Browse Public Designs
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Microbial growth - analysis of lab data
Description:
This exercise deals with the augmentation of a Bachelor course on microbiology, in the specific on a module on microbial growth where students have to analyze and interpret results obtained from laboratory exercises performed on the previous week. Regularly issues emerge with students (at their first year) not being proficient with Excel. This requires frequent interruption of the data analysis process to explain some basic statistic and analytic tools. Such explanation breaks generate nuisance among the most proficient students, interrupt the flow of the data analysis, and leave limited time for the interpretation and discussion of the results.
Here following the principle of the STREAM model, I create an out-of-class loop, where students can access contents (i.e., a document and a video) on statistical concepts and Excel analytical commands. Then, groups of three-four students will conduct a calculation exercise on a provided Excel template, individually. Finally, students will report the results of their calculation by answering to a quiz. Students will get immediate feedback on the correctness of the answer. If one answer is incorrect, students will swap the calculation spreadsheet and conduct a “peer review”. They can then take the quiz again. Following the principle of Just in time teaching, I will look at the results before the lecture and consider if it will be necessary to go through those concepts again.
Intended Learning Outcomes:
- Learn basic principles and commands to carry out a regression analysis on Excel
- Read and interpret summary statistics
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Microbiology - Growth in batch culture
Description:
The objective of this course (Microbiology) is to achieve knowledge about the growth and metabolism of prokaryots, the structure and life cycle of viruses, and the interaction between microorganisms and their hosts. I am responsible for a module on microbial growth where students have "hands on" experience on laboratory practices for assessing microbial density and activity at different growth stages. On a following day we analyze the data from the laboratory exercise and discuss them on the light of theoretical concepts.
Intended Learning Outcomes:
- Describe and compare how microorganisms can be quantified by culture-dependent and culture-independent methods.
- Assess which method is suitable for a given situation when considering the accuracy and detection limit of the method.
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flipped classroom course on stress
Description:
Lectures about stress and resilience tend to be content focused and not interactive. Here, we present a design that puts student participation central to the lecturing. By getting students to share their perspectives and experiences, a more dynamic learning experience is achieved. The class has a combination of lecturing, smal group and diad discussions, polling exercises, and meditative exercises.
Intended Learning Outcomes:
- To identify and distinguish innate and learned aspects of how the mind interacts with stress
- To describe, share (on paper and with others), and analyze your emotions
- To define and apply three specific techniques that build internal support
- To implement new routines that change how you interact with stressful situations
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Supervisor Meetings - Nils
Description:
I have weekly supervisor meetings with my students, this outline provides an overview of how the interaction and workflow surrounding supervisor meetings will flow in order to optimise the meetings themselves and to have a clear record of the decisions made in Padlet.
Intended Learning Outcomes:
- Have a clear understanding of what we will discuss at the meeting
- Keeping track of key decisions made throughout the project
- Clear distribution of labour between student and supervisor
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Copied: Student activation both out-of-class and in-class
Description:
This learning design is related to a class on 'social, reproductive and play behaviour' in domestic animals. The class last for three hours (3 x 45 min) and usually consists of a 1 hour lecture and 2 hours of dicussions. In my experience, with this setup, I loose the attention of the students half way through the lecture or maybe even earlier.
As I will cover three topics in this class, I will instead divide the lecture into three shorter sub-lectures, with one sub-lecture per hour. Each sub-lecture will include mentimeter questions and will be followed by an exercise to activity student and increase learning. The class will end with the students creating a word-cloud with the most important key concepts of the class, which will make the students reflect on the content of the class.
Prior to the class, the students will read the curriculum connected to the class / the specific topic. They are also asked to find a video online that shows play behaviour in an animal and are asked upload the link to the video in a discussion forum on brightspace. The videos will be used in an exercise in-class of the third hour.
The e-tivity will be performed after class, where the students will take a quiz designed on Brightspace, testing their learning of the topic. After taking the quiz, the students will reflect on their own learning in a discussion forum on Brightspace, describing what parts of the topic they found most difficult. Each student will provide feedback in the discussion forum to at least two other students on whether they agree and how they will suggest to proceed with learning those parts.
The learning design is inspired by the STREAM model by allowing for out-of-class preparation, in-class activity and online follow-up. In a future version of the class, I wish to transform the sub-lectures to webcasts and to include the quiz and reflections prior to the class, to adapt the class content to the current students.
Intended Learning Outcomes:
- Account for interactions between behaviour and physiology
- Discuss internal and external factors that control animal behaviour.
- Describe and distinguish between different types of normal behaviour in selected domestic animals
- Discuss the application of behaviour in animal welfare assessments.
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