Browse Public Designs
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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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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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