Årg. 9 Nr. 1-2 (2017): Improving University Science Teaching and Learning - Pedagogical Projects 2017

Volume 9 - 2017

• ”Flipped classroom” – tidsforbrug, barrierer og præferencer

  Mads Fiil Hjorth

  • PDF

• Brug af videoer og online quizzer til histologiøvelser i veterinær anatomi

  Esben Østrup

  • PDF

• Kan en enkelt forelæsning befordre en aktiv og samskabende læringsproces?

  Louise Kruse Jensen

  • PDF

• Forsøg på at sikre ’Intended Learning’ med simple ændringer i undervisningen på et fagintegreret kursus

  Howraman Meteran

  • PDF

• Developing new teaching material for a BSc course: Student activating lectures

  Kathrin Rousk

  • PDF (English)

• Using problem-based active learning strategies in large classes

  Camilla Hartmann Friis Hansen

  • PDF (English)

• Building a collaborative learning environment with the aid of new technologies

  Camilo Franco

  • PDF (English)

• Design af kurset “Statistical Analysis of Spatial and Observational Ecological Data in R”

  Michael Krabbe Borregaard

  • PDF

• Redesign af kursus i Biogeography of Species Interaction Networks

  Bo Dalsgaard

  • PDF

• Studenter-undervisning: At flytte de studerende til den aktive rolle giver motivation og øget læring En omlægning af et forløb i kurset Advanced Spectroscopy

  Joachim Møllesøe Vinther

  • PDF

• Udvikling af kurset Basal Ernærings-patofysiologi til uddannelsen i Klinisk Ernæring

  Lena Kirchner Brahe

  • PDF

• Pedagogical benefits of a new student exercise

  Pia Snitkjær

  • PDF (English)

• Involving teaching assistants in the design of large courses

  Morten Arendt Rasmussen

  • PDF (English)

• Aktiverende, tværfaglig og case-baseret undervisning til Naturressource-studerende

  Kristian Holst Laursen

  • PDF

• Investigating and adapting the student interactions and student activating teaching methods of the course ‘Veterinær retsmedicin og dyrevelfærdsvurdering’

  Malene Kirchner

  • PDF (English)

• Om at uddanne til job i forskningsbaseret undervisning

  Søren Jessen

  • PDF

• ”Teaching-based research” as a triple-win: Student learning, partner benefits and research advancements

  Maya Pasgaard

  • PDF (English)

• Meta intended learning outcome alignment in experimental course planning Taking control of a week of experimental course work

  Sebastian Marquardt

  • PDF (English)

• Constructivism and learning Active learning and constructive alignment in the Surface Geochemistry course

  Knud Dideriksen

  • PDF (English)

• Extreme alignment Understanding the costs and risks of the assessment regime and identifying potential solutions

  Rebecca Rutt

  • PDF (English)

• Teaching as promised: constructive alignment of the course “Plant Animal Interactions – an Evolutionary Approach”

  Haris Saslis-Lagoudakis

  • PDF (English)

• Developing the course Nature and Landscape Politics with a focus on deep learning

  Laura Tolnov Clausen, Tove Enggrob Boon

  • PDF (English)

• Reflections about challenges of constructive alignment amongst heterogeneous masters’ students

  Paul Stacey

  • PDF (English)

• Activating more students through blended online and in-class discussions

  Aske Skovmand Bosselmann

  • PDF (English)

• The international classroom – a resource

  Christine Hallgreen

  • PDF (English)

• Microscopy in Veterinary Clinical Pathology: Attempts to increase feedback

  Signe E. Cremer

  • PDF (English)

• Development of an assessment scheme for laboratory exercises in pharmaceutical education at KU

  Andreas Kretschmann

  • PDF (English)

• Planning learning and teaching activities – the case of the MSc course ”Solving complex management problems"

  Elena Tavella

  • PDF (English)

• Evaluating the impact of peer feedback on student presentations

  Barbara Plank

  • PDF (English)

• Om jura, ønsker, drømme og håb og om at walke the talk

  Lasse Baaner

  • PDF

• How much reality is enough for students to learn?

  Natalja Genina

  • PDF (English)

• Teater som undervisningsform på universitetet

  Nadia Glæsner

  • PDF