Årg. 7 Nr. 1-2 (2014): Improving University Science Teaching and Learning - Pedagogical Projects 2014

Volume 7 - 2014

• Implementering af forelæsninger som hjælp til laboratorieøvelse på første års kemikursus

  Christian Bukh

  • PDF

• Use of a proof assistant as a learning tool in an introductory logic course for computer science undergraduates

  Holger Bock Axelsen

  • PDF (English)

• Developing the course “Assessment of Insulin Sensitivity in Metabolic Active Tissue”

  Sara Gry Vienberg

  • PDF

• Global Studies in a Material World - How far can Natural & Social Sciences Integrate?

  Henrik Egelyng

  • PDF (English)

• Increasing collaborative learning and knowledge exchange in a case-based learning environment

  Stéphanie Horion

  • PDF (English)

• Historical teaching and learning practices for first-year English undergraduates – reflections for improving historical thinking

  Celia Penelope Hughes

  • PDF (English)

• Revising a Bachelor Program in Astronomy

  Kjartan Münster Kinch

  • PDF (English)

• Evaluating the use of a student response system in high enrollment anatomy lectures

  Svend Sparre Geertsen

  • PDF (English)

• When fear takes over: A case study of ELT in Danish higher education

  Elke Susanne Greifeneder

  • PDF (English)

• Flipped Learning in Organic Chemistry for Life Sciences – Experiences and Considerations

  Kenneth T. Kongstad

  • PDF (English)

• Stimulation of deep learning and active participation of students during long and context rich lectures

  Karla Kristine Freude

  • PDF (English)

• Innovation processes as a method to facilitate deep-learning?

  Peter Nejsum

  • PDF (English)

• Determining the Effect of TLAs on Student Engagement, Activity, and Understanding in a Repeated Teaching Setting

  Toine Bogers

  • PDF (English)

• Student-activation during lectures as a Process to elucidate the Presage of students and facilitate the learning Product

  Henrik Hjarvard De Fine Licht

  • PDF (English)

• Utilizing case-work for inducing reflective thinking and interpretation skills

  Pai Pedas

  • PDF (English)

• Increasing Social Integration in an Interdisciplinary MA Programme through Group Work

  Jakob Elming

  • PDF (English)

• Challenges associated with teaching interdisciplinary courses - Getting the level right and increasing student’s active participation in classes

  Thilde Bech Bruun

  • PDF (English)

• Promoting Active Participation in Computer Science Lectures

  Stefan Sommer

  • PDF (English)

• Improving teaching activities in a classical journal club session - Activation and involvement of a larger number of students

  Lisbeth Rosager Poulsen

  • PDF (English)

• How to improve your supervisory skills

  Jacob Andersen

  • PDF (English)

• Anvendelse af peer-feedback i kurset “Idræt, Individ og Samfund”

  Charlotte Østergaard, Glen Nielsen

  • PDF

• Testing and evaluating peer assessment of chemistry exercises

  Martin P. Anderson

  • PDF (English)

• Peer evaluation - a teaching element increasing the formative evaluation of the students

  Håkån Torbern Tagesson

  • PDF (English)

• Different forms of assessment for transferring students’ ownership of learning assessment and developing their skills

  Thai Thi Minh

  • PDF (English)

• Using online quizzes for active learning and constructive alignment in a blended learning setting

  Linda Udby

  • PDF (English)

• Constructive alignment analysis and redesign of the Ph.D. course ’Innovation and intellectual property rights in biotechnology’

  Anders Bach

  • PDF (English)

• Implementation and evaluation of longer (> 3 hours) collaborative and case-based interactive learning exercises

  Anton Stahl Olafsson

  • PDF (English)

• Intended Learning outcome and course descriptions from a student’s point of view – How are they perceived by the students?

  Christoph Crocoll

  • PDF (English)

• The theory Y climate applied: Student driven lectures and how a high degree of student freedom can positively influence both teacher and student satisfaction in terms of learning outcomes in a typical human geography course

  Sarah Ann Lise D’haen

  • PDF (English)