Evidence-based blended and online learning: course design for university teachers

Universities and their teachers are more than ever required to (re)design their courses considering online environments. Although face-to-face teaching remains fundamental, exploring online alternatives is becoming increasingly necessary. Still, how can university teacher designers proceed with such a change in their courses? What is the most effective way to design an online course? How can university teacher designers attract the attention of students and make teaching interesting and compelling? Evidence-Based Blended and Online Learning: Course Design for University Teachers answers these questions. It provides a thorough evidence-based overview of each step required to make an effective course redesign.The book is aimed at teachers and, more significantly, teacher designers committed to redesigning their courses based on solid principles. The book’s design approach makes it much easier to translate the results of educational research on applying blended learning in educational practice.Jan Nedermeijer has worked as an educational expert for several universities and as a senior expert for PUM Netherlands in several countries. The book synthesises the results of the numerous course- and curriculum-development projects he has conducted over many years. His approach can help university teachers implement IT in feasible, practical and interesting ways.Evidence-Based Blended and Online Learning gives lecturers tailor-made pedagogical suggestions for designing modern higher education. Course design tasks are re-described, using features from technical design, problem solving, and design thinking, where creative design has a unique and essential role. Teaching and Teacher Learning (ICLON

A thermogravimetric method for accurate determination of thermodynamic quantities at high temperatures

A method for the determination of the change in enthalpy, entropy, and specific heat capacity for monovariant heterogenous equilibria is presented. These quantities are obtained indirectly by measuring the temperature dependence of equilibrium pressures. At a given pressure of the relevant gas the corresponding equilibrium temperature is selected from the continuously recorded temperature cycling around this equilibrium temperature, with the aid of the mass of the condensed phase recorded at the same time. For the equilibrium: CaCO3(s) = CaO(s) + CO2(g), from 900 to 1175 K the results are as follows. For ΔrCp = 0: log10(p/atm) = −8.828 × 103(K/T) + 7.572, with ΔrHo = 40.39 kcalth mol−1, and ΔrSo = 34.64 calth K−1 mol−1. For ΔrCp = 13.1 calth K−1 mol−1: log10(p/atm) = −15.227 − 5.819 × 103(K/T)+ 6.596log10(T/K), with ΔrHo(T) = “26.62 + 13.1 × 10−3 (T/K)’ kcalth mol−1, and ΔrSo(T) = “−56.53 + 30.16 log10(T/K)’ calth K−1 mol−1

ICT in het Hoger Onderwijs. Stand van Zaken

Wetensch. publicatieICLO

Posterior fossa syndrome in a patient with an ornithine transcarbamylase deficiency

The posterior fossa syndrome (PFS) is a well-known clinical entity and mainly occurs in children. Ornithine transcarbamylase deficiency (OTC) is the most common urea cycle disorder, which occurs in an estimated 1 per 50.000 live births in Japan. Symptoms are mostly due to hyperammonemia and include nausea, vomiting, lethargia and even convulsions and coma. Common neurological symptoms at presentation of a hyperammonemia are a decreased level of consciousness, abnormal motor function or seizures. In this case we describe a girl with late onset OCT deficiency presenting with transient mutism and subsequent dysarthria, ataxia and behavioural changes. This is an exceptional report of a not yet described neurologic syndrome in OTC. Synopsis: Neurologic symptoms in ornithine transcarbamylase deficiency do not only occur during an episode of hyperammonemia and may present as a transient neurologic symptoms compatible with the posterior fossa syndrome

Strengthening the link between theory and practice in teaching design engineering: An empirical study on a new approach

In 2007, the Faculty of Industrial Design Engineering of the Delft University of Technology introduced a new bachelor program. Based on theories of learning and instruction three design principles were used to develop an approach that aims to make it easier for students to bridge the gap between theoretical design engineering courses and practical design projects. To investigate whether the new program is successful in this respect, we selected a representative combination of one course and one design project, analysed grades, sent out questionnaires and interviewed teaching staff. The unique change of all three course years at once, as opposed to sequential introduction, allowed us to establish a control group and obtain precise results. By repeating our studies 1 year later, we further enhanced the reliability of our findings. We conclude that our approach indeed strengthens the link between theory and practice, and have reason to be positive about the research method adopted. Furthermore, we identified several barriers that must be overcome for such an approach to become successful, and can now give additional recommendations for course and/or program revisions in teaching design engineering at academic level.Design EngineeringIndustrial Design Engineerin