Browse Public Designs
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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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Copied: Flipped classroom in PhD course Microsensors
Description:
2 week intensive PhD course with around 20 international PhD students interested in using microsensors in their research. The course contains theory and practical exercises.
Intended Learning Outcomes:
- Students should know the basic principles of oprical microsensors and planar sensors
- Students should be able to define the main concepts and components of a sensor
- Students will be able to use sensors in a practical setting
- Students should be able to reflect and abstract from shown methods and concepts to their own research and figure out how to implement sensor technology
- Students should be able to analyse the benefits and drawbacks of a particular sensors for a given problem
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Reading and interpreting phylogenetic trees
Description:
45min in class session plus out-of-class activities. Part of the MSc level Biogeography & Macroecology course. Intends to ensure that all participants are able to correctly read and interpret phylogenetic trees.
Intended Learning Outcomes:
- correctly identify different types of phylogenetic trees
- make correct statements about relatedness using relevant terminology
- make correct statements about estimated age using relevant terminology
- correctly interpret polytomies and support values
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Learning design - Teacher Training Programme E18
Description:
This sequence of tasks aims to help teachers designing their teaching and incorporate educational IT and technology in relation to their pedagogical values and design principles.
Intended Learning Outcomes:
- Reflect, discuss and identify your educational and pedagogical values as an educator in relation to teaching.
- The individual course participant will get an overview of his / her teaching and can probably get insight into their teaching position in relation to the combined course.
- Get an insight if and how technology is implemented in relation to the concept of blended learning and where they can incorporate more for the benefit of quality in teaching and student learning.
- They will have the opportunity to reflect and discuss the alignment of their teaching as they are asked to relate to the learning goals and assessment.
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