Kasper Rodil

Undervisningsportfolio

1. Undervisnings-CV: Oversigt over undervisnings- og vejledningsopgaver med angivelse af fagområder, omfang, niveau (BA, kandidat, EVU, Ph.d) samt evt. censoropgaver.

Supervision
(2012 - present): I have a key role in the planning and supervision of students enrolled in the Medialogy study programme (Technical Faculty of IT and Design).The project work is firmly rooted in the AAU Problem-Based-Learning approach.In general I have high requirements for the students to always do their best and believe that when they see real fruition of their work - they will never slow down again. I have been engaged (and enjoyed) in supervising Medialogy first year students since 2012. This step in the study programme is in many ways more about instigating productive study culture and deliberating the mode of working for a university student.
Lately, a majority of my supervision has unfolded on the higher semesters, especially from the B.Sc. thesis (6th sem.) and to the M.Sc. thesis (10th sem.).The typical way is that I propose a project, which students are interested in. This brings me an extra dose of motivation as I can supervise on topics I am already familiar with and interested in - but I also get students who are interested in these projects/own research. This allows (in some instances) my groups to extend my own research and become part of it. This is visible as I have several joint publications (journals, chapters and papers) with students (both AAU and NUST).
 
I always seek collaborations with the surrounding society which manifests as student projects who are relevant in terms of: -industry needs (one example is collaboration with Bang&Olufsen) - public institutions and social needs (one example is collaboration with various neurocenters) - directly aimed at extending research (one example is virtual reality and indigenous knowledge together with former colleagues at NUST in Namibia). In this way students work atleast one semester on something that is relevant outside of the study programme. My idea with this is to a: increase the amount of 'real' challenges (collaboration, innovation etc.) for students, b:increase employability of our students to the world around, c: increase personal output and d: to do something meaningful while learning.

Supervision Breakdown:
I have since 2012 supervised (and co-supervised) and examined on all semesters on the Medialogy study programme. The breakdown only lists projects where I have been main supervisor. 
List is updated with current supervision tasks dd.17-04-2018. 
8   P0 groups (2013, 2014, 2015)
12 P1 groups (2013, 2014, 2015, 2016, 2017)
11 P2 groups (2013, 2014, 2015, 2016, 2017)
2   P5 groups (2014, 2017)
8   P6 groups (2015, 2016, 2017, 2018)
4   P7 groups (2016, 2017)
2   P8 groups (2017, 2018)
3   P9 individual students on internships: B&O, DR, Jammerbugt Municipality (2017)
5   P10 Master theses (2014, 2015, 2017, 2018)
Thus, 41 group projects on B.Sc.-level (1st to 6th semester)  and 14 projects on M.Sc.-level.


Ex AAU supervision:
Since 2012 I have supervised a handfull of Honor and Master students conducting projects in relation to my research. I am also official moderator for Software engi. at the M.Sc. level on the dept. of Comp. Sci at NUST.
 
Teaching of courses

3D graphics and game Mechanics (2011).1 full Lecture series (+ examination) in 3D modeling and game engine programming for a class of Softw. Eng. Honors at Namibia University of Science and Technology.

Audio-Visual Sketching (2012 - present ). Cross-campus coordinator (+ examinator) and lecturer on a full course on 1st. semester Medialogy.
The course offers the students practical skills and theoretical knowledge on a variety of topics essential to media production. From sketching user experiences, graphic design 101, 3D modeling, texturing, rigging in Maya to animation techniques and movie narratives, framing and production.
 
Ethnographically Informed Design (2017 - present).
Cross-campus coordinator (examinator) and lecturer on 6th. semester Medialogy.
The course is positioned on the interplay between informing design of interactive systems and ethnography. The course provides students -with a view on computing systems through a lens of social constructivism - methods from (video+) ethnography - grounded theory and practical tools for analysing field data and with a particular focus on nonverbal cues. Much of the course is inspired by my own work of constructing ICT with indigenous people in Namibia. All of these learning points are gathered in individual student papers, which are worked on at the end of the course. This paper hand-in serves as another synthesis-reflection loop for the students who at the end of the course are introduced to peer-reviewing in practice.

