Browse Public Designs
Page: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49
-
Copied: Agromicrobioly 2021- Introduction to Viruses - TØ
Description:
The learning path on “Introduction to Viruses” aims at introducing basic principles and fundamental concepts of viruses, starting with the structure and properties of a virus particle, approaches to classify viruses, their genetic material, and the viral life cycle. Students will gain knowledge on the evolutional potential of viruses and its impact on livestock production. Moreover, students will be introduced to selected viral families with relevance for livestock production and the diseases they cause.
The learning design developed below aims at engaging students in active learning to acquire knowledge on selected virus families and develop an understanding of their relevance for livestock production.
Intended Learning Outcomes:
- Identify basic characteristics of viruses, including their size, shape, and structural and genomic composition.
- Describe ways in which viruses reproduce and spread, and the general mechanisms they use to infect and damage host cells
- Compare and contrast different types of viruses and the type of infections they can cause
- Relate viral properties to their ability to infect host organisms and their infection severity in agricultural production settings
-
Learning about animal welfare using Flipped Classroom
Description:
The learning design includes Pre-class activities as preparation, In-class activities allowing students to work in groups and getting support from the teacher. Furthermore it includes a post-class activity for assessment of learning.Intended Learning Outcomes:
- Being able to apply the concept of animal welfare in an organic setting
-
Using educational IT to enhance the interactive elements of scientific writing in PhD supervisiono
Description:
Scientific writing can provide a major challenge for PhD students especially in the initial phases of the PhD journey. This can cause many delays and stress, hindering the PhD student’s progress. When it comes to scientific writing, supervision meetings and written manuscript feedback are essential tools that can help student progress and overcome obstacles faced while writing. However, each of these tools come with their own limitations in real life application.
Within these frames, integrating educational IT in scientific writing, such as Padlet for creating the manuscript draft structure and Kaizena for giving voice feedback, can increase interaction and make this process more engaging for students while respecting the supervisors time. This approach can allow for in person supervision meeting to concentrate on important subjects instead of clarifications, making the supervision and feedback process more effective. This asynchronous (Padlet, Kaizena in connection with Word text) vs. synchronous (Supervision) loops are very much aligned to the STREAM model, since the activities performed “out of class” very much define the content of the supervision meeting that is to follow.Intended Learning Outcomes:
- Increase tools available to PhD student for scientific writing
- Increase interaction, flexibility and feedback during the scientific writing process
- Create a more effective and efficient writing process for the PhD student
- Decrease the "loneliness" experienced by PhD students during scientific writing and negative response to written feedback
-
Solid state lectures
Description:
-
Facilitate student learning in lecture on Abnormal Behaviour
Description:
I wish to facilitate learning in a lecture on the topic ‘Abnormal behaviour’ during the mandatory bachelor course ‘Domestic Animal Behaviour’. The participants consists this year of 9 students, with in-class activities scheduled as one lecture, followed by two discussion classes on the same day.
The main pedagogical rationale of my learning design suggested below is to engage/activate students and to prepare them for achieving the intended learning outcome specifically stated for this topic. I plan activities with the intend to increase their awareness of the topic relevance, to enhance motivation, and which invite peer feedback. My goal is to be transparent about the learning goals, and enable to students to grasp the topic in a range of different ways, not only be reading the textbook material. The physical interactions between teacher and students will only be in-class; however, the student learning is supported by out-of-class activity before and after the weekly session.
The learning design model is inspired from STREAM, with out-of-class activity leading up to and feedback into the on-class activity. The LMS platform used is Brightspace. In relation to Conolo’s three dimensions, the use of out-of class activity introduced activate the students to a higher extent.
Intended Learning Outcomes:
- CLO 1. Define stereotypies as a subclass of abnormal behaviour.
- CLO 2. Describe different types of abnormal behaviour.
- CLO 3. Reflect on associations between development of abnormal behaviour, animal motivation and the external environment.
Page: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49