Introducing the Collaborative E-Learning Design Method (Coed)

Ryberg, Thomas; Buus, Lillian; Nyvang, Tom; Georgsen, Marianne; Davidsen, Jacob

doi:10.1007/978-94-6300-103-8_6

Cited by 3 publications

(2 citation statements)

References 5 publications

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“…Potency order of endogenous ligands --N-oleoylethanolamide, N-palmitoylethanolamine > SEA (anandamide is ineffective) [1967] Endogenous agonists N-arachidonoylglycine [1325] lysophosphatidylinositol [995,1940,2436], 2-arachidonoylglycerolphosphoinositol [1942] N-oleoylethanolamide [456,1967,2436], N-palmitoylethanolamine, SEA Selective agonists -AM251 [995,1216,2238] AS1269574 [2897], PSN632408 [1967], PSN375963 [1967] Selective antagonists -CID16020046 (apparent pA 2 ) (pA 2 7.3) [1218], ML193 (pIC 50 6.7) [1008] -…”

Section: Gpr18 Gpr55 and Gpr119mentioning

confidence: 99%

The Concise Guide to PHARMACOLOGY 2023/24: G protein-coupled receptors

Alexander,

Christopoulos,

Davenport

et al. 2023

British J Pharmacology

126

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The Concise Guide to PHARMACOLOGY 2023/24 is the sixth in this series of biennial publications. The Concise Guide provides concise overviews, mostly in tabular format, of the key properties of approximately 1800 drug targets, and about 6000 interactions with about 3900 ligands. There is an emphasis on selective pharmacology (where available), plus links to the open access knowledgebase source of drug targets and their ligands (https://www.guidetopharmacology.org), which provides more detailed views of target and ligand properties. Although the Concise Guide constitutes almost 500 pages, the material presented is substantially reduced compared to information and links presented on the website. It provides a permanent, citable, point‐in‐time record that will survive database updates. The full contents of this section can be found at http://onlinelibrary.wiley.com/doi/bph.16177. G protein‐coupled receptors are one of the six major pharmacological targets into which the Guide is divided, with the others being: ion channels, nuclear hormone receptors, catalytic receptors, enzymes and transporters. These are presented with nomenclature guidance and summary information on the best available pharmacological tools, alongside key references and suggestions for further reading. The landscape format of the Concise Guide is designed to facilitate comparison of related targets from material contemporary to mid‐2023, and supersedes data presented in the 2021/22, 2019/20, 2017/18, 2015/16 and 2013/14 Concise Guides and previous Guides to Receptors and Channels. It is produced in close conjunction with the Nomenclature and Standards Committee of the International Union of Basic and Clinical Pharmacology (NC‐IUPHAR), therefore, providing official IUPHAR classification and nomenclature for human drug targets, where appropriate.

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Section: Gpr18 Gpr55 and Gpr119mentioning

confidence: 99%

The Concise Guide to PHARMACOLOGY 2023/24: G protein-coupled receptors

Alexander,

Christopoulos,

Davenport

et al. 2023

British J Pharmacology

126

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“…In the capapcity as learning designers, the authors of this paper have been responsible for supporting teaching staff in developing on line and blended learning. For this purpose, we have used a methodological learning desing approach called the Collaborative e-Leaning Design method (CoED) (Georgsen and Nyvang, 2007;Ryberg et al, 2015). Different variations of the original method have evolved, but basically the CoED method provides a set of guidelines for conducting collaborative design workshops aimed at producing digital learning designs in the format of whole courses, one or more modules, or other educational activities.…”

Section: Collaborative E-learning Design Methods (Coed)mentioning

confidence: 99%

A Learning Design Methodology for Developing Short Learning Programmes in Further and Continuing Education

Buus¹,

Georgsen

2018

Journal of Interactive Media in Education

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, has been designing digitally supported teaching within diploma programmes and tailor-made courses in the fields of health, education, social sciences and management. More and more of these programmes and courses are designed as blended learning and are characterised by a short time cycle of design, delivery and completion. Despite a recent addition of learning design expertise to the organisation, there is a predominant tendency in design processes to focus on the technical setup, the content and the participants, and very little on the role of the teachers. The teachers' role is challenged by a number of issues in relation to the growing use of blended and online learning, e.g. the task of facilitating the learning processes of the participants in new ways; a higher degree of exposure as the teacher often becomes the sole point of contact in online environments; communication skills needed to facilitate dialogue and collaboration in an online environment; etc. Furthermore, involvement of teaching staff in co-creation of new learning designs require skills which many lecturers do not have when they enter the design team for the first time, among others skills to articulate their pedagogical principles and technological imagination. Over time, we in our roles as learning designers in the School of Continuing Education have developed, tested and refined a technique for user involvement in the design work, and teachers now work with our professional learning designer and course producer on redesigning courses or creating new module or courses. In these collaborative design processes, we have identified a number of challenges, which will be dealt with in our paper.

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