Independent lectures (worth mentioning): 
2 lectures given to B.Sc students at Techno-Anthropology (Dept. Phil. and Learning) about Participatory Design in indigenous contexts.

1 lecture given for staff and honor students at Dept. Comp.Sci. at Namibia University of Science and Technology about cross-cultural system design.


1 lecture given to B.Sc. students at LUCA Design School in Belgium about designing for diversity in relationship with healthcare technologies and design methodologies.




2. Studieadministration: Oversigt over studieadministrative opgaver, eksempelvis medlem af studienævn, studieleder, semesterkoordinator, fagkoordinator, akkreditering m.v.

Semester coordination:

Since the Spring of 2016 I have been coordinating 6th Semester Medialogy. This role constitutes (co+)planning of supervision, exams, teaching while arranging and conducting meetings with students in relationship with quality of teaching, supervision, study environment and tracking of group progress. I have initiated an informal graduation event for the students, which is now running on both campii.

Other administrative tasks (worth mentioning):
In 2017 I was participant in the (successful) accreditation panel for Medialogy.

Spring 2018: appointed AAU Career VIP for Medialogy by School of ICT and AAU Career.

3. Universitetspædagogiske kvalifikationsforløb: Oversigt over gennemførte universitetspædagogiske kursusforløb, PBL-kurser, workshops, udviklingsprojekter, kollegial supervision o.l.

Skriv dCurrently enrolled in AAU Adjunct Pedagogicum and experienced in AAU PBL. it svar her...

4. Anden form for kvalificering: Konferencedeltagelse, debatindlæg, oplæg m.v. i relation til uddannelse, "Undervisningens dag", o.l.

SkrInstitutional member ASLERD (Association for Smart Learning Ecosystem and Regional Development)iv dit svar her...

5. Undervisningsudviklingsforløb og undervisningsmateriale: Oversigt over medvirken til udvikling af nye moduler, undervisningsmateriale, uddannelser, e-learning, samarbejde med eksterne samarbejdspartnere o.l.

Developing the course 'ethnographically Informed Design' 6th. semester Medialogy. Developing the course 'Audio Visual Sketching' 1st. semester Medialogy. Developed and taught a 12 lecture course for Softw.Eng. Honours at Namibia University of Science & Technology.

6. Nominering til og/eller modtagelse af undervisningspriser.

NA

7. Evt. personlige refleksioner og initiativer: Personlige overvejelser knyttet til undervisning og vejledning, ønsker til og planer for pædagogisk videreudvikling, planer for opfølgning på undervisningsevalueringer m.v.

I have together with colleagues initiated a track for 6th to 10th sem. Medialogy students, who work with aspects of HCI in 'learning-teaching with tech' and 'tech in healthcare and welfare', which we call Interaction Lab. The purpose is for students across semesters to collaborate and work on topics and real challenges which are relevant to them all. For instance, the students meet and discuss their experiences and learnings about the concept of 'context' within design practice and their own projects. These learner-centred activities are supported by shorter and condensated lectures together with a dialogical group-based discussion format around these themes. Another point of the lab is to connect topics and students vertically, as we prioritize continuity in external collaborations.

It is an ambition to enhance the use of 'flipped classrooms' in AVS. Primarily because I wish to explore other means of instruction than the current modus of traditional lecturing and indi. + group-based assignments.

8. Andet.

I emphasize the importance of student projects being supported (and supporting current departmental research projects) and are completed with external partners. reagrding the latter I draw from a personal network of i.e healthcare institutions to support students.
In 2017 I initiate an Erasmus agreement with KU Leuwen (Belgium) to support our students working with technology design in welfare projects.