Browse Public Designs
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Hydrogeophysics Instrument Introductions
Description:
The Hydrogeophysics course gives students an overivew of a number of different geophysical technologies and how they can be used to study groundwater systems. The lectures focus on understanding the theory behind each measurement - how measurements are linked to Earth properties, understanding the physics of the measurements, and how the results can help better understand groundwater systems. To improve students more practical understandings - including things such as how does field equipment look, operate, and get used in practice - an online component is added to the course featuring 360 videos and accompanying quizzes.
The goal of the videos is to introduce students to the various insturmentation discussed in class by giving a walkthrough of the equipment in a field setting - where each component of the systems are discussed and the role that they play elaborated. The intent is that the videos, by filming them in the field, give a much better sense of how the systems work in practice - than could be achieved purely in the lecture.
The goal is that each week students will watch a brief 10-15 minute video discussing the relevant geophysical equipment and then complete a short quiz that touches on the main takeaways from the video.
Intended Learning Outcomes:
- Develop familiarity with hydrogeophysical field instrumentation
- Understand how each instrument is used in practice
- Articulate the role of each component in the instrumentation
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Building Resilience
Description:
Course objectives:
The aim of the course is to give the students an introduction to basic concepts of neuroplasticity, the biology of stress, and how the mind evolved to handle stress in relation to resilience. Furthermore, Students will learn research-proven techniques to navigate the internal stress response and how to apply those techniques in stressful situations.
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 generally apply the course concepts and techniques in their own lives with to purpose of finding calm and understanding of what causes anxiety
- To implement new routines that change how you interact with stressful situations
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Structural RNA Nanotechnology
Description:
Lecture is based on the theory of cognitive contructivism, the learners construct their own mental framework of energetic barriers in folding by physical interaction with paper folding in class. The module uses the STREAM approach to take advantage of blended learning with both out-of-class activities to complete before lecture and in-class activities designed to help learners achieve higher levels of Bloom's taxonomy. Students are expected to reflect on their experiences during the in-class and out-of-class exercises, and the format encourages independent learning to giver students a deeper conceptual starting point for the lectures. The module consists of two 2h lectures that each have their own preparation and follow-up assignments, followed by a journal-club/workshop day. The format of each lecture is 1h of lecture followed by a 1h guided exercise. Technology is used in the form of Youtube videos, homemade tutorial guides and videos, Brightspace discussion forums, and finally learners design their own biomolecules using our lab's homebuilt software. A goal of this module design is to bring more active, social, and experiential learning into the pedagogy framework.
Intended Learning Outcomes:
- Define structural rearrangement
- Examine the concept of folding domains by assembling paper models
- Develop an intuitive understanding of structural bifurcation
- Explore how energy barriers interplay with folding pathways
- Explain structural compaction
- Design and prototype a RNA origami nanostructure
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Lecturing / Small class Design for guest lecturing
Description:
GOAL. The goal of this design is to make the most of a 4 hours class that is part of a 10 ECTS course with several guest teachers.
CHALLENGES. The challenges are;
(1) to engage with the students who only meet the lecturer once or twice;
(2) to link a given lecture to the other lectures.DESIGN. To address these challenges a combination of STREAM (Science and Technology Rethinking education through Educational I Towards Augmentation and Modification), JiTT (Just in Time Teaching) and FC (flipped classroom) is proposed.
In particular, the class is articulated around pre-lecture tasks, that best tailor the actual lecture and post-lecture material and exercises.
Intended Learning Outcomes:
- Explain the basic concepts of electrochemistry and materials, that are necessary for describing fuel cells
- Illustrate the operation and underlying theoretical concepts of fuel cells
- Describe practical challenges, performance advantages and disadvantages of fuel cells
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Learning design for teaching 'Didactics of Informatics'
Description:
I, together with others, teach a course on the ‘Didactics of Informatics’. During the course the students will be asked to design and develop their own computer models and learning activities, for their own students, by use of the didactical principles they have been presented with.
Part of the course is online, and learning to design a computer model, learning activities, and to program can be difficult online. On top of that, our students are often diverse in background, hence some students learn fast and don’t need much support and others learn more slowly and need more support.
Therefore I have considered re-designing the course section regarding computer models and programming. I use both in-class and out-of-class activities in iterations, as described in STREAM.
I have also incorporated feedback, both from peers and from the teacher. The teacher is the main source of feedback throughout the activity, except for the last set of feedbacks which are given by peers. I’m confident that by then the students are well educated in both the theory behind the didactical designs of computer programs and in giving and receiving feedback.
I have also decided that students must make themselves visible and active by participating online in a forum by asking questions and commenting on both lectures, articles, and exercises.
The activity makes use of lecture capturing and screen casting. Also, a kind of ‘lab videos’ are used, as tutorials for students’ exercises.
Intended Learning Outcomes:
- Knowledge of, understanding, and using a specific programming environment
- Knowledge of, understanding, and using specific didactical principles in relation to programming
- Design and develop a computer model
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