Browse Public Designs
Page: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61
-
Customised chatbot as a TA in Philosophy of Science
Description:
This learning design outlines how a customised chatbot, "Phil," acts as a teaching assistant (TA) in a Philosophy of Science course. Phil is a Retrieval Augmented Generation (RAG) chatbot, tailored to the course curriculum. However, if a RAG is not available, a custom chatbot, such as OpenAI's custom GPTs, can be used. The latter option, though, may raise concerns regarding data security and ethics, as well as technical limitations (e.g. lack of insight into student prompts).
Intended Learning Outcomes:
- to identify and describe different types of research designs
- to explain the nature and development of theories, as well as the emergence and resolution of scientific disagreements
- to explain the contrasting philosophy of science assumption, and justify when a scientific explanation can be claimed to be true
-
Copied: Redesigning Tooling Lab Sessions for Physical Computing
Description:
The redesign of the machinery tooling segment of the course "Physical Computing", taught to 3rd semester IT Product Development students at Department of Computer Science. The course is also available as an elective for Computer Science students, and select students from the Faculty of Technical Sciences. The course is introductory for most of the equipment and machinery used, and therefore the material, instruction and tutoring must assume that the students are completely new in these topics and around the equipment.
The lesson set used the be the following:1. 3D Models use external Autodesk tutorial videos and follows up with an outdated lecture.
2. 3D Printing builds on 3D models lecture and includes direct tips to machinery.
3. PCB tooling in software and at machinery - normally just a lecture and then practical work with instructions.The idea is to redesign the lesson sets to the following (and in order):
1. Format and expectations will be aligned at the end of lecture before I take over.
2. 3D Models becomes flipped classroom based on Autodesk videos and follows-up with matrix groups where the students look at designs and talk biggest challenges, tips and “aha moments!”. They will answer a questionnaire before class, after watching the videos, that will serve as guidance for the class.
3. 3D Printing will be a lecture with a live-demo of using the PRUSA Slic3r program with files that they brought themselves.
4. PCB tooling becomes flipped classroom - an array of short videos that introduce Eagle, Importing Components, Nodes and Settings, Routing and Auto-router and Integration with Fusion. Machinery tooling will be the same; Setting up the machine, making the file ready, running and how to know if it’s going well, post-processing.
Intended Learning Outcomes:
- Integrate electronic circuits with 3D prints
- Updated: Construct more advanced interactive devices or systems based on standalone microcontrollers and custom printed circuit boards.
- Updated: Utilize 3D printers to print CAD models made in Fusion 360 or similarly complex CAD software
- ... construct interactive artifacts and/or environments from scratch
-
Effective integration of available resources in a introductory course to data science
Description:
The course "Introduction to Data Science" is a first year bachelor course which is mandatory for the bachelor students in the Data Science Bachelor at AU. The learning objectives are to provide a broad overview of data science and expose students to basic tools and methods to manage the workflow of a data science project, to learn how to transform, visualize and summarize data, and to communicate about the trends they observed in the data.
This learning design project aims at finding a way to re-use material that is already available online and effectively merge it into the course. Many different types of resources are available for such course, but the material needs to be aligned with the learning outcomes. Furthermore students need to be provided ways to find their own material and use it for their path to the learning outcomes.
Intended Learning Outcomes:
- Use tools in R to import datasets, calculate summary statistics and describe what these tell us about the data.
- Use R to produce graphical representations of data.
- Use R-markdown for documenting the data analysis and to produce a report.
- Prepare a systematic presentation of a data analysis.
-
Circulatory System - Lesson 2 of 3: Heart Dissection
Description:
Lesson 2 of 3 on Circulatory System: Heart Dissection and Functions
Learning Intentions:
- Explore the internal and external anatomy of the heart.
- Understand how the heart’s structure relates to its function in the circulatory system.Success Criteria
- safely and accurately dissect a heart.
- Identify key structures of the heart (chambers, valves, vessels) during the dissection.
- Explain how these structures function to pump blood throughout the body.Intended Learning Outcomes:
- Explore the internal and external anatomy of the heart.
- Understand how the heart’s structure relates to its function in the circulatory system.
-
ChatGPT for feedback and collaboration
Description:
The students were asked to write popular science texts about the historical background for Great Prayer Day for different media platforms and target groups. They were asked to use chatbots to get suggestions for the content and structure of the text.
Intended Learning Outcomes:
- Translate history knowledge for popular media
- Translate history knowledge for various target groups
Page: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61