Browse Public Designs
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Simulating Customer Interviews with Generative AI
Description:
This design illustrates how Generative AI is utilised for role-playing in teaching, with the goal of simulating customer interviews in an undergraduate course on Product Development from an Operational Perspective within the context of a global management and manufacturing programme at Aarhus University. The goal was to enable students to practice customer interviews with the purpose of identifying customer needs and using them to set target specifications for a product, without having access to a real customer.
Intended Learning Outcomes:
- argue for and work towards balancing "Voice of customer" and "Voice of production" when creating requirement specification for a product.
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Scaffolding MADNESS
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:
- Deconstructing archaeological theory, as applied to specific contexts
- Reanalyzing contexts through new theoretical frameworks
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Remedial Education Program (REP) for Allied Health Professionals
Description:
The professional peak body of an allied health organisation has tasked me with designing a learning module for members found by the national registration board as requiring remedial education around evidence-based treatment and management strategies.
This issue arose from a formal public complaint alleging the member engaged in prolonged and ineffective care, resulting in the unnecessary emotional stress and financial burden placed on a member of the public. The registration board’s disciplinary committee's findings highlighted the member displayed a lack of competency in finding, selecting, and applying evidence-based strategies appropriate to an individual patient presentation.
The goal of this remedial educational programme will be to address the three key registration board findings, namely the lack of competency in finding, selecting, and applying evidence-based research material, which can then be used to inform future patient-centred treatment strategies.
This will be undertaken by way of a three-stage remediation program which will be supervised by a single, registration board provided mentor, that will function as a facilitator throughout the duration of the program and report back to the registration board upon completion of the REP.
An overview of the REP program can be seen in Appendix 1. The mentor will then instruct the board if the member has achieved the learning outcomes to a satisfactory level and provide the necessary evidence that these learning outcomes have in fact been achieved. This process is expected to take no less than 12, and no more than 24-months from the start of the programme.
Intended Learning Outcomes:
- Upon completion of this program, you will be able to find suitable evidence-based sources of information that will underpin the development of your treatment/management strategy.
- Upon completion of this program, you will be able to critically appraise evidence from a variety of sources and select the most appropriate to include in your treatment/management strategy.
- Upon completion of this program, you will be able to integrate and reflect on your chosen treatment/management strategy for a relevant and appropriate course of care.
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Developing Academic Skills
Description:
This learning design is for the course called Developing Academic Skills- a foundation level course offered in Foundation and Diploma programs at X College. The course is an online course with asynchronous out-of-class activities and weekly optional drop-in Q&A Zoom sessions. The course content is delivered over 9 weeks using Moodle learning management system, with student workload of about 10 hours per week.
The primary aim of the course is to equip students with the essential academic and personal skills required for success in their university study. These include effective learning strategies, professional communication and teamwork skills, reflective practices, and oral presentation techniques using digital tools. In addition, students are encouraged to explore study and career pathways in both local and global contexts.
Assessments for the course comprises the following:
1. Development of a weekly and semester planner
2. A written report about their chosen career which includes a 2-page notetaking of 4 sources relating to their chosen career and a synthesis of key information from these sources.
3. A reflective oral presentation about their learning experience prior to attending the program; their experience of on-campus and online learning; their personal learning styles and strategies what they have learned; and their future learning choices.
Intended Learning Outcomes:
- 1. Identify and apply appropriate learning strategies to organise and manage learning in an academic environment
- 2. Explore and review study and career options in local and global contexts
- 3. Use professional communication and teamwork skills for participation in small interactive group learning activities
- 4. Display oral presentation skills including the use of technology and reflective practice
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Learning design
Description:
Intended Learning Outcomes:
- That the students gain insight into how students' beliefs are formed and developed, what significance students' beliefs have for their learning, and what problems and challenges are associated with
- That the students on a theoretical and empirical basis can relate reflectively to how teaching contributes to shaping students' beliefs
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