Browse Public Designs
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Workplace conflict resolution
Description:
This learning design focuses on building learners' skills in workplace conflict resolution through a blended learning approach. It integrates online learning, problem-based learning, and role-play activities. Learners will engage with preparatory materials, analyse case studies, participate in role-plays, and critically reflect on their experiences.
This subject is structured to encourage critical thinking, ethical decision-making, and interpersonal communication. Students will assume the roles of key stakeholders in simulated workplace conflict scenarios. These activities help develop empathy, argumentation skills, and strategies for reaching collaborative resolutions.
Intended Learning Outcomes:
- Analyse multiple perspectives in workplace conflict scenarios.
- Construct stakeholder arguments supported by research and evidence.
- Participate in negotiations to resolve workplace issues.
- Reflect on role-play experiences to improve future conflict resolution skills.
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New learning design
Description:
This is a course in the Health Sciences discipline, a first-year subject enrolled by 250 students. The learning objective of this course is to develop a strong foundation in molecular and cellular aspects of biology, specifically the chemicals of life, macromolecules, both pro- and eukaryotic cells in addition to basic cell physiology.
Each week covers a topic. The teaching method for this course involves the following face-to-face components:
- tutorials (1h x 11 weeks)
- practicals (3h x 7 weeks)
- workshop (2h x 3 weeks)
- seminar (3h x 13 weeks)Assessment comprises the following:
- written report
- mid-term test
- quizzesIntended Learning Outcomes:
- Identify and describe the four major biomolecules (carbohydrates, lipids, proteins, nucleic acids) and their basic structures and functions in living systems
- Compare and contrast the structural and functional characteristics of prokaryotic and eukaryotic cells.
- Explain DNA structure, replication, transcription and translation, emphasizing the relationship between structure and function.
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Review and Differentiate Learning
Description:
We believe your professional development as an Army Instructor should be ongoing and tailored to you. Our approach focuses on allowing you to develop new skills, stay up-to-date with current and emerging trends, and advance your career.
This module will help you understand the learning review process, identify at-risk learners for lesson differentiation, and enable a holistic review of learning to improve future outcomes for students.
As this course is asynchronous, it is highly encouraged that you engage with peers on the discussion forums and your workplace supervisor on current practices within your training establishment.
Throughout the course and this module, you are expected to complete a range of practical activities that will be compiled as part of a workplace portfolio to meet your requirements for Instructor Professional Development.
Intended Learning Outcomes:
- Identify at-risk learners to differentiate instruction
- Analyse the effectiveness of learning
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Pedagogical development design draft
Description:
Neuroscience is highly interdisciplinary and aims at understanding the brain and the nervous system by bridging mechanisms and principles all the way from atomic models, molecular biology, biophysics and genetics to cell function, neuronal circuitries, signal integration and brain computation, and how such systems control body functions and environmental interactions, behavior, memory, learning, cognition, and emotions. These mechanisms are also fundamental for our understanding of brain disorders ranging from neurological and neurodegenerative diseases and traumas to psychiatric disorders.
In this course key topics of neuroscience will be covered relating to neuroanatomy, neurodevelopment, sensory functions, motor neuronal signalling, memory functions, psychiatric disorders, and structure and activity of CNS drug targets.
Intended Learning Outcomes:
- After attending the course, the students should be able to:
- 1. Describe the basic anatomic, cellular and molecular principles of the nervous system.
- 2. Participate in a molecular medical dialogue rooted in a basic understanding of neurobiology and research.
- 3. Suggest and decide on how to investigate specific questions in basic functions and diseases of the brain.
- 4. Relate critically to representative, international scientific publications.
- 5. Independently propose molecular hypotheses and models of brain-related diseases.
- 6. Suggest basic mechanisms involved in the clinical manifestations of brain diseases.
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Cardiac arrest simulation scenario
Description:
Pedagogical development project: Cardiac arrest simulation scenario
Intended Learning Outcomes:
- Course catalogue: Identify potentially acute diseases requiring immediate treatment and explain the diagnosis and treatment, focusing on cardiac arrest.
- Course catalogue: Describe the need for and scope of correct first aid, including the ABCDE approach and cardiac arrest algorithm, as well as diagnostics and treatment in both pre-hospital and hospita
- Case specific: Demonstrate non-technical skills, including leadership, delegation of tasks, closed-loop communication, and maintaining an effective shared mental model during team resuscitation.
- Case specific: Perform effective basic life support
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