes are also written in a complicated but badly manner. » (Very badly)
- My opinion is that there were poor excuses for not uploading material on the website. This applies, for example, solutions to problems and lecture notes. It was said on the course website that Maben reads his email very seldom: is it really impossible to read it more often? In general Maben is very vague regarding deadlines. The same applies to the manner in which reports must be submitted. It seems that these types of game rules were constantly changing during the course. Generally, it feels like if he just complicates things. For example Project Report: instead of just mention it to be concise he puts up long and detailed documents on the website on how to write reports which makes one believe that the report will be corrected linguistically. The lecture notes are also written in a complicated manner. » (Very badly) (den här kommentaren har blivit redigerad i efterhand)
- Well, the web-page worked and we got the PDF"s - with serious delays. The model exam, for instance, was provided over a week later than originally specified - it showed up two days before the actual exam.» (Rather badly)
- The example exam came one and a half week to late» (Rather badly)
- Still no response on the assignments.» (Rather badly)
- As of today (31/5), 6 days after the exam the hand ins have not been corrected and returned. The first one was handed in (25/4) and it has thus passed more than a month, this is not acceptible. Since the assignments are a HEC giving part of the course, and a passed assignment is demanded to pass the course, it is really not fair to force people that eventually fails the assignment to hand it in during the summer. Besides, if the pattern is repeated the correction of the resubmit might take until august... Also, the promised model exam was posted only three days before the actual exam, making it hard to study. Imaginge yourself, really messy lectures, no reading instructions, and no old exams. What was to be examined?» (Rather badly)
- The course could really benefit from actual class notes being made available.» (Rather badly)
- Hand outs for all lessons were promised on the website, but very few of them appeared. No feed back of hand-ins during course - then it"s really hard to now if you do ANYTHING right...» (Rather badly)

Study climate

8. How were the oppurtunities för asking questions and getting help?

24 svarande

Very poor»3 13%
Rather poor»6 26%
Rather good»10 43%
Very good»4 17%
I did not seek help»1

Genomsnitt: 2.65

- Maben was almost impossible to reach. And he didn"t show up on a scheduled meeting. He had a flue and where gone for over a week without a notice about what he was doing. The whole class was waiting for a teacher that never came two days that week. BAD!» (Very poor)
- Well, it was almost impossible to ask questions by e-mail. I felt ignored several times. This is just not acceptable. The first assignment was horrible. When getting stucked, it was almost impossible to get guidance for how to preceed. It seems like Maben wants the student to come up with the solutions completely by themselves but then he can"t have an assignment like the one we had. All students were stucked, Maben was the only one who could help but he didn"t so it felt hopeless at some points.» (Very poor)
- Limited visiting hours. Bad response time over e-mail.» (Very poor)
- The teacher could never answer questions in an understandable way, when asked to him during lecture and tutorial sessions» (Rather poor)
- It does not seem that Maben had tested assignment one himself first because when problems arose, he had no idea how they could be resolved. This gives a very unprofessional and irresponsible impression.» (Rather poor)
- Good from all but Maben who sometimes seemed to actively refuse to read emails.» (Rather poor)
- I didn"t go for asking question so much, because of his bad answer. Any question from us was answered by some other question.... this mixed up me, so I didn"t prefer ask question.» (Rather good)
- Nice enough guy, just lacking pedagogical skills.» (Rather good)
- There was no problem to ask questions and get them answered. The problem was that to many questions needed to be asked.» (Rather good)
- Maben and the TA"s were very helpful during the course.» (Rather good)
- It was nice that the examiner of the course offered consulting hours at his office.» (Rather good)
- Really good that Maben was accessible.» (Very good)
- Maben was always very helpful and you felt welcomed to his office.» (Very good)
- Seek what help? We didnt even know what we were supposed to learn half the time..» (I did not seek help)

9. How well has cooperation between you and your fellow students worked?

24 svarande

Very poorly»0 0%
Rather poorly»1 4%
Rather well»12 50%
Very well»11 45%
I did not seek cooperation»0

Genomsnitt: 3.41

- we tried but we couldn"t because we didn"t have any special reference. Because his lectures didn"t have any special reference and it was unbound. It really mixed up me and made life so so hard to me...» (Rather well)
- We tried to do the best of the situation» (Rather well)
- Same as in other courses. No difference for this course.» (Rather well)
- Good cooperation"s between students in order to try to understand what Maben was trying to communicate. » (Very well)

