20122020

Publikationer pr. år

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Lecturing tasks

 Lectures on quantitative methods and basic statistics in the course “Introduction to Problembased Learning and Research Methods” on 1st semester of the bachelor education in sports science. The theme during my lectures have been to introduce the use of quantitative methods and basic statistics in a research context. (Organized in 2015, 2016, 2017, 2018, 2019). 

Supplementary teacher at the “Anatomy, Physiology and Health” course on 1st semester of the bachelor education in sports science. Due to the large classes on this semester I have acted as supplementary teacher during lectures on human anatomy and lung anatomy and physiology. (Organized in 2014, 2015, 2016, 2017, 2018) 

Responsible of Journal club at the course “Anvendt træningsfysiologi og idrætsinformatik” on 5th semester of the bachelor education in sports science. The theme was to educate the students in critical dissemination of scientific papers. (Organized in 2013) 

Lectures on ergonomics and rehabilitation at the course “Ergonomics” on 6th semester of the bachelor education in sports science. The theme has been to introduce the relevant scientific methods used in rehabilitation of musculoskeletal injuries and to evaluate their efficacy. (Organized in 2013, 2014, 2015, 2016, 2017, 2018, 2019). 

Practical lectures demonstrating the practical use of different scientific methods related to Ergonomics (e.g. electromyography, motion capture etc.) at the course “Ergonomics” on 6th semester of the bachelor education in sports science. (Organized in 2013, 2014, 2015, 2016, 2017, 2018, 2019)

 Lectures on hypertrophy and neural adaptations in relation to heavy strength training at the course “Effects of strength and power training” on the 2nd semester of the master education in sports science. (Organized in 2016, 2017, 2018, 2019)

Presenter at the PhD course: “Second Annual Symposium on Physical Activity and Human Performance 2016, 2018”.

Supervision tasks

 I have in total supervised the following as primary supervisor:

 8 groups on 1. Semester Bachelor sports science.

5 groups on 2. Semester Bachelor sports science.

19 groups on 3. Semester Bachelor sports science.

8 groups on 5. Semester Bachelor sports science.

6 groups on 6. Semester Bachelor sports science.

 

6 groups on 1. Semester Master sports science.

8 groups on 2. Semester Master sports science.

8 groups on 3. Semester Master sports science.

4 groups on 4. Semester Master sports science.

1 group on 9. Semester Clinical science and technology.

 I have supervised the following as co-supervisor:

 3 group on 6. Semester Bachelor sports science.

 3 group on 1. Semester Master sports science.

 6 groups on 4. Semester Master sports science.

I have served as internal censor on project exams on 24 occasions, all within the sports science education at AAU on the 1st. 2nd, 3rd,5th, 7th and 9th semester. I have also served as internal censor on the practical Track and Field and Outdoor activities exam in 2016, 2017, 2018, 2019.

I have been elected to serve as external censor by the censor board for sports science in Denmark for a period of 4 years running from 2018-2022. In this regard, I have served as censor on Aarhus University and University of Southern Denmark on multiple occasions.

Course Administration

I function as semester coordinator for the 6th semester on the sports science bachelor education, and thus have the leading responsibility for the planning and implementation of all teaching activities during this semester. (2017, 2018, 2019) 

I have been a key person in the development of the new 8th semester course “Effects of Strength and Power Training” (2014).

 I was part of the committee for revising the curriculum of the master education in sports science. (2014)

I was part of the committee for revising the curriculum of the bachelor and master education in sports science in 2019. In this case I was main responsible for describing the curriculum for the courses “Endurance training and strength training” and “Health and performance effects of strength training”. Similarly I was part of describing the curriculum for the courses ”Biomechanics and strength training” and “Exercise physiology”.

Teaching Philosophy

 

As a former student at AAU, on both the bachelor and masters level, I have had quite a lot of experiences on how teaching is carried out within the framework of the Aalborg Problem Based Learning model. As a result, I have developed some very clear ideas and thoughts on what I consider to be good and constructive teaching and supervision.

