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Learning material
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Assignment is described in Lecture 1 pdf.

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Assignment is described in Lecture 2 pdf.

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Lecture 3 on TUESDAY, Oct  26, ROOM LEVICO (Povo 2, upper floor, right after the bridge to the right), 9-11 a.m.

No lesson on THU 28 !

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Assignment is described in Lecture 4 pdf.

Sharing Collaborating and wikis.pdf
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Part 1: create a wikipedia page. The page should have a good probability to resist to the critics of the community. Explain why you chose that topic. Describe that in a report, to be delivered via mail with subject MCHI-Delivery 4a, deadline Oct 18, 23:59.

Part 2: Report about the community reaction to your page and about your refinement of the work you did. Deliver it via mail with subject MCHI-Delivery 4b, deadline Oct 25, 23:59.

Moocs (1).pdf
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Go though the videos linked in the presentation of lecture 6. (Links in the pdf may have problems due to ligatures, so you might have to manually correct or copy them).

Deliver a short essay on the concepts described in the MOOC videos. Deliver it via mail with subject MCHI-Delivery 5, deadline Oct 25, 23:59

Investigate one of the following topics:
  •  "note taking in class": Is it useful or not? What is literature saying?
  • "taking notes and videos": what is the relation between these activities? How can we annotate videos?
Find papers discussing the chosen theme, and write a 5 pages report quoting at least 10 papers and presenting the main ideas.
Deliver it via mail with subject MHCI-Delivery 6, deadline Nov 8, 23:59

We'll take a look together at the format of the following videolectures, and then discuss how a system which allows annotating videolectures should look like.

Power-point based
Power-point based - better video
Blackboard based
Continous flow
  • see previous lesson, slides 49 to 51

Prepare a static mock-up for a system that has the functionalities of the discussed prototype for annotating videolectures. Deliver the mock-up an a report which explains it (with the raionale for the choices). Deadline: Wed., Nov. 22, 23:59.
The delivery can be done individually or  in group (two to three persons). On Thu., Nov 23 thee will be a discussion, where the proposed soutions will be discussed in class - so be ready to present yours.

As discussed in class, the scenarios are ones represented in the mentioned slides. Do not care about the specific buttons shown in the mentioned slides: rather base you considerations on the following specification:

Phase 1 - attendance to the lecture. It can be in class, or at home for students who could not be in classs.

1) In class, during the lecture, students can access a web app and ask for an image of what is being projected on the screen in that moment. They can annotate that image, Annotations can be:
- drawing of simple shapes, such as e.g. lines, arrows, circles etc.
- text boxes.
- free-hand drowing (or writing).
There an be anchors represening annotations, and anchors can be placed anywhere.

2) At home (for students who could not be in class):
Students can view the videolecture (which is composed by two video streams and by the commands for controlling them, which might e.g. be similar to the example we discussed -(http://latemar.science.unitn.it/LODE/LinguaggiDiProgrammazione/14-JavaFX-Riepilogo/ but with two synchronozed video streams instead of a video and an image). They can perform the same actions described at point 1 (but the interface needs to allow taking notes also when the videos continue running) 

Phase 2 - reviewing the learning material

3) Students must be able to view the list of their notes, while watching the videolecture (which is again composed by the two videostreams). They must be able to browse the notes, and using them jump to a particular section of the videolecture.

The main problem to address is what is the best way to fit all these options/widgets on screen (or hide/reveal some of them).

Today we discuss the last delivered assignment

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Today we use this presentation (author Nareek, taken from slideshare) about the theory of solid modelling, which will be conceptual introduction to 3D printing, a technique that is getting more and more popular in teaching and learning.

First, we'll start with a short introduction:

You should also, on your own,  watch this youtube video:

Then we'll start using freecad - so please download it on your PCs before the lesson, from here: https://www.freecadweb.org/wiki/Download/en If anybody is interested in assisting remotely at the lecture, please contact me so that we can set up a Skype connection like we did on Nov. 23

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Top 10 Tips for 3D printing, by Kacie Hultgren

    The time of the last two lectures wil be dedicated to practical work in class (preparation of the last assignment). The teacher will be in class for answering questions and helping. Students who do not need halp may as well work at home if they prefer.
  • 12 - Tue Dec. 5 9:00-12:00
  • 13 - Thu Dec 7

Along the lines we discussed in class, students are expected to design a learning activity, which is based on the use of 3-D printing.

The learning activity can be something that is done with objects produced by a 3D printer, or may involve a 3D design and production process through which students learn.

The students are expected to produce a report, which describes the idea, the learning goals and how they are achieved. They also will have to produce a 3D model of the object(s), which has to be delivered as a FreeCAD project file. The 3D object should be suitable for printing. It is hence suggested to use the CURA software presented in class to  verify the feasibility of the printing, and to deliver the gcode file which can be obtained when saving the 3D model from Cura.

Delivery deadline: December 29, 23:59

Very important: Remember to enroll for the exam on Esse3 (enrollment opens on Dec 13).

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