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- Annerstedt, Claes, 1953, et al.
(författare)
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Research-able through Problem-Based Learning
- 2010
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Ingår i: Journal of the Scholarship of Teaching and Learning. - 1527-9316. ; 10:2, s. 107-127
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Tidskriftsartikel (refereegranskat)abstract
- This research project describes an attempt to move towards a more student centered and participatory approach on learning through problem-based storyboards (themes/scenarios) and a unique opportunity for students to have an academic cross-cultural exchange. The purpose of the study was to analyze students' conceptions of this approach on learning through storyboards, experiential learning and the evolution of assessment methods that reflect and further student capabilities. While student satisfaction with the aims of the course was high and technology facilitated a unique cross-cultural opportunity, the challenges of maintaining reliable technology and matching student expectations proved challenging. Despite critical comments, the overwhelming outcome was positive. (Contains 3 figures and 6 footnotes.)
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| 2. |
- Garza, D, et al.
(författare)
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Use of a virtual human performance laboratory to improve integration of mathematics and biology in sports science curricula in Sweden and the United States.
- 2007
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Ingår i: Studies in Health Technology and Informatics.. ; 2007. Vol. 125, s. 140-142
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Tidskriftsartikel (refereegranskat)abstract
- New fields such as bioengineering are exploring the role of the physical sciences in traditional biological approaches to problems, with exciting results in device innovation, medicine, and research biology. The integration of mathematics, biomechanics, and material sciences into the undergraduate biology curriculum will better prepare students for these opportunities and enhance cooperation among faculty and students at the university level. We propose the study of sports science as the basis for introduction of this interdisciplinary program. This novel integrated approach will require a virtual human performance laboratory dual-hosted in Sweden and the United States. We have designed a course model that involves cooperative learning between students at Göteborg University and Stanford University, utilizes new technologies, encourages development of original research and will rely on frequent self-assessment and reflective learning. We will compare outcomes between this course and a more traditional didactic format as well as assess the effectiveness of multiple web-hosted virtual environments. We anticipate the grant will result in a network of original faculty and student research in exercise science and pedagogy as well as provide the opportunity for implementation of the model in more advance training levels and K-12 programs.
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| 3. |
- Garza, D, et al.
(författare)
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Use of a Virtual Human Performance Laboratory to Improve Integration of Mathematics and Biology in Sports Science Curricula in Sweden and the United States
- 2007
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Ingår i: Medicine Meets Virtual Reality 15 - in vivo, in vitro, in silico: Designing the Next in Medicine. Int. Conf., Long Beach Calif., US, 2007. - 9781586037130 ; 15
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- We are designing a course to be taught simultaneously at Göteborg University and Stanford University. We will present two approaches to creating a virtual environment in sport science experiments that are central to the course. The first virtual environment allows students at any location to utilize Marratech web-hosting software to conduct real-time experiments in venues as sophisticated as Lundberg Laboratories in Göteborg and the Stanford Human Performance Laboratory. We have conducted two trials to validate the feasibility of this design, which accommodates simple technologies such as a laptop and consumer devices at the participant site. The second virtual environment is a computer-generated biomechanics laboratory that will allow students to conduct experiments of their own design. Both Göteborg and Stanford will collect motion capture and force plate data on Olympic-caliber and professional athletes. Students will manipulate this data to conduct novel biomechanical investigations under the direction of a set of learning models under development.
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| 6. |
- Lindh, Jacob, 1971, et al.
(författare)
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Blended Learning in a Global Interdisciplinary Inquiry-Based Laboratory Course for Advanced Level University Students
- 2010
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Ingår i: Going Global 4 - The United Kingdoms International Education Conference. Queen Elizabeth II Conference Centre in London on 24-26 March 2010.
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Konferensbidrag (refereegranskat)abstract
- The 'Remote University Networks' (RUN) is a collaboration between University of Gothenburg (UG) and Stanford University (SU) through funding from a Wallenberg Global Learning Network grant. To address the need for better integration of computer, mathematics and physical sciences into biology curriculums, an interdisciplinary course model in exercise science was designed to enable cooperative learning between undergraduate students at UG and SU. The course utilises new technologies, encourages the development of original research and relies on frequent self-assessment and reflective learning. Unlike previous RUN projects, this project involves students at an advanced level to create an even more exciting multidisciplinary virtual learning environment made up of physiotherapy, sport science, technology, medicine, health promotion and others. UG and SU believe that the outcomes of this collaboration will allow them to focus on the sustainability of the interdisciplinary 'local' course design through optimisation of technology, content and pedagogy over an additional year of funding. In addition to preparing a curriculum that can be exported to other universities, UG and SU will begin the natural expansion to a more global university curriculum focusing on applied kinesiology. The global pilot curriculum was tested from October to December 2009 with eight universities participating simultaneously.
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| 7. |
- Lindh, Jacob, 1971, et al.
(författare)
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Blended learning through global network and interdisciplinary live distance experiments at human performance laboratories.
- 2009
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Ingår i: Learning in the Synergy of Multiple Disciplines, 4th European Conference on Technology Enhanced Learning, EC-TEL 2009, Nice, France, September 29 - October 2, 2009.. - : Springer. - 9783642046353 ; 5794 Springer 2009
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Tidskriftsartikel (refereegranskat)abstract
- Under a previous grant (2005-2008) we designed an interdisciplinary inquiry-based laboratory course in sports kinesiology, taught simultaneously over the Internet for undergraduate students at the University of Gothenburg and at Stanford University. Student groups developed their own research questions, conducted online distance experiments, processed their unique data with support from an interdisciplinary global network of expert consultants, and presented original scientific results. We will demonstrate one virtual experiment that is central to the course to conference attendees and present a unique set of interactive learning tools for the scientific process. This student-conducted experiment was first tested in a laboratory in Stockholm in 2007, and broadcasted live to three universities, with experts and students actively taking part via Polycom and Marratech. Real-time communication was possible in all directions through a moderator in Stockholm. Our course model seems to improve student learning outcomes while advancing the field of sports science.
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| 8. |
- Lindh, Jacob, 1971, et al.
(författare)
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Evaluation of Parallel Authentic Research-Based Courses in Human Biology on Student Experiences at Stanford University and the University of Gothenburg
- 2016
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Ingår i: Journal of the Scholarship of Teaching and Learning. - 1527-9316. ; 16:5, s. 70-91
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Tidskriftsartikel (refereegranskat)abstract
- Under a previous grant (2005-08), researchers and teachers at Stanford University (SU) and the University of Gothenburg (GU) co-designed a ten-week interdisciplinary, research-based laboratory course in human biology to be taught online to undergraduate students. Essentials in the subject were taught during the first four weeks of this course. Subsequently, student groups at SU and GU developed their own research questions, conducted live-streamed experiments remotely, processed their unique data with support from multiple interactive resources, cross-cultural collaboration and an interdisciplinary network of expert consultants, and presented original scientific results remotely. Student course-perceptions were evaluated using online questionnaires, reflective blogs, and observations. In student teams from both universities, the course concept clearly improved student abilities to conduct research using laboratory experiments while learning theoretical basics. A comparison of pre- and post-course scores from student surveys showed that post-course student comfort levels with several research-related tasks increased radically at both universities. All participating staff generally agreed that the methods and tools were valuable in this type of course and should be evaluated at other levels and areas of higher education, and shared in an expanded network of universities.
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