The good and constructive teaching, in my opinion, encompasses that there is a certain connection between the students and the teacher. The teacher must be engaged in communicating the content of the lecture in a way that is both relevant and comprehensible to the students. In the cases were this connection is successfully established, it is my experience that the students are more open to learning, act more engaging with in the lecture, and are more actively participating in the discussions. The connection seems to be very dependent on the relevance of the topic of the lecture, meaning that if the students are able to see why this is important and relevant for them and their education, they act more engaging, than if they are not able to see the relevance. As the relevance of any particular lecture is not always very clear to the students, it is sometimes important to facilitate the students in seeing the relevance. To be successful in this task, I find that the relevance of the topic being taught must be a key part in the preparation of the teaching material, and must be further underlined during the lecture, for instance using both verbal and nonverbal communication. For a more detailed description on how I plan to do this, please see Annex 3: Planning and implementation of group instruction.

It can sometimes turn in to a bad example of teaching, when the students are not able to see the relevance of the material being presented during a lecture. In such a case, there is often times not a connection between the teacher and the students, and it seems that the information being communicated from the teacher, is simply not being received from the students. In such a case the teacher will talk throughout the lecture, and the students will not be paying attention or actively engaging in discussions at all, with the end result being a very low learning outcome.

As a project supervisor, I find that my core assignment is to help guide the students, in contrast to help control and manage their project for them. As prescribed in the Aalborg PBL model, my focus is for the students to develop the ability to gain knowledge and competencies on a high academic level by themselves. Meaning that it is the students own responsibility to make decisions on what they need to learn in relation to their project, how they should go about learning it and when it should be done. As problems are bound to happen in this process, I see it as my job as supervisor to facilitate the necessary reflections required to identify the pros and cons of any suggested solutions to the problems, but never to make the final decision. When functioning as supervisor it is not my job to instruct and lecture the students, but rather to facilitate a process in which they can learn to make a reflected and conscious choice and build arguments to support this choice, while being aware of the arguments against this choice. In my experience the learning outcome for the students is much higher when the students assume responsibility for the learning process, instead of depending on the supervisor to provide this process.

 

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Publikationer

Absolute and relative reliability of pain sensitivity and functional outcomes of the affected shoulder among women with pain after breast cancer treatment

Rasmussen, G. H. F., Kristiansen, M., Arroyo-Morales, M., Voigt, M. & Madeleine, P., 3 jun. 2020, I : PLOS ONE. 15, 6, 16 s., e0234118.

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    Effects of High-Velocity Strength Training on Movement Velocity and Strength Endurance in Experienced Powerlifters with Cerebral Palsy

    Szafraniec, R., Kisilewicz, A., Kumorek, M., Kristiansen, M., Madeleine, P. & Mroczek, D., jul. 2020, I : Journal of Human Kinetics. 73, 1, s. 235-243 9 s.

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    Effect of anodal transcranial direct current stimulation on voluntary activation levels and maximal voluntary contractions in the quadriceps muscle

    Kristiansen, M. V., Nørgaard, J. E., Thomsen, M. J., Aaes, J. S., Knudsen, D. & Voigt, M., 2019, European College of Sport Science: Book of abstracts. Bunc, V. & Tsolakidis, E. (red.). European College of Sport Science, s. 323 1 s.

    Publikation: Bidrag til bog/antologi/rapport/konference proceedingKonferenceabstrakt i proceedingForskningpeer review

  • Effect of body weight support on muscle activation during walking on a lower body positive pressure treadmill

    Kristiansen, M., Odderskær, N. & Kristensen, D. H., okt. 2019, I : Journal of Electromyography & Kinesiology. 48, s. 9-16 8 s.

    Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

  • 1 Citationer (Scopus)

    Inter- and intra-individual variability in the kinematics of the back squat

    Kristiansen, M., Rasmussen, G. H. F., Sloth, M. E. & Voigt, M., 1 okt. 2019, I : Human Movement Science. 67, 102510.

    Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review