Browse Public Designs
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Just-in-time feedback loop
Description:
A feedback loop to understand the competencies of course participants, adjust teaching activities, improve assessment of and for learning, and enhance intended learning outcomes (ILOs).
Intended Learning Outcomes:
- Analyse types of next generation sequencing technologies
- Perform genome-wide association study for candidate gene discovery
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Optimized learning through structured guidance
Description:
Intended Learning Outcomes:
- Quantify and discuss digestion of nutrients and absorption in each section of the gastrointestinal tract in monogastric farm animals
- Describe scientific methods to study the effect of nutrition on physiology and production
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Flipped classrooms for knowledge scaffolding
Description:
Learning design to help students brush up prerequisites for a course and scaffold knowledge for deeper learning.
Intended Learning Outcomes:
- Understand and explain the basic concepts and theories of formal genetics, population genetics, evolution and breeding
- Explain how characteristics of plants and animals can be changed by selection and predict this change
- Explain why preservation of genetic diversity is paramount in breeding applications
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Electrophysiology Class - Integrative Learning
Description:
With the challenge of language and engaging the students in the class, I proposed the discussion in a "snowball format", where the students had 5 minutes to discuss a subset of the questions from the tutorial between 2 persons, then join another 2 (group of 4/5/6 depending on the team) and go through the same questions for another 5 minutes (this is done in their mother tongue)
After that period I pass by each group and ask them to present one specific question, in English, they decide on who does it and finally, every student representative of each group presents the response to the whole class.Additionally, I tested the receptivity and participation of the students by the use of an out-of-class online and optional quiz after the tutorial was held. The questions are related to the topic, but not the same as the ones they had aiming for an integration and expansion of the learning material.
Intended Learning Outcomes:
- Enhance discussion and participation on class
- Help reflective thinking between peers
- Assess the possibility of the new learning online activity
- Integrate In-class and Out-of-class learning
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Copied: Learning design of linking theory to practice through a field trip
Description:
Description of learning design
Overall teaching plan
3 hours: theoretical basis to “Intro to Nature-based Solutions: Rewilding and Rewetting in Danish Landscapes” (co-teachers) + preparation for field trip (me)
3 hours: field trip to local NbS project: "From agriculture to recreational nature in Vilhelmsborg” (me + external co-teachers)
3 hours: evaluation of field trip (me) + integrated transition into next topic on visualisation(co-teacher)
Intended Learning Outcomes:
- Students should be able to identify specific restorations targets and suggest a monitoring plan to test if restoration has been successful
- Students should be able to identify and discuss ecological barriers for a specific restoration target
- Students should be able to identify and discuss potential conflicts and synergies with other environmental agendas or societal agendas
- Students should be able to suggest a plan for how to mitigate conflicts and bring potential synergies into play by applying tools from the toolbox
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