Browse Public Designs
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Facilitate student learning in lecture on Abnormal Behaviour
Description:
I wish to facilitate learning in a lecture on the topic ‘Abnormal behaviour’ during the mandatory bachelor course ‘Domestic Animal Behaviour’. The participants consists this year of 9 students, with inclass activities scheduled as one lecture, followed by two discussion classes on the same day.
The main pedagogical rationale of my learning design suggested below is to engage/activate students and to prepare them for achieving the intended learning outcome specifically stated for this topic. I plan activities with the intend to increase their awareness of the topic relevance, to enhance motivation, and which invite peer feedback. My goal is to be transparent about the learning goals, and enable to students to grasp the topic in a range of different ways, not only be reading the textbook material. The physical interactions between teacher and students will only be inclass; however, the student learning is supported by outofclass activity before and after the weekly session.
The learning design model is inspired from STREAM, with outofclass activity leading up to and feedback into the onclass activity. The LMS platform used is Brightspace. In relation to Conolo’s three dimensions, the use of outof class activity introduced activate the students to a higher extent.
Intended Learning Outcomes:
 CLO 1. Define stereotypies as a subclass of abnormal behaviour.
 CLO 2. Describe different types of abnormal behaviour.
 CLO 3. Reflect on associations between development of abnormal behaviour, animal motivation and the external environment.

Applied Physics and Differential Equations
Description:
Course on applied physics and differential equation. 3rd year Bachelor.
My teaching activity follows the STREAM model to organise teaching.
The pedagogical rationale behind it is to activate / engage students by outofclass and in class activities and support them in achieving the intented learning outcomes.Outofclass activities are recorded lectures split into multiple slote, supplemented by writing small summaries of the lectures
and online quizzes facilitated by the learning management system brightspace.The inclass activities supplement the outclass activity.
Intended Learning Outcomes:
 Relate different aspects of modern physics
 Identify physical relationships and describe them using mathematical tools
 Understand modern physics necessary for solidstate devices, including elementary quantum theory and electrons in solids
 Derive mathematical models of physical systems
 Define and describe ordinary differential equations and simple partial differential equations
 Solve and represent solutions of differential equations using software
 Understand and know important partial differential equations and how to approach them

Lipid Biotechnology lipid nutrition
Description:
In lipid biotechnology, lipid nutrition part, students get familiar aspect of lipids in nutrition and importance on human health. Also, students during the course will be able to explain the mechanism of lipid digestion, absorption and circulation.
Intended Learning Outcomes:
 Explain the chemical structure of lipids
 Describe the classification of lipids
 Explain digestion and availability

Supervision Meeting with PhD Students with New IT SupportHei Victor Cheng
Description:
This learning design is intended to provide a clear working flow for supervising a PhD student in the area or communication, signal processing and machine learning.
The goal is to make the research meetings more efficient and access the student's progress in a more timely manner. As the student may be new to doing research in this area, they may not know what to do and what to expect in the beginning.This design is to break down the work flow for the students to help them to get used to doing independent research with my help. Eventually the student will be able to develop their own research habits and have a sustainable routine. The design is broken down into 4 categories, mainly helping the students to know what to do before the meeting, during the meeting and after the meeting. Sometimes when we have some tasks that is outside the loop, then what would be the expected actions and how I can support the student is outlined.
Here I propose to make use of many of the newly available software like Mendeley for keeping track of scientific articles and references, OneNote and Google Keep for taking notes and keeping track of the record, Padlet discussed in course for feedbacks, Gitlab, Github or Overleaf for codes sharing or writing papers. With the aid of these newly available technologies can make many of tasks easier, making it easier to keep track of the student's progress, and feedback delivery can be more timely.
Intended Learning Outcomes:
 Establish a research supervision practice
 Develop a working cycle for the student in doing research projects
 Provide regular basis to access student's progress

Microbial growth  analysis of lab data
Description:
This exercise deals with the augmentation of a Bachelor course on microbiology, in the specific on a module on microbial growth where students have to analyze and interpret results obtained from laboratory exercises performed on the previous week. Regularly issues emerge with students (at their first year) not being proficient with Excel. This requires frequent interruption of the data analysis process to explain some basic statistic and analytic tools. Such explanation breaks generate nuisance among the most proficient students, interrupt the flow of the data analysis, and leave limited time for the interpretation and discussion of the results.
Here following the principle of the STREAM model, I create an outofclass loop, where students can access contents (i.e., a document and a video) on statistical concepts and Excel analytical commands. Then, groups of threefour students will conduct a calculation exercise on a provided Excel template, individually. Finally, students will report the results of their calculation by answering to a quiz. Students will get immediate feedback on the correctness of the answer. If one answer is incorrect, students will swap the calculation spreadsheet and conduct a “peer review”. They can then take the quiz again. Following the principle of Just in time teaching, I will look at the results before the lecture and consider if it will be necessary to go through those concepts again.
Intended Learning Outcomes:
 Learn basic principles and commands to carry out a regression analysis on Excel
 Read and interpret summary statistics
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