Pub Date : 2021-05-04DOI: 10.7146/dut.v16i30.123086
Pernille Gøtz
Bidrag til DUT Tidskapsel I anledning af DUTs særlige corona nummer, er denne artikel et vidnesbyrd om, hvad KU-undervisere umiddelbart opfattede som potentialer ved online synkron undervisning via Zoom i efteråret 2020 - med deres egne ord.
对DUT Time Capsule的贡献在DUT的电晕特刊之际，这篇文章证明了2020年秋季，UCPH的老师们立即通过Zoom感知到了在线同步教学的潜力——用他们自己的话来说。
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Pub Date : 2021-05-04DOI: 10.7146/dut.v16i30.121856
Laura Teinholt Finne, Bente Gammelgaard, Frederik Voetmann Christiansen
Laboratorieundervisningen er en integreret del af mange naturvidenskabelige uddannelser, særligt på de kemiske og farmaceutiske uddannelser. I dette studie har vi søgt at afdække farmaceutstuderendes perspektiv på læring i laboratoriet gennem individuelle, semistrukturerede interviews af seks studerende. Interviewene giver et indblik i de studerendes oplevelser af laboratorieundervisningen og giver perspektiver på deres opfattelse af og tilgange til laboratorie-undervisningen samt betydningen af eksamen for deres adfærd. Et tilbagevendende tema i de studerendes udtalelser om laboratorieundervisningen er deres oplevelse og opfattelse af kvaliteten af tiden i laboratoriet. Der er store kvalitative forskelle på, hvordan de enkelte studerende beskriver tiden. De studerende opfatter enten tiden i laboratoriet som tid til fordybelse og læring eller som spild af tid. De studerendes måde at anskue tiden på påvirker i høj grad deres opfattelse af læringen og deres orientering mod eksamen.
{"title":"Tid til læring i laboratoriet","authors":"Laura Teinholt Finne, Bente Gammelgaard, Frederik Voetmann Christiansen","doi":"10.7146/dut.v16i30.121856","DOIUrl":"https://doi.org/10.7146/dut.v16i30.121856","url":null,"abstract":"Laboratorieundervisningen er en integreret del af mange naturvidenskabelige uddannelser, særligt på de kemiske og farmaceutiske uddannelser. I dette studie har vi søgt at afdække farmaceutstuderendes perspektiv på læring i laboratoriet gennem individuelle, semistrukturerede interviews af seks studerende. Interviewene giver et indblik i de studerendes oplevelser af laboratorieundervisningen og giver perspektiver på deres opfattelse af og tilgange til laboratorie-undervisningen samt betydningen af eksamen for deres adfærd. Et tilbagevendende tema i de studerendes udtalelser om laboratorieundervisningen er deres oplevelse og opfattelse af kvaliteten af tiden i laboratoriet. Der er store kvalitative forskelle på, hvordan de enkelte studerende beskriver tiden. De studerende opfatter enten tiden i laboratoriet som tid til fordybelse og læring eller som spild af tid. De studerendes måde at anskue tiden på påvirker i høj grad deres opfattelse af læringen og deres orientering mod eksamen.","PeriodicalId":30283,"journal":{"name":"Dansk Universitetspaedagogisk Tidsskrift","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71350282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.7146/dut.v16i30.122784
Helle Mathiasen
Bidrag til DUT Tidskapsel
DUT时间胶囊的划分
{"title":"2020: En øjenåbner?","authors":"Helle Mathiasen","doi":"10.7146/dut.v16i30.122784","DOIUrl":"https://doi.org/10.7146/dut.v16i30.122784","url":null,"abstract":"Bidrag til DUT Tidskapsel","PeriodicalId":30283,"journal":{"name":"Dansk Universitetspaedagogisk Tidsskrift","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71350331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.7146/dut.v16i30.123027
Morten Misfeldt
Bidrag til DUT Tidskapsel Her er mine indtryk fra digital undervisning i år 2020. Jeg synes det blev et alvorens år for pædagogisk it.
对DUT时间胶囊的贡献以下是我对2020年数字教学的印象。我认为这是教育信息化的重要一年。
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Pub Date : 2021-05-04DOI: 10.7146/dut.v16i30.122849
John Andreasen
Birdag til DUT Tidskapsel Om underviseres og studerendes (ubevidste) gensidige gaze og fordele ved at være face-to-face i samme undervisningrum selv i disse C-tider.
Birdag til DUT Tidkapsel关于（无意识的）相互纱布和在同一间教室面对面的好处，即使在这个C时代也是如此。
{"title":"Zoom ind på nærværet i denne C-tid","authors":"John Andreasen","doi":"10.7146/dut.v16i30.122849","DOIUrl":"https://doi.org/10.7146/dut.v16i30.122849","url":null,"abstract":"Birdag til DUT Tidskapsel Om underviseres og studerendes (ubevidste) gensidige gaze og fordele ved at være face-to-face i samme undervisningrum selv i disse C-tider.","PeriodicalId":30283,"journal":{"name":"Dansk Universitetspaedagogisk Tidsskrift","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71350340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.7146/dut.v16i30.122367
Sigrid Stjernswärd, S. Glasdam
A short reflection upon being university teachers and researchers at the time of the COVID-19 pandemic
对新冠肺炎大流行时期大学教师和科研人员的简短反思
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Pub Date : 2021-05-04DOI: 10.7146/dut.v16i30.122602
Johanne Juel Callesen, K. Hjernø, L. O’Neill, Stine Sonne Carstensen, M. Bloksgaard
Laboratory practicals are important learning elements in science teaching. We used principles of active learning to develop interactive online teaching materials to scaffold students’ preparation for a simulated pharmacology practical. We aimed at increasing students’ self-efficacy and evaluated the effect of the intervention qualitatively and quantitatively. The online material contained elements of formative assessment for the students to follow their learning progress. Students’ readiness for the practical was assessed through a mandatory multiple-choice test. Students (73%) agree or strongly agree that the course of the practical increased their competences in pharmacology. We infer from the evaluations that the interactive material increased students’ self-efficacy, informed refinement of the conceptual understanding of pharmacology and increased their ability to apply content knowledge to solve the inquiries for the practical. The pedagogical principles, e-learning tools and learning elements demonstrated in this development project can be used in many other educational contexts and disciplines.
