Browse Public Designs
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Flipped classroom_Diego Abalos
Description:
First year BSc course on Agromicrobiology. Combination of lectures and lab classes.
Intended Learning Outcomes:
- To understand the basics of how to quantify the emissions of greenhouse gas emissions from soils.
- To hypothesize about the effect of contrasting environmental conditions (e.g. drought, flooding, increased CO2 concentrations, etc.) on N2O emissions from agricultural soils
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Transformation of course project report review into peer instruction.
Description:
In my course on sustainable design and production in the Department of Engineering at Aarhus University, students work on a semster-long project in which they apply the concepts learnt in the class to a technical problem in their domain of interest. The deliverables for this project include a report that details the project goals, methodology, results, limitations and future work. The report is structured as a technical publication. In the current plan, the final report will be submitted to the instructor who will review them and present the student teams’ with feedback on their project work. I would like to modify this part of the course using a peer instruction model. Students will act as ‘peer reviewers’ for other project report and provide constructive feedback on them.
Intended Learning Outcomes:
- analyze research work structured as technical publications
- criticize methodology and results in technical publications
- formulate feedback for technical publications
- justify adopted methodology and results produced in technical publications
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PhD Course DFT, Module 1
Description:
Module 1 content:
1) Fermionic * algebra and its representation in the Fock space.
2) Unitary canonical transformations.
3) Quadratic Hamiltonians and Wick theorem.
4) Field operators.
5) The many-electron problem in second quantization.
6) The free-electron gas.This module is already available in "Test Course for Nicola Lanata - au597385".
Intended Learning Outcomes:
- Account for the formulation of the many-electron problem in second quantization
- Construct Hamiltonian of solids and molecules
- Solve free-fermion models
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New learning design
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 5-min. videos myself afterwards (as well as their report).
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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Architecture Design Patterns
Description:
Through this Learning Design students will activate learning of software architecture design patterns at the higher categories of learning in the Revised Bloom model. By this stage, students have learnt about these architecture design patterns, and have likely implemented software based on these patterns in previous university courses. The focus now is on being able to (a) abstract, compare and reflect on the patterns by describing their functional properties in a broader framework (b) argue in a plausible, logical and rationale way as to why certain patterns should, or should not, be employed.
This small-class activity ties in with your on-going project and provides you an opportunity for experience in applying theory from the class room to real-world cases. This learning design adopts the STREAM model.
Intended Learning Outcomes:
- Analyse and compare architecture design patterns
- Argue for or against the application of an architecture design pattern to a software development project
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