Browse Public Designs
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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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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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