Browse Public Designs
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Learning Design for Supervising ECE PhD Students
Description:
Context:
Within Aarhus University's Electrical and Computer Engineering Department, PhD students generally embark on predefined research projects. While technically adept, they grapple with academic writing challenges, particularly framing problems, pinpointing research hypotheses, and detailing methodologies.Challenges:
Guiding students to position predefined research within the academic landscape.
Facilitating students' translation of technical expertise into academic prose.
As a co-supervisor, balancing effective feedback provision with time efficiency.Method:
To surmount these challenges, a structured supervision approach is laid out:Topic Introduction: Immersion into the topic, with students crafting an initial outline that undergoes feedback.
Literature Review: Rigorous literature exploration to situate their research within academic discourse.
Methodology Formulation: Sessions emphasizing methodology refinement, aided by a detailed assessment rubric and diverse feedback mediums.
Drafting & Peer Feedback: Iterative drafting complemented by peer feedback sessions to enhance their work breadth.
Finalization: Students ready their research for submission/presentation.
Throughout, multimodal feedback—combining written, audio, and video elements—ensures clarity and efficiency, with an assessment rubric providing consistent guidance.
Intended Learning Outcomes:
- Understand and apply the nuances of academic writing in the context of their predefined research problem.
- Demonstrate the ability to critically review and synthesize relevant literature.
- Design a research methodology suitable for their topic.
- Incorporate feedback effectively to produce coherent and high-quality research outputs.
- Reflect on the academic writing process to identify strengths and areas for further growth.
- Offer and utilize constructive peer feedback.
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Introduction to Power Electronics
Description:
Context: Participants in this course are BSc students in their fourth semester. The course involves primarily theoretical teaching to familiarize the students with a) the mechanisms involved in electrical energy conversion in power electronics systems, b) the various types of power converters and rectifiers used for energy-saving purposes in the industry, and c) the design parameters that affect the performance of power converters. With this entry knowledge, the students will learn how to design high-efficiency power converters using MATLAB simulation software.
Pedagogical Challenge: For most students, this is their first time to approach topics related to control designs for power converters; therefore, they have different levels of interest and understanding of the issues discussed in the course.
Teaching Type: My teaching mostly follows the Just-in-Time Teaching (JiTT) and the STREAM models. Every session, the students are assigned reading materials to study as part of their out-of-class activities. I further make short webcasts to teach the theoretical concepts and the students are expected to watch them out of the class. To ascertain that all the students have watched the webcast videos and studied the reading material, there will also be online quizzes that they need to complete by a specific deadline before the class. The students will have the opportunity to discuss their problems with their peers in a Q&A forum in Brightspace; the unresolved problems addressed in this forum, as well as those apparent in their responses to the quizzes but not discussed in the forum, will determine the beginning of the in-class-teaching. We will spend the rest of the class time on follow-up activities such as simulations so the students can see the theoretical implementation of what they studied.
Intended Learning Outcomes:
- Use MATLAB to design and apply AC/DC converters
- Carry out simulation projects using MATLAB/Simulink
- Plan the use of power converters in electrical grid technologies
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Learning Design for more interactive peer-learning
Description:
This designs aims to cut back on classic lecturing to free up time for more peer learning and feedback. This includes pre-class activities such as preparation, partial pre-recorded lecture, as well as in-class activities allowing students to work in groups and feedback from each other. The class involves both theoretical and experimental content, and therefore there is a practical demonstration of the experimental content.Intended Learning Outcomes:
- See course analysis
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Medicinering af gravide og ammende. Klinisk farmakologi, AU 2023.
Description:
Applying flipped classroom to secure further opportunities for discussion af patient case and rendering possible students to search for and discuss relevant guidelines and research articles supporting their decision on medication of pregnant women. The case is constructed so that there is no clear answer and it its possible to argue both yes/no for medication. Feedback will be provided both in form of peer to peer and teacher facilitated discussion.
Intended Learning Outcomes:
- Being able to critically discuss medication use in pregnant women using a patient case
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E-portfolio proces
Description:
A version of Dyste and Tolo's portfolio model simplified and operationalised for technology-enhanced learning
Intended Learning Outcomes:
- reflect, design, formulate, apply the relevant curriculum in the specific context
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