{"title":"Scaffolding students’ preparation for a pharmacology practical improves their self-efficacy and learning","authors":"Johanne Juel Callesen, K. Hjernø, L. O’Neill, Stine Sonne Carstensen, M. Bloksgaard","doi":"10.7146/dut.v16i30.122602","DOIUrl":"https://doi.org/10.7146/dut.v16i30.122602","url":null,"abstract":"Laboratory practicals are important learning elements in science teaching. We used principles of active learning to develop interactive online teaching materials to scaffold students’ preparation for a simulated pharmacology practical. We aimed at increasing students’ self-efficacy and evaluated the effect of the intervention qualitatively and quantitatively. The online material contained elements of formative assessment for the students to follow their learning progress. Students’ readiness for the practical was assessed through a mandatory multiple-choice test. Students (73%) agree or strongly agree that the course of the practical increased their competences in pharmacology. We infer from the evaluations that the interactive material increased students’ self-efficacy, informed refinement of the conceptual understanding of pharmacology and increased their ability to apply content knowledge to solve the inquiries for the practical. The pedagogical principles, e-learning tools and learning elements demonstrated in this development project can be used in many other educational contexts and disciplines.","PeriodicalId":30283,"journal":{"name":"Dansk Universitetspaedagogisk Tidsskrift","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49581667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.7146/dut.v16i30.122647
Mette Marie Hougaard Christensen, Lotte O’Neil
I takt med et øget optag af studerende på de danske universiteter er der i stigende grad behov for at udvide paletten af undervisningsmetoder for at sikre, at undervisningen er studenter-aktiverende og med relevant feedback. For at imødegå udfordringen valgte underviserne på et ny kursus i Anvendt Klinisk Farmakologi for medicinstuderende at udbyde Team-Based Learning (TBL). Undervisningsmetoden var ved kursets start ukendt for alle undervisere. Herudover havde de fleste sparsom erfaring med at undervise faciliterende og i fællesskab (lærerteams). Derfor valgte vi at undersøge det nye tiltag ved at sammenholde TBL-undervisningen med den vanlige case-baserede undervisning. Artiklen henvender sig til undervisere, der overvejer at introducere en aktiverende undervisningsmetode, der kræver deltagelse af et lærerteam og alle med interesse for den modstand, der potentielt kan opstå ved aktiverende undervisning både blandt undervisere og studerende.
{"title":"Team-baseret Læring i Anvendt Klinisk Farmakologi","authors":"Mette Marie Hougaard Christensen, Lotte O’Neil","doi":"10.7146/dut.v16i30.122647","DOIUrl":"https://doi.org/10.7146/dut.v16i30.122647","url":null,"abstract":"I takt med et øget optag af studerende på de danske universiteter er der i stigende grad behov for at udvide paletten af undervisningsmetoder for at sikre, at undervisningen er studenter-aktiverende og med relevant feedback. For at imødegå udfordringen valgte underviserne på et ny kursus i Anvendt Klinisk Farmakologi for medicinstuderende at udbyde Team-Based Learning (TBL). Undervisningsmetoden var ved kursets start ukendt for alle undervisere. Herudover havde de fleste sparsom erfaring med at undervise faciliterende og i fællesskab (lærerteams). Derfor valgte vi at undersøge det nye tiltag ved at sammenholde TBL-undervisningen med den vanlige case-baserede undervisning. Artiklen henvender sig til undervisere, der overvejer at introducere en aktiverende undervisningsmetode, der kræver deltagelse af et lærerteam og alle med interesse for den modstand, der potentielt kan opstå ved aktiverende undervisning både blandt undervisere og studerende.","PeriodicalId":30283,"journal":{"name":"Dansk Universitetspaedagogisk Tidsskrift","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71350319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.7146/dut.v16i30.123165
Kamilla Pedersen
Contribution to DUT Time Capsule
对科技大学时间胶囊的贡献
{"title":"Zoom simulation in diagnostic interview training for medical students","authors":"Kamilla Pedersen","doi":"10.7146/dut.v16i30.123165","DOIUrl":"https://doi.org/10.7146/dut.v16i30.123165","url":null,"abstract":"Contribution to DUT Time Capsule ","PeriodicalId":30283,"journal":{"name":"Dansk Universitetspaedagogisk Tidsskrift","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71350393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.7146/dut.v16i30.123222
K. Lindvig
Bidrag til DUT Tidskapsel
DUT时间胶囊的划分
{"title":"Hvad jeg i fremtiden vil huske at værdsætte ved on-site undervisning","authors":"K. Lindvig","doi":"10.7146/dut.v16i30.123222","DOIUrl":"https://doi.org/10.7146/dut.v16i30.123222","url":null,"abstract":"Bidrag til DUT Tidskapsel","PeriodicalId":30283,"journal":{"name":"Dansk Universitetspaedagogisk Tidsskrift","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71350397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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