Browse Public Designs
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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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Theoretical exercises in genetics and evolution
Description:
This learning design will be based on the approaches of active and collaborative learning. The students will prepare answers to questions out-of-class, and the (in-class) theoretical exercises will thus be used for exploring the week’s subject in more depth, using group work, feedback and simulation exercises. The same basic learning design will be used across three subsequent weeks/exercises. Each exercise session will include the following activities in the order given:
• The students form groups of five and discuss the first one or two questions, which will then be presented as multiple-choice questions in Mentimeter. The students can vote individually, and the instructor then explains the correct answer(s)
• Each group discusses the next N questions and are then assigned one question to present in class. If needed, the answer will be corrected or further explained by the instructor
• Halfway in the exercise, the students will be asked to form groups of two, and try out an online simulation related to the week’s questions
• Each group discusses the remaining questions and again presents their answer to one assigned question. If needed, the answer will be corrected or further explained by the instructor
The online simulations will be:
Week 1: Exploring the tree of life at https://www.pbs.org/wgbh/nova/labs/lab/evolution/research#/evo/deeptree
Week 2: Population genetics in a fish population. http://virtualbiologylab.org/ModelsHTML5/PopGenFishbowl/PopGenFishbowl.html
Week 3: Finches and evolution. https://simbio.com/products-college/evolution-genetics
Group-work, feedback and guidance from the instructor, and a variety of teaching/learning activities is expected to help improve student motivation and engagement, collaborative skills, individual learning development (“learning to learn”), and a deeper understanding of the subject material.
Intended Learning Outcomes:
- Describe and analyse inheritance in one or more genes together using empirical data
- Describe and analyse the processes that determine the distribution of genetic variation in the wild, including the processes that cause evolution
- Analyse and interprete empirical data and critically assess methodology in genetic and evolutionary experiments
- Use relevant genetic and evolutionary principles to understand current challenges in conservation, food security and human health
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Preparation for Talk at conference / defence / project meeting
Description:
Prepare a student/group member for a talk about their research to be held at a conference, thesis defence or project meeting.
Intended Learning Outcomes:
- The presenter is able to present her/his research project in a clear, concise, and scientifically correct manner
- The presenter is able to reflect upon what the central take-home points in a given presentation should be
- The presenter is able within 3 minutes to explain the aim and structure of the presented research
- The presenter is able to asses the position of the presented research within the field of research and adjust it accordingly to fit the level of her/his audience
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New learning design
Description:
La unidad didáctica “ENTER-ARTE ” pretende acercar al alumnado de 6º de educación Primaria al arte cumpliendo una doble función; por un lado, ayuda a acercar al alumnado a la cultura, despertando su curiosidad e interés hacia la misma, y por otra parte, le presenta un valiosísimo medio de comunicación y descarga emocional. El diseño se basa en el modelo desarrollado por Jonassen en 1999,“Entornos de aprendizaje”, enmarcado dentro de la Teoría constructivista del aprendizaje del que sobresalen las siguientes fases:
Intencional: se fomenta la motivación del alumnado de cara a la consecución de objetivos.
Cooperativo (colaborativo/conversacional): el conjunto de la unidad empieza.
Constructiva y reflexiva: el alumnado lleva a cabo un investigación individual sobre una temática concreta escogiendo en que obra o autor centrar su reflexión de forma libre.
Activo y manipulable: el alumnado escoge el que y el como rediseñar una obra real , gracias al trabajo de investigación de sus compañeros y compañeras.
Auténtico: las actividades se basan en un contexto real y práctico.
Intended Learning Outcomes:
- Potenciar el desarrollo de la estética y las prácticas artísticas a través de las Tecnologías de la información y comunicación.
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Where are you?
Description:
La presente Unidad Didáctica va dirigida al 4º curso de Educación Primaria y se impartirá desde el área de Lengua extranjera - Inglés durante 6 sesiones de 45 minutos. En ella trabajaremos diferentes estructuras gramaticales para ser capaces de indicar y percibir direcciones, utilizado las preposiciones de lugar, así como "There is/are"
Podríamos decir que la UD está basada en el modelo pedagógico constructivista desarrollado por Jonassen (1999) en el que nuestro alumnado es el protagonista en la construcción de su propio aprendizaje.
Por otra parte, es fundamental resaltar el rol que desempeña el docente, cuya función principal es ser guía y orientador en el proceso de aprendizaje, facilitando las pautas a seguir, los recursos y las herramientas necesarias, para que sean los propios alumnos quienes construyan y descubran de forma activa su propio conocimiento y aprendizaje.
Objetivos de área trabajados (según la Orden del 17 de marzo): 2, 3, 4, 5, 6, 7, 8, 9.
Criterios a tener en cuenta para la evaluación del aprendizaje (según la Orden del 17 de marzo): C.E. 2.2., C.E. 2.8., C.E. 2.10., C.E. 2.17.
Intended Learning Outcomes:
- LE.2.2.1 Comprende y capta el sentido general de mensajes e informaciones en diferentes contextos, como: la tienda, la calle, etc, mediante el uso de estrategias elementales de comprensión.
- LE.2.8.1. Mantiene una conversación sencilla y breve utilizando un vocabulario oral de uso cotidiano, haciéndose entender con una pronunciación y composición elemental correcta para presentarse, descr
- LE.2.10.1. Identifica y se inicia en el uso de estrategias de comunicación básicas, aplicando los conocimientos previos y adquiridos para comprender el sentido global de un texto sobre diferentes situ
- LE.2.17.1 Redacta distintos tipos de textos adaptados a las funciones comunicativas (una felicitación, invitación o rellenar un formulario) que más se adecuen al contexto escolar y su entorno; y pract
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