In this first assignment, each student should create one exercice in relation to the course (it can concern any part of the course, either on multi-objective/multi-criteria optimisation or on decision under uncertainty), that either emphasizes some aspect of the course, allows one to practice some of its aspects, or investigate a topic connected to the course, but that we did not explore. Each student would then be in the shoe of a teaching assistant (TA) in charge of producing exercices for practical/training classes or courses. What we expect as a result of this assignment is the following:
The exercise statement, presenting the problem to be solved and the various associated questions and sub-questions (there can be only one main question/statement, or multiple follow-up questions). A detailed solution of the exercise (not just the end result), so that another TA (or ourselves) can reuse the exercise easily An short explanation (it can be a single paragraph or more) of the pedagogical purpose of the exercise: to practice some technical aspects, to illustrate a particular point, to make the student discover new concepts, etc... in short, after having done this exercise, what would be the gain of the student? Students are allowed to communicate/exchange ideas of exercises and even build them together. However, at the end, we expect EACH student to provide a different exercise (numerical variations of the same exercise will not be considered as different exercises).
In this second assignment, each group (of maximum 3 people, minimum 1) will take a paper (a non-exhaustive and regularly updated list can be found at the end of the page) and will have the task to illustrate/explain a part of the paper through a media of their choice: it can be a presentation, a video, a poster, a live demonstration/exercise, an interactive website, etc. The rules are as follows:
The illustration/explanation should be pedagogical, in the sense that it should be accessible to a non-expert (that does not know advanced maths or computing). It should not be too long (i.e., less than 10/15 minutes). Depending on the size and complexity of the paper, not all of it has to be explained/illustrated. It is better to focus on a specific part and be really pedagogical/illustrative than trying to show too much and be confusing. If needed, students are encouraged to also look at connected papers to better understand their links. Each group must take a different paper. The rule is first come, first served (each time a group chooses a paper and tells us so, this paper is no longer available).