Browse Public Designs
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Copied: Visualizing cleanroom fabrication
Description:
Students will learn how to visualize cleanroom fabrication processes and devices and use the visualizations to learn how devices are fabricated.
Intended Learning Outcomes:
- Visualize microfabrication processes
- Design cleanroom process flow
- Visualize devices
- Assess and optimize someone else's process flow
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Enhancement af eksisterende FL 3.0 lektionsform - inklusion af 3. part e learning.
Description:
Konceptet er en enhancement af det "eksisterende" undervisning idet det er inklusion af 3. part e-learning og flipped classrum. De studerende forbereder sig hjemme på teori omkring anvendelsen af elektriske maskiner i konventionelle og regenerative energisystemer OG læser/laver øvelser omkring elektriske maskiner som e-learning.
Stoffet omkring anvendelsen af elektriske maskiner følger det "normale" pensum for FES og her laver underviser en video af med hovedpointerne af det læsestof der er på pensum i FES, jf. Flipped Classrum princip. Herudover har de studerende også fået et mobilt træningsmodul til rådighed for hver studerende.
Unitrain: https://www.lucas-nuelle.de/index.php/fuseaction/download/lrn_file/UniTrain-I_catalogue_GB_complete.pdf.
De studerende forbereder sig hjemme, på klassen spørges der indtil stof og besværligheder. Evt. problemer afdækkes og teori diskuteres. De arbejder videre med deres øvelse. Hvis de er færdige skal de aflevere en rapport og en videopræsentation.
Rapport afleveres på BB. Så ved jeg at de har lavet øvelsen (rapporten er en pdf fra e learning modulet - det tager 5min at printe og uploade)
Videopræsentation afleveres på peer-grade. Fri opgave - men præsentation max. 5-8min. Opfordres til at bruge rapport til at tale ud fra.
De giver hinanden feedback via rubric som guider dem indtil præsentationsteknik og opfodrer dem til at tænke i eksempler og anvendelse af de elektriske maskiner eller forslå nye anvendelser.
Efter lektionerne har de studerende internaliseret og eksternaliseret deres nye viden og kombineret den med anvendelsesområder i stoffet og de har fået feedback fra deres peers.
Ved at flytte inkludere videopræsentation til en before eller after class activitet kommer der mere aktivitet mellem campus og on-line studerende.
FL .3.0 minder om STREAM modellen.
Intended Learning Outcomes:
- Kunne redgøre for funktionsprincipperne i de vedvarende energikilder som vind, sol, biogas etc. samt konventionelle energisystemer
- Have en forståelse for de elektriske systemer og hovedkomponenter bag energiformerne
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Put title of your learning design here
Description:
Provide a summary of your learning design here, who are the intended learners, how do you teach this learning design, etc.
Intended Learning Outcomes:
- Demonstrate an understanding of current research about online teaching and learning
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Module 1- Introduction to Science Technology and Society
Description:
Introducing the relationship between scientific discovery, technological innovation and the effect that have on society. What are society's expectations from science and technology?
Week 1 - Society and the impact of science and technology (1 ½ hour interactive Zoom session)
Week 1 – Asynchronous learning tasksWeek 2 – Synchronous, The philosophy of science and the scientific method(1 ½ hour interactive Zoom session)
Week 2 – Asynchronous learning tasks
Intended Learning Outcomes:
- 1.2 Develop relevant foundation knowledge
- 2.2 Access and critically analyse and evaluate information
- 3.1 Communicate effectively
- 3.2 Work and collaborate with diverse groups
- 4.1 Develop and apply learning skills
- 5.1 Use technologies appropriately
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Using Flipped Class-room to extend exercise time in Digital Image Processing
Description:
The first requirement to be able to release time for supporting in-class exercises is to reduce the in-class lecture time. This means that large parts of the theory from the in-class lecture must be moved from the lesson (in class) to the preparation (out-of-class). The course is thereby partly transformed into a flipped classroom (FC) course. As a replacement for the traditional lecture, I will make videos that combine screencasts and pencasts, to replace the main parts of current lectures. Screencasts can be used for slides and graphic presentations, which today are presented using 'PowerPoint' slides. Screencasts can also be used for presenting code and examples. Fortunately, transforming these parts of the lecture to videos can easily be done, as this course is an algorithmic and programming course where the content is mostly digital. Pencasts can replace large parts of the blackboard-presentations, which consists primarily of presenting algorithms. The videos should be accompanied by quizzes that give the students feedback on their understanding of today's lesson, as well as provide inputs to the lecturer in the in-class teaching, thereby transforming it to just-in-time-teaching (JiTT).
When most of the theory is presented during the preparation time, it is necessary to allow the students to ask questions and get support in the preparation time. For this, a discussion board/chat-room is created, which can be used both before and after the lesson, and which the students are encouraged to actively contribute to.
With the freed-up time in-class, it is possible to focus the lecture on brief practical demonstrations, perspectives and use cases. This gives the students more time to work on the exercises, and the opportunity to get support while working on them.
After the lesson (out-of-class), the same discussion board can be used to ask questions related to the exercises, and other students, as well as the lecturer, can help to answer those questions.
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