Abteilung
Grundlagen der Künstlichen Intelligenz,
Institut
für Informatik,
Universität Freiburg
Principles of AI Planning
Wintersemester 2002/2003
General
Direction of study
- 3x Applied Computer Science, 1st semester
- 1x Computer Science (diploma), 5th semester
- 3x Computer Science (diploma), 7th semester
- 1x Computer Science (diploma), 9th semester
- 1x Mathematics (diploma), semester not given
Reasons for attending the lecture
- 7x I will apply for the "Schein".
- 6x I am interested in the subject.
- 4x It is examination content.
- 0x Other.
Concerning the Lecture
How difficult are the contents of the course?
![[Figure 1]](histogram1.png)
|
| ← easy |
difficult → |
How do you feel during the lecture?
![[Figure 2]](histogram2.png)
|
| ← unchallenged |
overstrained → |
How many hours per week do you invest in this course in addition
to the lectures and exercise sessions?
![[Figure 3]](histogram3.png)
|
| 0 |
1-4 |
5-8 |
9-12 |
> 12 |
What do you think of the quantity of the learning material?
![[Figure 4]](histogram4.png)
|
| ← very small |
very large → |
How important is it to regularly attend the lectures to be able to
understand the material?
![[Figure 5]](histogram5.png)
|
| ← not important |
very important → |
What do you think about the size of the lecture hall/room?
![[Figure 6]](histogram6.png)
|
| ← much too small |
much too large → |
Remarks:
-
One student comments:
"In the beginning it was much too small, in the end the room in building 082
was much too large."
-
Another student distinguishes between the two lecture halls. We count the
evaluation of the lecture hall in building 082 in the diagram.
Concerning the Exercises
How difficult are the exercises?
![[Figure 7]](histogram7.png)
|
| ← too easy |
too difficult → |
Remarks:
-
There is a strong correlation between direction of study and the answer to
this question.
Are the exercise sheets a useful addition to the course?
![[Figure 8]](histogram8.png)
|
| ← no |
yes → |
Are the exercise sessions a useful addition to the course?
![[Figure 9]](histogram9.png)
|
| ← no |
yes → |
How helpful are the explanations and answers by the tutor?
![[Figure 10]](histogram10.png)
|
| ← very poor |
very good → |
How committed is the tutor?
![[Figure 11]](histogram11.png)
|
| ← not committed |
very committed → |
How competent is the tutor?
![[Figure 12]](histogram12.png)
|
| ← incompetent |
very competent → |
What do you think about the size of the exercise group?
![[Figure 13]](histogram13.png)
|
| ← much too small |
much too large → |
What do you think about the size of the exercise room?
![[Figure 14]](histogram14.png)
|
| ← much too small |
much too large → |
Concerning the Lecturer
What do you think about the explanations of the lecturer?
![[Figure 15]](histogram15.png)
|
| ← very poor |
very good → |
How well does the lecturer motivate the contents of the course?
Are the context and relationships clearly presented?
![[Figure 16]](histogram16.png)
|
| ← very poor |
very good → |
How clear is the structure of the course?
![[Figure 17]](histogram17.png)
|
| ← very unclear |
very clear → |
What do you think about the books, scripts, slides, etc.?
![[Figure 18]](histogram18.png)
|
| ← very poor |
very good → |
Remarks:
-
One student distinguishes between slides (average) and script
(very good). This is counted as good in the diagram.
-
The same student commented:
"no books :-("
How is the speed of the speech and writing?
![[Figure 19]](histogram19.png)
|
| ← much too slow |
much too fast → |
How does the lecturer speak?
![[Figure 20]](histogram20.png)
|
| ← very unclearly |
very clearly → |
How does the lecturer respond to questions?
![[Figure 21]](histogram21.png)
|
| ← not willing to respond |
helpful answers → |
General Comments
Which previous lectures do you consider as important prerequisites for
this lecture?
- 1x "Artificial Intelligence, Logic"
- 2x "Artificial Intelligence, maybe Logic"
- 2x "none"
Which contents should have been included in previous courses as a
preparation for this course?
Further constructive comments on this course (learning material,
script, presentation, use of media, ...):
- "Lecture notes are a good addition to the slides. It would
have been good if they were finished parallel to the course."
- "The script (aka "lecture notes") is very good; would be nice to have
a completed and finished version. Maybe it would be nice for the lecturer
to have a possibility for remote-switching the slides. And to prevent the
laptop from switching the video off after a certain idle time. Can be
configured in the BIOS. :-) "
- "The script is fine."
- "The script is very nice; of course, it would have been even
better if script and slides had been finished before the lecture on the
topic."
- "Coloured exercise sheets are not that nice to
handle."
Further constructive comments/suggestions regarding the exercises:
- "The programming exercises are very work-intensive in
comparison to the normal ones."
- 3x "None."
Further constructive comments to the lecturer (commitment, didactics,
lecture style, comprehensibility, ...):
- "In the beginning the English is hard to understand."
- "Speak more clearly (not slower)."
- "The pronunciation of the lecturer's English is sometimes very
hard to understand; it takes very much concentration to identify the words
when one is not used to the lecturer. Understanding becomes easier the
longer you follow the lecture. Most problems are words like
"solution", "choice".
Big plus for the lecture notes!! Very helpful!"
- "Improvement of didactics seems necessary. Sometimes material
is presented in an incoherent way."
- "Less overfull hboxes would be nice."
What would you say about this lecture to a potential participant? (in
one sentence)
- "Interesting material but boring lecture."
- "Interesting and not too difficult."
- "If you're interested in AI, participate!"
helmert@informatik.uni-freiburg.de, 6. Februar 2003