Browse Public Designs
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Course tool 2
Description:
A project designed to scaffold and promote MADNESS, i.e. creative, nonconventional thinking, among archaeology students through small class teaching excersises.
Intended Learning Outcomes:
- Applying theoretical perspectives to specific contexts
- Reanalyzing contexts through new theoretical frameworks
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AU pedagogical project operations management
Description:
This is a learning decision for a lecture and instructor class in operations management session on inventory management with the aim of using education technologies to enhance student engagement.
Intended Learning Outcomes:
- Apply relevant models for inventory management and control
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Y11 Maths Ext 1
Description:
Stage 6 (Year 11) Mathematics Extension 1
Intended Learning Outcomes:
- uses algebraic and graphical concepts in the modelling and solving of problems involving functions and their inverses (ME11-1)
- manipulates algebraic expressions and graphical functions to solve problems (ME11-2)
- applies concepts and techniques of inverse trigonometric functions and simplifying expressions involving compound angles in the solution of problems (ME11-3)
- applies understanding of the concept of a derivative in the solution of problems, including rates of change, exponential growth and decay and related rates of change (ME11-4)
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Measurement Theory and Biomedical Science
Description:
This is a 3-4 ECTS doctoral-level course on Measurement Theory (MT), tailored for students in medicine or the biomedical sciences.
The course is contextualized around a cohort, model, or measurement approach regularly employed in the student's own research. Throughout the course, the participants will engage with core principles of measurement theory by applying them to a study subject or domain of their own choosing. Students will learn to critically assess the implications of MT for their own research practice, and the impact and meaning of MT in their research. The course aims to provide a critical and translatable framework that supports both theoretical understanding and practical application.
The ILOs emphasize theoretical, applied, and reflective dimensions of the course content, but stays short of statistical calculations. Delivery is primarily online via Brightspace and includes both online small-group sessions and occasional in-person large-group activities.
The course is organized into self-paced modules, allowing students to engage with core concepts of measurement theory at their own rhythm and according to their research needs. Several assessments for learning are build in to support the students and guide them along the course. Each module includes guided reflection through structured questionnaires, prompting students to critically apply measurement theory to their own experiments or study contexts. This reflective work is then brought into small peer groups (triads), where students discuss their insights and provide feedback on each other’s thinking. This structure supports several student-centered learning objectives, including self-directed learning, critical reflection, peer-to-peer learning, and the development of transferable analytical skills. By actively engaging with their own research practices and those of their peers, students cultivate a deeper understanding of measurement theory as both a conceptual and practical tool.Intended Learning Outcomes:
- Explain core concepts and principles of measurement theory, and their implications for research
- Distinguish between different types of measurement scales (nominal, ordinal, interval, ratio), and assess their appropriateness
- Identify and critically analyze the measurement framework used in their own and others experimental or clinical research
- Reflection on human reflection and AI reflection comparison and their limitations
- Communicate and synthesize complex measurement theory concepts clearly in oral and written formats to peers
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Staff professional development: Designing accessible PowerPoint presentations for all learners
Description:
Poorly designed PowerPoint slides can impede learning by reducing comprehension, engagement, and retention of the learning. This 10-week online, flexible learning course in Canvas introduces key principles and practical strategies for creating accessible, inclusive and effective presentation slides for synchronous/face to face delivery. The principles take into account diverse learner needs, learning and visual design principles, cognitive load theory and digital accessibility standards.
The course is useful for professional or academic staff involved in any of the following:
• using PowerPoint for face-to-face teaching
• using oral/group presentation assessments that require students to present to their peers via PowerPoint
• advising students on PowerPoint design for such unit assessments
• using PowerPoint for professional live presentationsCourse participants are expected to explore the Canvas course content and practical tasks on their own. To allow participants to engage with the instructor and peers, a fortnightly 90-minute Zoom tutorial facilitated by the course instructor will be available. There will be 3 assessments due approximately every three wee
Intended Learning Outcomes:
- Identify and explain key principles that inform accessible, inclusive and effective PowerPoint slide design.
- Evaluate and critique PowerPoint slides in accordance with the key design principles.
- Design original PowerPoint slides by applying the key design principles and relevant strategies to enhance comprehension, engagement and retention of learning for diverse learners.
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