Browse Public Designs
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Learning design in Numerical Methods
Description:
Context
The learning design described here is to be used in the 10 ECTS course Geoelektromagnetism and Numerical Methods, which is an obligatory 2nd year course at the Department of Geoscience, Aarhus University. About 20 students attend each year, constituting a mix of geology and geophysics students. Specifically, the learning design described here is intended for the part of the course covering Numerical Methods (7 weeks, 5 ETCS). This part of the course includes theory and hands-on exercises on numerical methods, and consists of a combination of lectures given by an instructor (2 x 2h per week) and theoretical exercises supervised by a teaching assistant (TØ; 3h per week). The final assessment is an oral exam where the list of questions is given beforehand.Learning design
In order to optimize the learning of the students and facilitate a deeper learning, I explore the possibility of adding new out-of-class activities, as a complement to existing lectures and TØ. These activities will mainly be implemented as online e-tivities, and I will follow the 5-stage model by Salmon (2011), in order facilitate a successful online learning experience for the students. In the first week of the course, the online e-tivities will focus on stage 1 and 2: 1) familiarize the students with the digital learning tools (discussion boards in Blackboard, making a tablet cast), and 2) promote interaction between students, whereas all following weeks will have e-tivities on stage 3-5: 3) information exchange, 4) knowledge construction, and 5) development.Intended Learning Outcomes:
- Calculate algebraic expressions numerically, including interpolation, differentiation and integration, as well as solve equations.
- Produce curve and surface plots of mathematical functions and observed data in regular grids, read and write data on disk files, and fit analytical expressions to such data.
- Write, debug and apply elementary Matlab code in connection with the above-mentioned learning goals.
- Solve simple differential equations numerically.
- Combine and relate these electromagnetic and numerical methods for solving geoscientific problems.
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Transformation of a laboratory experiment
Description:
Goal: to make an easy available video for all students of how to use a laboratory instrument (e.g. Spectro-Vis)
To enhance students’ knowledge of how to operate instruments in the chemical laboratory, a new online setup will be established.
A simple video made by the instructor explaining the use of an instrument will be available online together with an article or two and some textbook theory.
The students has to group-wise discuss the theory behind the instrument and explain this to the other groups online in a discussion forum.
A minor exercise using the instrument will be set up by the lecturer. The exercise has to be part of the video as a showcase for the students understanding of the purpose, use and data treatment.
Internal in each group, a suggestion for a new video design is agreed upon. Arguments for pros and cons have to be listed (available to the lecturer)
Make a 2-4 min video of the use of the instrument including purpose, theory, showing the use of the specific instrument and how to evaluate data from the measurement. Upload this video in the open discussion forum available to the other groups.
Each student vote for the best video and ARGUE why it is the best.
Based on argued votes from all the students, the best video will be used in next year’s lecture for new students. This video will be assessable online for all students.
Intended Learning Outcomes:
- Practical experience with specific laboratory equipment (before the lab. exercise)
- Evaluate best instructral video based in objective kriteria
- Enhanced team work performance due to small intense group assignment
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LEGO Mindstorm EV3
Description:
Intended Learning Outcomes:
- https://goo.gl/forms/pQPpuYibk2BMXLJj1
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New learning design
Description:
The learning design is proposed as part of the learning activities for a 10 ECTS course “Environmental Governance: Policy Processes and Economic Dimension” offered to Masters students in Biology.
The design aims to address two pedagogical challenges:
Firstly, large share of the students enrolled in the course have limited (if any) economics background. The key challenge is therefore to aid students’ comprehension of basic microeconomic concepts, which will make it easier for them to follow the environmental economics components of the course. A structured pre-lecture activity is proposed.Secondly, an important element of the course is for the students to critically evaluate and apply different methods (e.g. non-market valuation methods). There may be a scope for realizing this objective through an e-tivity.
Intended Learning Outcomes:
- The overall purpose of the learning design is to provide the students with structured outside class activities that are closely linked with inside-class activities in order to enhance their learning p
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Final learning design for poster
Description:
In this activity, the students will first create 10-min. videos, showing both visual aspects of their design, as well as a summary of the changes in their design iteration (how it compares to the previous design), how they addressed the peer feedback of the heuristic evaluation, all of which is backed up with a thorough rationale for their design decisions based on concepts introduced in the course.
Students then perform a peer evaluation of these 10-min. videos, where they discuss their design iteration and rationale behind their design decisions.
I’ll provide a rubric to grade these videos based on a fixed set of criteria, and based on this filled-in rubric, I will afterwards be able to see which of the criteria (or aspects) they struggle with most. I will use the exact same rubric to grade the students 10-min. videos myself afterwards.
I will then organize a lecture to highlight the issues students struggled with, and provide additional explanations and feedback, based on analyzing some examples of the videos. Before the lecture, I will additionally provide opportunities for the students to bring up additional issues they are struggling with or would like to know more about, which I will then use to prepare the topics I will address in my lecture.
Intended Learning Outcomes:
- name, define and use HCI theories, principles and guidelines to analyze and criticize user interfaces and motivate user interface design decisions
- evaluate user interface designs with respect to usability
- prototype interactive systems
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