Browse Public Designs
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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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Motivational activity for theoretical exercises
Description:
This learning design aims to increase deep learning during theoretical exercise sessions through a short activity that i) has a clear objective, ii) improves motivation, iii) encourages dialogue, and iv) provides freedom to focus on the task (see Biggs, 2012). The design takes advantage of the potential of educational technology to engage students in a variety of ways and develop student’s abilities to link theoretical and practical aspects (Price & Kirkwood, 2011).
Halfway through a theoretical exercise session, the instructor gives a presentation of the short activity. The students then participate in the activity, which can be e.g. a simulation or virtual lab exercise, a short lecture on the newest research within a relevant field including Mentimeter polls and questions from the students, or a video presented together with some questions to consider.
In my own teaching, I used a simulation about random genetic effects (available at: http://virtualbiologylab.org/NetWebHTML_FilesJan2016/RandomEffectsModel.html) and a short lecture on my own research on environmental DNA, including a Mentimeter poll on how to choose appropriate metabarcoding primers for different levels of needed taxonomical resolution. The stated learning outcomes are for these two activities.
Within the field of genetics and evolution, some other possible activites could be:
- Exploring the tree of life at https://www.pbs.org/wgbh/nova/labs/lab/evolution/research#/evo/deeptree
- Population genetics in a fish population. http://virtualbiologylab.org/ModelsHTML5/PopGenFishbowl/PopGenFishbowl.html
- Finches and evolution. https://simbio.com/products-college/evolution-genetics
Dialogue, feedback and guidance from the instructor, and a variety of learning activities is expected to help improve student motivation and engagement, individual learning development (“learning to learn”), and a deeper understanding of the subject material.
Intended Learning Outcomes:
- Define and discern genetic drift, bottlenecks and founder events
- Explain how random genetic effects affect small populations relative to large populations
- Define environmental DNA and state (some of) its current uses
- State the main characteristics to look for in a genetic region when designing a metabarcode
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EnergyPlus: Topic XX
Description:
This learning design is intended for lectures that teach different topics in EnergyPlus (A building simulation software).
The pedagogical approach is a flipped class room and the intention is to move all theory and software instructions to individual activities before class. The ressources to understand theory will mainly be text materials while screencasts will show software instructions. Before each lecture two quizzes must be answered to test conceptual understanding and correct use of software. The quiz results provides feedback to the teacher and topics causing problems will be reviewed in the lecture. Most of the lecture (In-class) will be used for practical excercises with support from the teacher and/or a PhD student instructor. A small additional excercise that builds on top of the In-class excercise will be released after class to support individual reflection on the topic.
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Assignment in General Molecular Biology and Biochemistry
Description:
Exchange of an assignment consisting of essay questions with a multiple-choice quiz in Blackboard.
Intended Learning Outcomes:
- Repetition of the curriculum.
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Transformation of a teaching module to enable a deeper understanding of NGS technologies
Description:
The purpose of this learning design is to transform an existing quite heavy and passive module consisting of a lecture and an exercise about NGS (Next Generation Sequencing) technologies and their usage to study RNA into a much more active, almost-hands-on learning experience. The course is 10 ECTS and dealing with the most recent advances in the field of RNA molecular biology. Most contemporary scientific articles concerning RNA contain some variant of an NGS experiment, and thus it is necessary to conduct a crash course on NGS at an early stage.
To facilitate active learning, the design is based on the STREAM model (Godsk, 2013). The design is build up as follows:
(1) Most curriculum acquisition takes place out of class before the lecture by reading review articles and watching videos supported by various activities including multiple choice quizzes on Blackboard.
(2) The classroom session falls in three parts: First, there is a short classical lecture including a thorough follow-up on the aforementioned quizzes. Next, there are group discussions related to a specific set of questions and finally the session is wrapped up by the groups producing a ‘pencast' that describes a widely used procedure for RNA sample preparation for NGS.
(3) After the lecture, there is a brief follow-up on the pencasts, and, subsequently, submission of group assignments that are first evaluated by peers and since by the lecturer.The original module is organised as follows:
(1) Lecture incl. Q&A session 2x45min
(2) Theoretical exercises 2x45 min
(3) Student presentation 1x45 minAccording to the SAMR model, which is embedded in STREAM, the re-design leads to a modification of the module. In the transformed version, lecture and theoretical exercises are merged into one module as presented here, whereas the student presentation is kept as is. The total in- and out-of-class workload is similar between the traditional and transformed designs.
Intended Learning Outcomes:
- Describe and explain the underlying technologies behind the three main NGS platforms (SOLO taxonomy level 3)
- Design a strategy for construction of a DNA library, based on RNA as the starting material, that is compatible with sequencing on the Illumina NGS platform(s) (SOLO taxonomy level 4)
- Design and discuss an RNA enrichment strategy based on the most common physico-chemical features of various RNA types (SOLO taxonomy level 5)
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