Browse Public Designs
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Timeline and taskcard for one-on-one supervision
Description:
- using a timeline in the form of task cards to enable a partnership model of supervision
- supervision in the context of a one-semester project course
- goal is to develop a music sequencing game to investigate the role of learning in creative music engagementIntended Learning Outcomes:
- describe the objective of the game in the context of cognitive science
- determine the design features of the game given the stated goals
- design and create the game and carry out experiments to assess its efficacy in relation to the goals
- write a report describing the background, methods, and results of these experiments
- discuss the results of the experiments and their relevance to other domains
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Supporting analytical engagement in small class teaching: structured preparation, think-pair-share
Description:
The course is "Theories about Organisational Change Processes in Public Health". An 10ECTS elective MA course for Public Health students.
I have 3 sessions, each is 3x45min - 1x45min lecture and 2x45min class room teachiing. The lectures are conceptually dense, theory-heavy, and structured around key frameworks and distinctions.
The pedagogical challenge is low student analytical engagement during the sessions. Although students are attentive, the lecture tends to be a one-way format, and students typically begin to use theory analytically only during the subsequent classroom-based teaching which often are repetitive across sessions.
Intended Learning Outcomes:
- Explain and interpret theories on organisational change processes in public health.
- Discuss and compare theories and be able to argue for the relevance of the theories in relation to issues within organisational change processes in public health.
- The student must be able to independently apply relevant theories to formulate and argue in favour of an issue which can be studied using qualitative methods.
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Copied: New learning design
Description:
This course is an applied course in which students are expected to critically think and reflect on how the foundational scientific knowledge acquired during their first three semesters can be used to address sustainability related challenges. While some students, particularly those entering from agricultural colleges already possess a basic understanding on key areas of sustainability issues in animal production, others joining directly from high school might not. Therefore, one of the aims is to plan formative and summative assessments to be well aligned with course ILOs and learning activities, while creating a learning environment which promote equity. In addition, it is aimed that the summative assessment (i.e. final oral exam) is designed to reduce anxiety and be more inclusive assessment (different backgrounds, physical disabilities i.e., stutter in stress). To support these goals, the course employs a highly interactive learning environment built on principles of small class teaching. A variety of teaching and learning tools are incorporated, including short lectures, case work as groups, oral presentations, peer and teachers’ evaluations/feedbacks, field excursions, practical-scenario based exercises, semester project.
Intended Learning Outcomes:
- Explain BOVAER as a methane mitigation strategy in Danish dairy production; efficacy, animal welfare, farmers and consumer perspectives
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Basale Kliniske Færdigheder (BKF)
Description:
Objectives
The objective of the course is for the student to acquire the knowledge and skills to perform a systematic clinical examination of production and family animals, including journal writing. Through theory and practical exercises, the student learns to handle and restrain animals in a safe manner and to perform a systematic clinical examination with a focus on the healthy animal.Intended Learning Outcomes:
- Explain the correct handling and fixation of production and family animals in connection with the clinical examination
- Explain how to conduct a systematic clinical examination of production and family animals
- Describe clinical conditions in healthy animals
- Explain the basic behavioral mechanisms of livestock and the principles of learning psychology for training livestock
- Identify and describe normal and abnormal behavioral reactions
- Explain legislation on veterinary practice, keeping animals, and veterinarians' liability and compensation.
- Explain basic principles within client communication, including taking anamnesis and instructions for assistance in clinical examination.
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From Inspiration to Integration Designing an Iterative Supervision Model to Bridge Pedagogical Inten
Description:
Intended Learning Outcomes:
- Articulate expectations for supervision and collaboration (M1)
- Identify personal goals and preferred working styles (M1)
- Engage in a structured dialogue about roles and responsibilities (M1)
- Reflect on their own work habits and productivity patterns (M4)
- Plan tasks in relation to long-term research goals (M4)
- Identify strategies for maintaining progress over time (M4)
- Recognise signs of overcommitment and imbalance (M3)
- Reflect on decision-making regarding tasks and responsibilities (M3)
- Develop awareness of personal limits and priorities (M3)
- Provide constructive and structured feedback to their supervisor (M5)
- Reflect on the supervision relationship and its effectiveness (M5)
- Engage in open and professional dialogue about improvement (M5)
- Identify sources of stress in the PhD process (M2)
- Reflect on strategies for maintaining well-being (M2)
- Discuss challenges openly within the supervision space (M2)
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