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HBO/WO

MBO

1 september 2023

Structure and scheduling minor Science, Technology & Innovation: Biomimicry

The Biomimicry minor is structured into three phases, spanning a full semester and utilizing the UvA Makerspace as a central hub for project execution. Phase 1, from September to mid-October, immerses students in a strict schedule of workshops, seminars, and lectures, preparing them for their initial project proposals. Following the first exam, Phase 2 shifts focus entirely to project development, with additional workshops tailored to the specific needs of their projects. The final phase after the second exam is dedicated to intensive project completion, including final reports and presentations. This flexible schedule allows for adjustments based on project needs, ensuring that students have ample time and resources to bring their bio-inspired designs to fruition.

Document

Morten Stromme

2023

LU - PE3 - Course schedule

In this document we give the schedule of the course including what students need to do at which moment in the course.

Document

Paul Logman

2023

Maker Lab course schedule (example)

This example Maker Lab course schedule is meant to help show how the course is structured and implemented. In addition to the full .pdf schedule, a pictoral representation is given to show the basic timeline, starting with skills training and then two open inquiries. Note that this example schedule has benefitted from four previous course iterations, and has been tweaked each time for better and more efficient student support. Instructors implementing open inquiry lab projects for the first time are advised to schedule in a bit extra student contact time until they have a good sense of when and how the students need to be supported.

Afbeelding

Forrest Bradbury

2020

Course schedule & setup Molecular Neurobiology

In the Read-me file, you'll find a description of the set-up of the course and a crude planning of the course. The Excel file shows a detailed example schedule.

Document

Forrest Bradbury, Simone Mesman

23 april 2024

Navigating the Landscape of Blended Higher Education

In recent years, blended teaching formats have become increasingly important in higher education. Designing effective blended education is challenging and requires a profound knowledge of digital tools and technologies, as well as the didactical proficiency to deploy them effectively and efficiently within the learning environment. However, little is known about didactical design principles to support teachers in creating an effective blended design. This chapter reports on the combined results of two independently conducted extensive literature reviews that investigated (a) didactical strategies, methods, and techniques concerning online education in the existing empirical research on higher education, and (b) the effects of different blended teaching formats, compared to face-to-face education, on learning outcomes and/or psychosocial outcomes in higher education students. It was found that blended education can enhance student achievement and psychosocial well-being, yet that the instructional approach plays a crucial role. Combining the insights of both studies has subsequently led to a series of evidence-informed recommendations to design effective blended education with a view to the broad development of students. Readers will be provided with practical guidance on how to implement these design principles in educational practice.

WoWebsite

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2023

Maker Lab: full course materials

This is an open inquiry natural science lab course utilizing Maker tools (e.g. inexpensive electronic sensors/sensorboards controlled by Arduinos). Students are tasked with conceiving, designing, and carrying out scientific experiments with significant process guidance but little experimental oversight, instead leveraging the Maker movement's online resources and open source hardware and software tools. Target audience: The course is given at Amsterdam University College to a multidisciplinary mix of natural science bachelor's students, usually in their second or third year of a three year bachelor's. Duration / Study load: 6 ECTS course, equivalent to ~168 total hours of student work, evenly spread across a 16 week term Over-arching learning goals: (see also the Learning Objectives subpage for specific, assessable list) students navigate the iterative empirical research process, including conception, experimental design, testing, data & uncertainty analyses, and drawing conclusions students build self-efficacy in conducting quantitative empirical research and creating scientific knowledge students improve science communication skills in an authentic (team) setting Directory: Course materials are published in the following locations (see links to them below) course description (pre-requisites, learning activities, teaching roles, grouping of students, learning environment) learning objectives course schedule readings and lecture slides for students assignments (and rubrics) resource list: facilities, equipment, software JupyterPython-materials zip file This page's linked websites give official course descriptions. Any questions about this Maker Lab course can be addressed to Forrest via: forrestbradbury@gmail.com

Website

Forrest Bradbury

2 november 2023

Leiden University - Physics Experiments 3

This is an open inquiry physics lab course. Students are tasked with conceiving, designing, carrying out and reporting on their own scientific experiment. The course gives significant process guidance. Target audience: The course is given at Leiden University to physics and astronomy bachelor's students, usually in their second year of a three year bachelor's. Duration / Study load: 2 ECTS course, equivalent to ~56 total hours of student work, spread across writing a proposal (~10 hours of student work), actual work on the experiment in the lab (24 hours), and writing an article on the work (~10 hours of student work). Over-arching learning goals: (see also the Learning Objectives subpage for specific, assessable list) Students will learn how to independently conduct scientific research (from generating the first idea until presenting and reporting the final results). This collection of the Physics Experiments 3 course information documents gives a description and an overview of how the course is structured and implemented, including the following sub pages: course description (including pre-requisites, learning activities, teaching roles, grouping of students, learning environment) learning objectives assignment (including a way to inspire the students, project requirements, and info on good physics research questions_ course schedule rubrics course facilities students van use our safety measures

Website

Paul Logman

2023

Maker Lab Lecture Slides and Lecture Announcements

This collection of the Maker Lab's Lecture Slides and Lecture Announcements (alongside the Lecture Notes and several Assignments files) detail the learning material and activities that prepare students for the open inquiry phases. Specifically, students learn about experimental design and uncertainty analysis, and learn and practice some important programming skills for controlling sensors and processing and analyzing data. For context of how these lectures fit into the course activities, please see the example course schedule (published as a sub-page of the main "Maker Lab: full course materials" page). The Lecture Slides are .PDF files of the Powerpoint slides, while the .TXT documents are pre- or post-lecture announcements posted to the course's digital learning environment. The course runs over 15 teaching weeks, with two 90 minute class sessions per week ("a" and "b"), which explains the naming system of these files, with names that begin with the week number and session letter. Note that many class sessions (especially after the open inquiry phases begin in session 5b) have no lectures or other materials because they are devoted to students' team presentations or individual meetings between teams and instructor. Additionally, lectures 1b and 2a include exercises and discussions using Arduino code files, with the file extensions .INO, which are also included here. NOTE: These uploads are not yet working. Please reach out if you're interested in the files. NOTE: Instructors interested in having the original powerpoint files of the Lecture Slides are encouraged to reach out to me via forrestbradbury ("AT") gmail.com .

Document

Forrest Bradbury