Vol. 8 No. 1-2 (2015): Improving University Science Teaching and Learning - Pedagogical Projects 2015

Published: 2015-06-19

Volume 9 - 2017

• Does instruction video increase the learning outcome from laboratory exercises?

  Heidi Blok Frandsen, Sisse Jongberg, Marie Habekost Nielsen

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Volume 8 - 2015

• Can student’s learning outcome be improved by modified guided inquiry learning?

  Josefine Nymark Hegelund

  • PDF

• Improving teaching-learning activities for a flipped-classroom course

  Pia Kiilerich

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• Applying real life examples for improved learning outcomes

  Korbinian Löbmann

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• Balancing passive and active learning

  Adrian Alsmith

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• Evaluation of continuous formative assessment during lectures

  Kathrine Skak Madsen

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• Anvendelse af Teaching and Learning Activities (TLA) i anatomiundervisning på medicinstudiet

  Hannelouise Kissow

  • PDF (Dansk)

• Optimering af dybdelæring ved kombineret teoretisk og praktisk undervisning

  Mette Skau Mikkelsen, Mette Holse

  • PDF (Dansk)

• From Fragmentation to Congruence - Designing an Interdisciplinary Project Course

  Robin Engelhardt

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• Interdisciplinary Learning: Process, evaluation, and reflection - A preliminary study of the Communication & IT study programmes

  Jun Liu

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• Investigating the level of support for student learning in scientific writing

  Eva Knoch

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• Getting students to read

  Mads Eggert Nielsen

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• Evaluating Interactive teaching on conceptual understanding on medium enrolment classes

  Nikos S. Hatzakis

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• Enhancing student learning with case-based teaching and audience response systems in the MSc. Course “Food Innovation and Health”

  Davide Giacalone

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• Improving learning in large classes with online quizzes

  Elisenda Feliu

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• What role can Prezi play in students’ learning process?

  Martin Prowse

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• Does instruction video increase the learning outcome from laboratory exercises?

  Heidi Blok Frandsen, Sisse Jongberg, Marie Habekost Nielsen

  • PDF

• Analysis of intended learning outcomes and evaluation of teaching activities in practical courses on microscopy

  Johannes Liesche

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• Introducing Nanoscience to Students at University – Five years of experience with ‘Nano1’ – a Research-Based Introduction to Nanoscience

  Thomas Just Sørensen

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• Planning and redesigning the laboratory component of a compulsory bachelor of pharmacy course

  Josiane P. Lafleur

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• Attempt to increase the learning outcome from laboratory exercises

  Iben Lykke Petersen

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• Fungi are characterized how...? Implementing inquiry-based learning in a laboratory exercise.

  Anja Amtoft Wynns

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• Forberedelsesquiz - som redskab til forbedring af læringsmiljø ved laboratorieøvelser

  Rikke Miklos

  • PDF (Dansk)

• Redesigning the course “Research Methods in Social and Clinical Pharmacy”

  Lourdes Cantarero-Arévalo

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• Learning from experience – Re-design of the course “Biomedicine for veterinary students”

  Rikke Heidemann Olsen

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• Deep approaches to learning and constructive alignment - Redesigning the course “Economic geography”

  Christine Benna Skytt-Larsen

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• Assessment tasks in the course ‘Energy Systems and Climate Change Mitigation’: ensuring constructive alignment

  Niclas Scott Bentsen

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• Implementation of supporting, practice-based learning activities in short geology and soil science modules in landscape architecture and natural resource management curricula

  Ingeborg Callesen

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• Promoting deep learning in mathematics through conceptual exercises

  Asger Törnquist

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• Det Ansvarsfulde Vejledningsforløb - Inklusion og opgavevejledning af bachelor- og kandidatstuderende som tager aktiv del i et forskningsprojekt

  Lars Holm

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• Improving students’ learning through study tour

  Li Liu

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• Improving veterinary students’ deeper learning and motivation by stronger alignment in a course of Clinical Anaesthesiology

  Helle Harding Poulsen

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