Course system · Mini-project design · Scientific figures
Make a foundational course feel like one coherent instrument.
01 · Context + problem
In MTH1008, I design an applied-linear-algebra course system that connects notation, reproducible figures and engineering mini-projects.
Students have to move quickly between geometry, symbolic manipulation and physical models. Isolated slides or exercises do not establish those connections by themselves.
02 · Approach
I start each visual from the mathematical relation it must reveal.
I keep figures reproducible from source rather than editing screenshots.
I use mini-projects to synthesize several ideas around one engineering model.
03 · Artifacts
This is the original French-language artifact. I have kept it untranslated to preserve the work as it was produced.
04 · Observable outcome
This selection highlights the course’s visual architecture and applied mini-projects; it is not an exhaustive presentation of the course.
05 · Technical approach
The decks and student handouts are generated from editable course structures instead of maintained as unrelated PDFs.
LaTeX · Beamer · Python
Why it mattersA cross-course correction can be applied at the source and regenerated consistently.
Geometric constructions and plots are defined as vector sources, with visual and automated checks before they enter the course.
TikZ · PGFPlots
Why it mattersFigures remain precise, revisable and consistent across presentation and print formats.
The same session structure is used to generate and validate Moodle-ready course blocks and their resource links.
Python · Moodle
Why it mattersTeaching groups receive a more consistent sequence with fewer publication mismatches.
06 · Transfer
I can transpose the same system to another foundational engineering course: shared notation, source-controlled figures, applied cases and a reviewable production workflow.
Discuss a pilot