Browse Public Designs
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Ethics in Healthcare
Description:
This learning design focuses on enhancing students' knowledge, skills and application of healthcare ethics in pre-service health degrees to foster critical thinking and creative problem solving.
The class on ethics runs over three weeks online for students enrolled in a number of pre-service health courses and follows the same design each lesson. Each lesson scaffolds from the last and case studies become increasingly complex. Each class is offered synchronously for two hours and involves working both in professional groups (students in the same degree together) and interprofessional (a mix of allied health disciplines in the one group). The main part of the classes is recorded so students who can not attend can benefit from the learning (breakout rooms are not recorded).
Each class is preceded by module content that includes readings, case studies, short, recorded lectures (8 – 12 minutes) with questions after each resource to reinforce learning using H5P and other tools. During class students are asked to answer questions using mentimeter and add longer answers using padlets as required.
The model is based on pedagogic principles derived from flipped classroom, just-in-time teaching, peer instruction, and active learning (Al-Samarraie et al., 2020). Further, as the students are interacting in the lesson at different times it also using polysynchronous learning and SAMR model is used as well (Dalgarno & Webster, 2015; Puentedura, 2014).
Intended Learning Outcomes:
- Define and apply fundamental concepts and principles of healthcare ethics, to real-world scenarios in healthcare delivery
- Analyse ethical dilemmas that healthcare practitioners may encounter in practice
- Develop and justify practical recommendations for managing ethical dilemmas in healthcare practice
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New learning design
Description:
Studium Generale
Intended Learning Outcomes:
- describe humanistic/interpretive approaches to the study of literature
- describe scientific/quantitative approaches to the study of literature
- identify and evaluate prominent arguments for an against humanistic and scientific approaches to the study of literature
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Demonstrate the use of digital drawing tools.
Description:
The design of this creative session provides an opportunity for learners to explore a range of digital drawing tools to create a digitally designed character of their choice.
Learners work independently to create the character after researching in groups, discussing ideas, resolving design issues, obtaining feedback, and reflecting on their learning.
This session is underpinned by the concepts of experiential and collaborative learning.
Learning is embedded in a realistic and relevant context for learners.
Intended Learning Outcomes:
- Develop Proficiency in Digital Drawing Tools and Emerging Technologies
- Enhance Collaborative Problem-Solving and Communication Skills
- Apply Design Principles and Feedback in a Real-World Context
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Learning design of linking theory to practice through a field trip
Description:
Description of learning design
Overall teaching plan
3 hours: theoretical basis to “Intro to Nature-based Solutions: Rewilding and Rewetting in Danish Landscapes” (co-teachers) + preparation for field trip (me)
3 hours: field trip (me + external co-teachers)
3 hours: evaluation of field trip (me) + integrated transition into next topic on visualitsation(co-teacher)
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New learning design
Description:
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