Browse Public Designs
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Short version
Description:
Knowledge: Identify and explain validity criteria in quantitative research
Skills: Identify and discuss methodological issues that may influence the quality and validity of quantitative research findings.Intended Learning Outcomes:
- Knowledge: Identify and explain validity criteria in quantitative research
- Skills: Identify and discuss methodological issues that may influence the quality and validity of quantitative research findings
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Using Learning Analytics to Predict and Support Writing and Engagement in a First-Year Online Course
Description:
This learning design is intended for a first-year online academic literacy course. It is designed to develop students' academic writing, critical thinking, reflective practice, and online collaboration skills. The course will use a socio-constructivist approach where students engage with learning resources, discussion forums, peer feedback activities, and writing tasks. The learning analytics are integrated throughout the course to monitor engagement, provide personalised feedback, identify at-risk learners, and support evidence-based teaching interventions.
Intended Learning Outcomes:
- To apply academic writing conventions in analytical and reflective writing tasks
- To demonstrate critical thinking to build evidence-based arguments
- To collaborate effectively in online discussions and learning activities.
- To use feedback and self-regulation strategies to improve academic performance
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Developing language teacher identities through case-based teaching and second-order didactics
Description:
This class is part of a 20 ECTS course for future upper secondary teachers which also involves a short lecture series and a short internship at an upper secondary school. The main challenge in relation to this course is the fact that this is the only pedagogical course that students take before entering into the teacher profession.
Therefore, the pedagogical development project aims to help them develop their professional identities as teachers as much as possible through the brief period of this semester.
To this end, the project focuses on developing the course in a workshop-like fashion with a lot of metareflection and second-order didactics.
The existing course content developed by predecessors, is somewhat revised with a focus on active participation, reflection and practice.
To this end, I introduce the following components:
- Modelling teaching through second-order didactics
- Bridging the theory-practice divide through recurrent reflection sessions (both written, oral and using think-pair-share)
- Developing teaching practice through case work, development of teaching activities and micro-teaching sessions
Intended Learning Outcomes:
- reflective teacher identity formation
- develop teaching activities and lesson plans
- bring didactic theory into reflective teaching practice
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Long version
Description:
Knowledge: Identify and explain validity criteria in quantitative research
Skills: Identify and discuss methodological issues that may influence the quality and validity of quantitative research findings.Intended Learning Outcomes:
- Knowledge: Identify and explain validity criteria in quantitative research
- Skills: Identify and discuss methodological issues that may influence the quality and validity of quantitative research findings
-
Using Learning Analytics to Predict and Support Writing and Engagement in a First-Year Online Course
Description:
This learning design is intended for a first-year online academic literacy course. It is designed to develop students' academic writing, critical thinking, reflective practice, and online collaboration skills. The course will use a socio-constructivist approach where students engage with learning resources, discussion forums, peer feedback activities, and writing tasks. The learning analytics are integrated throughout the course to monitor engagement, provide personalised feedback, identify at-risk learners, and support evidence-based teaching interventions.
Intended Learning Outcomes:
- To apply academic writing conventions in analytical and reflective writing tasks
- To demonstrate critical thinking to build evidence-based arguments
- To collaborate effectively in online discussions and learning activities.
- To use feedback and self-regulation strategies to improve academic performance
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