10. How was the course workload?

24 svarande

Too low»1 4%
Low»3 12%
Adequate»10 41%
High»8 33%
Too high»2 8%

Genomsnitt: 3.29

- A problem set was released the second week and the second to last week, and that is it... according to the course outline a problem set was supposed to be released almost every week» (Too low)
- It was hard to study since no reading instructions were given and the text books covered more than the course.» (Low)
- It"s not a matter of the workload being too high, it"s more a question of it being inefficient, confusing and context-free.» (Adequate)
- Not very much material, but very loose connection between different parts and with the sunject of "embedded comtrol" in general» (Adequate)
- Really hard to say» (Adequate)
- The assignments took probably 20 times longer for us to do than Maben expected. Some guidance when asking questions would have been nice!» (High)
- High since no clear information was given regarding assignments» (High)
- Two assignments that have nothing with the course to do. The second question on assignment one did no one solve in a proper way, and Maben didn"t know how to solve either. » (High) (den här kommentaren har blivit redigerad i efterhand)
- The project took alot of hours» (Too high)
- If there is to be an exam the workload close to the exam week should be heavily reduced.» (Too high)

11. How many hours per week did you spend on this course?

23 svarande

At most 15 hours/week»4 17%
Around 20 hours/week»9 39%
Around 25 hours/week»5 21%
Around 30 hours/week»4 17%
At least 35 hours/week»1 4%

Genomsnitt: 2.52

- Internet was the only reference to me. His condense class notes weren"t understandable... I didn"t understand any from his lectures. » (?) (den här kommentaren har blivit redigerad i efterhand)
- Even less. I never felt motivation» (At most 15 hours/week)
- Like most, i tried to read and find information on my own, but i had no real concept of what i was supposed to study» (Around 20 hours/week)
- Spent more time than required due to personally being interested in the material» (At least 35 hours/week)

12. How was the total workload this study period?

24 svarande

Too low»1 4%
Low»2 8%
Adequate»12 50%
High»9 37%
Too high»0 0%

Genomsnitt: 3.2

- I am not in the systems control master and taking completely different courses this study period so ignore this score» (Adequate)

Summarizing questions

13. What is your general impression of the course?

24 svarande

Poor»21 87%
Fair»2 8%
Adequate»0 0%
Good»1 4%
Excellent»0 0%

Genomsnitt: 1.2

14. What should definitely be preserved to next year?

- Nothing except the project! »
- The project was interesting, although it has the potential to be a major timesink.»
- The LEGO Mindsrorms enviroment if anything»
- LEGO mindstorms, especially the Two-link robot arm.»
- The Lego projects, but maybe with more clear instructions»
- The project and the lab.»
- Nothing. This is the worst course I have attended at Chalmers and I had high hopes for it.»
- The course content was interesting. The project was nice and also interesting. »
- nothing»
- Really bad arrangement of the course!!»
- The LEGO-project»
- The course from last year.»
- Hard to say.»
- Real-world project, wide scope of material, application-oriented»
- The labs and project were nice»
- Actually, nothing in my opinion.»
- The concept of using Lego Mindstorm is very nice, but the motors and sensors provided this year doesn"t cut it.»
- - Lego!»
- Chalmers has good rank between all university. I was surprised, why have an inexperienced lecturer for a compulsory course. Our teacher assistance couldn"t solve the problem in exercise session... I didn"t had good notes, I didn"t have good exercise solution... Any thing that I learnt was by myself and not any thing else... » (den här kommentaren har blivit redigerad i efterhand)

15. What should definitely be changed to next year?

- Reading instructions should be available, more excersises with answers and the second handin should be removed or only discussed in class. I was kinda lost in this course. »
- The lecturer and TA.»
- 1) There was not any reading instructions in the beginning. 2) There was not any solutions or answears to the problems. 3) There was too few problems. 4) The tutorials should have focused more on solving problems.»
- Context to what"s being taught. Timely handouts. Material related to what"s being taught. Stricter adherance to promised deadlines. Better quality lectures.»
- * Exercises is a must (with solutions). We must get a fair chance get prepared for the exam. * Start with projects earlier! Why wait for 5 weeks!? If having assignments that are solvable so they don"t "steal" our time, this would not be a problem. * I had classmates who did not dare coming to the exercise sessions with Maben because of fear for being forced to go up to the black board and solve problems. It is very unfortunate that students miss teaching for a reason like this. * It would be okey if the teacher kept his deadlines every now and then. Problem sets came late with no sloutions, class notes came late, model exam came first during the exam week (!!!) with no solution. (I know that Maben got sick at a bad time, but that is not an excuse for this lateness) * Make the course a project course maybe. Focus more on the projects and let the the exam be optional for higher grades?»
- More about CAN. Much less on Discrete event systems since we have already had a course on that. Give more context around the topics! (Why do we need this, what can you do with it etc.)»
- Sorry to say but, pretty much everything..»
- More exercice, more clear lecture. To know what we will learn.»
- Skipp the lego lab and project. If the projects can"t be better prepared it is better to have a theoretical course instead. Some of the projects were impossible and non of the groups got their robot to work. These projects can be skipped. Change the lecturer. He had more of a Ph.D course approach, where the students should discover the subject by them self and try to solve exercises that was very hard by them self. No solutions to the exercises where handed out. This is not what we are used to in other courses. »
- The lectures. I am not used to the lecture style that Maben offers and I don"t like it (vaguely touching on many subjects and letting the students explore). There should be more structure in the lectures even if this means losing "the mystery". The assignments. Both of them were confusing. »
- everything»
- I would have liked to see clear solutions to exercise problems made by the teacher assistant during scheduled exercise hours. In fact I would have liked clear solutions of any kind, since none were provided during the course.»
- Give the solutions to the problmes. How are we suppose how to know if we had understod the consepts?»
- Proper lecture notes, add references to literature and skip the exam if all the assignments are still there.»
- Almost everything. »
- "Räknestugor" (at least the ones I went to) were trival at best, far too simple. More time for project (hand out earlier). The first project (segway-type system) could be removed to give more time to the second project. A more clear description of what is to be done (and how free we are to do what we want) would be good.»
- The hand-ins were ridiculous.. they had almost no relevance to the final exam and the first hand-in did not reflect what we had learned on the lectures and it was very difficult to understand some of the questions.»
- Examinator and administration. »
- The examiner/person responsible for the course.»
- - Structure of lectures - The pedagogic approach of lectures - Some kind of lecture notes, alt. a clear structure on the black board which enables the students to take notes. - Get response of at least some hand-ins during course. - Announcement during lectures and course what the exam will look like. 2 days before the exam I didn"t know if I was supposed to right a novel or write down a mathematical proof. - A teaching assistant who knows something about control theory (The assistant claimed from first lecture that he couldn"t answer much of control questions). »
- Everything! » (den här kommentaren har blivit redigerad i efterhand)
- The whole course plan. This course had very little to do with the one last year which it replaced and very little that really was about "embedded systems". » (den här kommentaren har blivit redigerad i efterhand)

