Browse Public Designs
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Peer feedback to initiate a discussion after an oral presentation
Description:
The students are working together in a group on assignments existing of calculations and questions. There are 2 weeks allocated to this. The students have opportunity to work on this in-class with supervision of the teacher on 3 days and are also expected to work on the project out-of-class. On the fourth day one group will present the work and a discussion/feedback will follow afterwards. Lastly, the students will correct their report before handing it in. There are 4 loops of the STREAM model in these 2 weeks. I would like to improve the discussion on meeting day 4 by using Padlet. The problem I would like to engage the students more in the discussion. In my experience, the teacher usually opens the discussion by asking the other students if they have comments or questions. Often, there are very few comments and it is mainly the teacher who asks the questions. I would like to try to get the students to be more engaged (they should be the ones asking most questions) by giving them a few questions to consider before the presentation starts (examples below). During the presentation, the students should pay attention to these questions and make short notes using Padlet. After the presentation we will discuss the points from Padlet.
Questions to consider:
Are there any calculations or answers to questions presented which differ from yours?
Are there any points to which you would like to have more explanation?
Intended Learning Outcomes:
- The students can evaluate their colleague students’ work in relation to their own project work.
- The students can give feedback to colleague students’ on the presented work.
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Flipped classroom on a course of auditory perception
Description:
This design is meant to transform the small-class teaching of a neuroscientific course using Educational IT/technology and a flipped classroom design.
Ideally, this design has one in-class teaching per week of 40 min, with most of the work (reading articles, watching online lectures) performed by the student at home. Before coming to the lecture, the students familiarize themselves with the topic. Tasks will include watching videos that provide a layman's introduction to the week’s topic. More technical details are provided by chapters of textbooks and/or scientific articles, that students must read, present, and assess critically to produce questions for in-class discussion activities. Active and social work on the content material takes place in the in-class and post-class activities. In these activities, the teacher acts as a lecturer and a moderator for group discussions, driving the students toward a deeper understanding of the content material. First, in a face-by-face session, the teacher presents the most complex topics and address some of the critical questions previously posted by the students in the discussion forum. In the second part of the lecture, a group of students will present a selected article and will start a debate on questions posted by peers on Padlet. This design includes several different technologies that, working in cohesion, are meant to promote active and social learning. These technologies include Webcasts, Youtube, Mentimeter, presentation slides, Padlet, and group discussions in Brightspace.
Intended Learning Outcomes:
- Understand and describe the physics of sounds
- Describe the key anatomical features of the outer, middle, and inner ear (excluding vestibular system)
- Explain the physiological properties of the outer and inner ear and how sound pressure waves are transduced into neural signals
- Describe the ascending auditory pathway and lists the critical subcortical and cortical nuclei where sounds are processed
- Explain and relate different auditory scene analysis (ASA) mechanisms and apply this knowledge to understand the cocktail party effect
- Describe methods of data acquisition in auditory neuroscience (e.g., fMRI, neurophysiology, psychoacoustics) and understand their promises and limitations
- Reflect on theories and the main experimental findings in the field of music perception
- Critical assessment of core scientific articles in the field of music perception
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Small class teaching - peer learning approach
Description:
A major problem in our classes is, that they are very diverse and the differences in background often lead in classes that repeat lots of background information and consequently are moving very slow for some, while for others they are still challenging. A very beneficial thing is, however, that these classes are very small, with 3-8 students, therefore the homogenisation of their backgrounds could easily be achieved prior to classes. As their backgrounds are usually from animal or biology/plant sciences, and their are lots of links between these topics, this would be an excellent task for peer-learning. Therefore, the students will be provided with relevant peer review papers from both plant and animal sciences, which are relevant to understand the interactions between these systems (plants as feed for animals). They will gather in groups and discuss these papers and help each other understanding them. They will then prepare a joint presentation on the papers with one person (who is randomly selected at the day of presenting) presenting it. That way, they shall ensure that everyone has understood everything. The students that will not present will then be part of a discussion with me as a lecturer about the papers, so that everyone will have to say something.
Intended Learning Outcomes:
- Reading scientific papers
- transfer knowledge and skills to peers
- Teamwork and collaboration
- Develop understanding of relevant background in plant and animal sciences
- presenting a complex topic
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Transformation of regular PhD supervisor meetings (JiTT).
Description:
We will in this part of your supervision try to change our regular meetings a bit. The aim for this part is for me to get an impression of where you are in your learning, how your understanding of the research field is evolving, whether you can identify the correct controls for your experiments and similar. This is purely for me to supervise you in the best way and make sure that you succeed.
Intended Learning Outcomes:
- Formulate questions
- Get insight into the expectation of your supervisor
- Take responsibility for your own learning
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Supervision of PhD Students
Description:
The PhD degree programme is a PhD programme aiming to train PhD students at an international level to undertake research, development and teaching assignments in the private and public sectors, for which a broad knowledge of research is required.
The main supervisor is responsible for the overall education of the PhD student. The main supervisor must plan, together with the PhD student, the course of the education process with a view to ensuring that the PhD degree programme will be completed in due time.
The responsibilities of the main supervisor are directed towards both the graduate school and the PhD student. The main supervisor is responsible for ensuring that the PhD education proceeds in accordance with the rules and regulations stipulated in the PhD Order, the guidelines of the graduate school and the PhD plan.
Intended Learning Outcomes:
- The ability to conceive and design a research project/process
- Obtain independence - taking responsibility of own learning and of the PhD project
- Become familiar with all aspects of research and must develop the ability to conduct and position research with critical academic integrity.
- Be able to communicate, collaborate, and position himself or herself as an independent researcher nationally as well as internationally.
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