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 50 51 52 53 54
-
Small-class teaching in genetics under a modified STREAM model
Description:
This learning design will be implemented in an undergraduate-level course ‘Genetics and Breeding’ (10 ECTS). The purpose of the course is to provide students with an understanding of how characteristics of animals and plants can be modified via selection, as well as giving them a basic understanding of genetics theory. This course is taught in small classes of 15-25 students.
This learning design aims at facilitating activation of concepts by students and fostering communication, among students (assessment for learning) and from students to teacher (assessment of learning). It will improve upon a current design in which learning has been centered on teachers, rather than students. The e-tivities used in this design will serve the primary goal of increasing engagement, participation, and communication among students.
This learning design will be built on the STREAM model (out-of-class learning and activities, coupled with in-class discussion), with some contributions from the five-stage and just-in-time teaching (JiTT) framework:
• Out-of-class activities will enable usage of the learning platform (Brightspace) and social interactions among students whenever possible, for example: (1) introductory survey about students’ background and interests; (2) individual assignment (e.g., reading article); (3) summary of group work. Tasks (2) and (3) may rely on discussion forums, to facilitate social and intellectual interactions among students, according to the 5-stage framework.
• Out-of-class activities will also include quizzes to inform the teacher about misunderstood concepts, according to the JiTT framework.
• In-class discussion will include some teaching, as well as surveys and break-out sessions for discussion and peer instruction among students.
Intended Learning Outcomes:
- Describe how inbreeding affects plants and animals
- Describe genetic progress and its components
- Explain the causes of genetic correlations such as common biological effects
- Describe the consequences of natural and breeding selection
- Describe how practical breeding work is organized in animal and plant breeding
-
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.
-
Small Class teaching-Baocun Zhang
Description:
In my experience in the small class, some students did not do any preparation for the course. It is very hard for these students to catch up the class pace and struggle for the class activities. Like this, the students would be overwhelmed with the course and cannot absorb the knowledge effectively. To address the challenges, the design will combine the Flipped Classroom, JiTT exercises and STREAM. This would promote students participation central to the course.
Intended Learning Outcomes:
- Increase the understanding of the students
- Enable students to learn at their own pace
- Facilitate deeper and advanced learning
-
Lecture: Excitation and Response of Spatial Structures
Description:
The course is for 5th semester bachelor in Civil and Architectural Engineering.
The purpose of this lecture is to try and understand what Thermal loading on structures is, and also how to add this to the structure. Furthermore, they need to understand the difference in thermal loading depending on the structure they are investigating.
Intended Learning Outcomes:
- Relate different methods of thermal load for different types of structures
- Explain key concepts of thermal loading
- Solve thermal loading for an arbitrary structure
-
Use JiTT and PI for enhancing students' learning in a small class teaching on soil organic matter
Description:
Use Just-in-Time Teaching (JiTT) and Peer Instruction (PI) for enhancing and augmenting the small class teaching on soil organic matter (SOM) to more active, collaborative, and deep learning. The curriculum taught within our bachelor and master programs is predominated by passive learning with a strong focus on content transmission from teachers to students via lecturing. Among all challenges, the diverse background and levels of students makes it tricky for teachers to design the course with an appropriate level of the content and difficult to fulfill the expectation of all students. The aim of the present learning design is to create a more active, explorative and social learning environment, by implementing JiTT and PI models in the course design. In this context, “JiTT practices” such as surveys, quizzes and readings are provided to students online before the in-class teaching so that the teachers can get an impression of the level of the students and can adjust the teaching accordingly. Then in-class activities mainly include mini lectures from the teachers for explanation and/or clarification, and group discussions between students, or between the teacher and students. In particular, PI will be implemented in the group discussions, in order to improve the understanding of students with less background or at the relatively “low” level, and also to challenge the learning of “high” level students.
Intended Learning Outcomes:
- Understand the main idea of different frameworks conceptualizing the nature of SOM
- Elaborate the processes of microbial transformation and stabilization of SOM
- Identify management practices to improve the SOM stock
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 50 51 52 53 54