16. Additional comments

- A low water mark of this master program! Chalmers is one of the highest ranked schools in Sweden and should be able to perform good courses every time!»
- This lecture didn"t have any special reference and lecturer doesn"t know how to learn and He has no power to express. The TA didn"t have any knowledge for working with this lecturer. Please help student for next year in this course. »
- The entire course should be more or less reviewed.»
- If given the choice to retake this course, I"d pass - not because it"s uninteresting, but because the quality has been so poor that noone would believe me if I told them. Since studying here costs money for non-European students nowadays, Chalmers ought to be ashamed of this one.»
- This was the worst course I have attended during all my years at Chalmers!!!!!»
- This is the worse course I have taken during my 5 years as a student at different universities. It is a shame for Chalmers in my opinion. Will not recommend it to any co-students.»
- It is NOT OK to change the allowed exam material the day before the exam, and then not notify the whole class. And we had no solutions to the problem sets, nor the modelexam. The modelexam should have been available at least a couple of weeks before the exam, NOT 3 days before.»
- Once again I"m sorry but this was by far the worst course I"ve had during the 4 years at Chalmers. Mabens teaching techniques were really poor and I can"t really say that I"ve learnt as much as I wanted during this course. Also the final exam was really bad since we didn"t get any solutions to problem sets or test exam for practice..»
- This is one of the courses that Knut spoke so well of and it was the worst course of the MPSYS program. If it wasn"t compulsory I would have dropped it directly.»
- I think this is the worst course I have ever taken. I did not learn as much as I thought I would. There were too many topics covered. The teaching style was not effective at all. This is a hard field to just learn and study on my own and without good lecture notes or course literature I feel I was destined to fail. Vaguely touching on many subjects and letting the students explore could work on a PhD level but this method of teaching confuses students on a Masters level. I am aware that we should not be "spoon fed" the knowledge. But we did not have the material to study, explore and succeed on our own. »
- worst ever. This course makes me encourage people not to choose MPSYS»
- Like most students I am used to the conventional structure where the examiner provides clear reading instructions. The instructions provided during this course made it hard to understand where the focus of the course was. »
- After 4 years of studying, it takes a lot to name this "the worst course so far". It"s not because of the aim of the course, it"s because of the poor execution. If we had actually learned anything, it would have been brilliant.»
- If I visit the Ping-Pong website and look at review and concrete learning outcomes I don’,t feel that we have learned anything from point 2, 3 or 4. (Especially not the design of adaptive filters.) Regarding point 7 I don’,t feel that we have learned how to calculate the performance of different scheduling schemes. The problems from the problem solving sessions must be a little too hard when even the supervisor (Mohammed) doesn’,t know how to solve all tasks. In terms of learning outcomes and course structure this is the worse course I have ever taken at Chalmers. It has been a really frustrating study period for me. Isn"t Maben introduced in how lecturers use to teach at Chalmers?»
- Maben either needs to treat this course seriously or let someone else take over.»
- Worst course by far since I started my bachelor here. If this was not mandatory, I would have not taken this course!»
- If the course focuses so heavily on the robot assignment the exam shouldn"t be mandatory to pass the course but rather for getting a higher grade, along with judging of the robot project.»
- Recommend (or at least show) the students to use the included Lego Mindstorms NXT-toolbox in Simulink (available from Matlab 2012a). A great opportunity to show the power and simplicity of MATLAB!»

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