Browse Public Designs
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Flipped classroom for a selected chapter in quantitative genetics course
Description:
In our masters course, Quantitative Genetics, we work through numerous exercises most of which require software usage such as R and DMU. A challenge in this course is that most students are not familiar with statistical software used to implement exercises in this course. Therefore, often lots of time is spent specially in first few classes to familiarize students with programs like R or DMU, that would have otherwise been used to discuss the subject matter in the ILO. Here a learning design is proposed to transform the first chapter of the course, the introduction part, which mainly introduces the theoretical backgrounds and familiarises the students with statistical programs like R and DMU in a small class teaching setting. The learning design will follow a flipped classroom approach where such trivial tasks as running a software and understanding command lines can best be taken by the students themselves prior to coming to class in a flipped classroom approach.
Intended Learning Outcomes:
- Be able to code with R to run statistical analysis in quantitative genetics
- Understand and interprate results from analysis of data in DMU
- Develop pipelines in R where data analysis and result compilation from DMU is incorporated
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Thesis introduction writing with AI-generated text
Description:
The use of AI for generating text is becoming increasingly widespread. Using AI generated text for university assignments and projects is viewed by some as cheating. This form of ‘cheating’ is hard to detect because it does not directly involve plagiarizing existing text and thus will not be flagged by plagiarism-checking tools. By others, AI generated text - when supervised and quality-checked by the user - is viewed as the future of writing. This exercise aims at i) introducing the student to AI generated text (if they do not know of it already), ii) writing and editing a draft of the thesis introduction with the use of AI generated text, iii) discussing and critically assessing the thesis introduction as a genre, and iv) evaluating and discussing the pros and cons of the method and the ethical borderland with the student.
The pedagogical rationale is to enable the student to critically reflect on writing, thesis content, plagiarism, ethics, and the future of the borderland between human and artificial intelligence.
Intended Learning Outcomes:
- Basic knowledge on AI-generated text
- Write and edit a draft of the thesis introduction with the use of AI generated text
- Discuss and critically assess the thesis introduction as a genre
- Evaluate and discuss the pros and cons of AI-generated text for University assignments and the ethical considerations
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Hydrogeophysics Instrument Introductions
Description:
The Hydrogeophysics course gives students an overivew of a number of different geophysical technologies and how they can be used to study groundwater systems. The lectures focus on understanding the theory behind each measurement - how measurements are linked to Earth properties, understanding the physics of the measurements, and how the results can help better understand groundwater systems. To improve students more practical understandings - including things such as how does field equipment look, operate, and get used in practice - an online component is added to the course featuring 360 videos and accompanying quizzes.
The goal of the videos is to introduce students to the various insturmentation discussed in class by giving a walkthrough of the equipment in a field setting - where each component of the systems are discussed and the role that they play elaborated. The intent is that the videos, by filming them in the field, give a much better sense of how the systems work in practice - than could be achieved purely in the lecture.
The goal is that each week students will watch a brief 10-15 minute video discussing the relevant geophysical equipment and then complete a short quiz that touches on the main takeaways from the video.
Intended Learning Outcomes:
- Develop familiarity with hydrogeophysical field instrumentation
- Understand how each instrument is used in practice
- Articulate the role of each component in the instrumentation
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Building Resilience
Description:
Course objectives:
The aim of the course is to give the students an introduction to basic concepts of neuroplasticity, the biology of stress, and how the mind evolved to handle stress in relation to resilience. Furthermore, Students will learn research-proven techniques to navigate the internal stress response and how to apply those techniques in stressful situations.
Intended Learning Outcomes:
- To identify and distinguish innate and learned aspects of how the mind interacts with stress
- To describe, share (on paper and with others), and analyze your emotions
- To generally apply the course concepts and techniques in their own lives with to purpose of finding calm and understanding of what causes anxiety
- To implement new routines that change how you interact with stressful situations
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Structural RNA Nanotechnology
Description:
Lecture is based on the theory of cognitive contructivism, the learners construct their own mental framework of energetic barriers in folding by physical interaction with paper folding in class. The module uses the STREAM approach to take advantage of blended learning with both out-of-class activities to complete before lecture and in-class activities designed to help learners achieve higher levels of Bloom's taxonomy. Students are expected to reflect on their experiences during the in-class and out-of-class exercises, and the format encourages independent learning to giver students a deeper conceptual starting point for the lectures. The module consists of two 2h lectures that each have their own preparation and follow-up assignments, followed by a journal-club/workshop day. The format of each lecture is 1h of lecture followed by a 1h guided exercise. Technology is used in the form of Youtube videos, homemade tutorial guides and videos, Brightspace discussion forums, and finally learners design their own biomolecules using our lab's homebuilt software. A goal of this module design is to bring more active, social, and experiential learning into the pedagogy framework.
Intended Learning Outcomes:
- Define structural rearrangement
- Examine the concept of folding domains by assembling paper models
- Develop an intuitive understanding of structural bifurcation
- Explore how energy barriers interplay with folding pathways
- Explain structural compaction
- Design and prototype a RNA origami nanostructure
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