Post on 16-Jan-2016
description
ECTN Working group
Developing Independent Learners in Chemistry
Report Madrid Meeting 24-26 March 2006
Nataša BrouwerUniversiteit van Amsterdam
ECTN Annual Conference & ECTN Association Meeting 2006
Eurobachelor competences
have the ability to gather and interpret relevant scientific data and make judgements that include reflection on relevant scientific and ethical issues
have the ability to communicate information, ideas, problems and solutions to informed audiences
have competences which fit them for entry-level graduate employment in the general workplace, including the chemical industry
have developed those learning skills that are necessary for them to undertake further study with a sufficient degree of autonomy
life long learning
Eurobachelor students will
Focus of the Madrid Meeting
1. organisation of education process
2. didactics (art of teaching)
3. assessment
4. computers and ICT
1. Organisation of educationprocess
How does the education process have to change?
What is the role of the teacher? When should the development process begin? Who is involved in developing independent
learners?
Educational process
flexible educational process• separated working forms• guided tutorials• closed experiments
teacher-centred student-centred
Three actors in developing independent learners
students
teachers
faculty
responsibility for own development teaching methods that stimulate
independent learning dissemination of good practices publishing
facilitation of educational change teachers training support: experts and funding recognition of innovative teacher
2. Didactics (art of teaching)
Which teaching methods support the independent learning process?
How can practical courses help to develop independent learners?
Which skills need attention?
Teaching methods
interactive teaching approaches integration of traditional teaching methods open assignments, group work
problem oriented learning scaffolding research oriented lab courses competence oriented teaching
knowledge, skills, attitudes reflection and metacognition
Good practice: Studio course
UvA, University of Amsterdam, The Netherlands
Good practice: Problem solving
cooperative learning in problem solving group work problem solver, sceptic, checker and recorder rotation of roles
concept maps
positive interdependence individual accountability: share of the work and mastering all
material face-to-face interaction interpersonal skills: leadership, decision-making, communication
and conflict management self-assessment / reflection of group functioning
Department of Material and Earth Science, Polytechnic University of the Marche, Italy
Skills that need attention
Two documents in Bologna process report of the project Tuning Educational Structures in Europe:
generic competences subject-specific skills cognitive abilities
The ECTN working group on Core Practical Skills (1999) defined the practical skills including working to deadlines, report writing, safety awareness and team work
Working group: Developing independent learners in chemistry generic competences and subject-specific skills and cognitive abilities
should be developed during the subject-specific courses from the first year of study study skills include time management skills, thinking skills, working with
others, and reflection skills needs attention
Focus of the Madrid Meeting
1. Organisation of education process
2. Didactics (Art of teaching)
3. Assessment
4. Computers and ICT
3. Assessment
Does the assessment process need to be adapted?
How can the problem of heterogeneous pre-knowledge of students be approached?
Assessment strategies
assessment strategies reflect the changes in teaching methods and integration of skills
competence based self assessment peer assessment
more flexible curriculum heterogeneous pre-knowledge
Pre-knowledge
heterogeneous pre-knowledge lack of pre-knowledge in mathematics a problem in
chemistry courses
brush up on pre-knowledge student takes the responsibility flexible university makes opportunities at different stages in the
curriculum teachers and peers give feedback
Good practice:
“Students’ Maths Learning Centre“ a drop-in centre that
provides assistance with Maths
on line support system encourages students to
become independent autonomous learners
Dublin Institute of Technology, Ireland
Good practice:
“Brushing Up With the Web project“
joint project of three Dutch universities flexible approach, different educational scenario’s ICT Special Interest Group on Math pre-knowledge
Example Quantum chemistry: just in time brush up on pre-knowledge in mathematics regular self-assessment of pre-knowledge on-line tests based on computer algebra feed back on the process by the teacher extra help by a tutor
UvA, University of Amsterdam, The Netherlands
Good practice:
“Brushing Up With the Web project“
UvA, University of Amsterdam, The Netherlands
4. Computers and ICT
The role of computers and ICT communication synchronous, asynchronous on line collaboration resources: information management, literacy skills computers as tools: simulations, modeling, solving real
life open problems tests and surveys, self-study quizzes
electronic learning platforms, 24/7 principle
Good practice:
“European Virtual Seminar“ 16 universities cases about sustained
development in Europe interdisciplinary groups on line collaboration
Universities in Europe
Recommendations
I. Organisation of education process education process changes from teacher-directed to
student-directed three actors are involved in this process: the student, the
teacher and the faculty development of independent learners begins in the first
year of the programme of study more recognition for the teacher and extra funding
Recommendations
II. Didactics interactive learning approach, problem based and inquiry
based learning competence oriented and self directing education
process development of the generic and subject-specific skills
integral part of the subject-specific courses. feed back from teachers, coaches and peers on the
development scaffolding teaching strategy, especially in the first study
year. reflection and metacognition
Recommendations
III. Assessment shift to competence based assessment project reports and presentations on outcomes also part
of the assessment process concept mapping special attention for heterogenic background knowledge
Recommendations
IV. Computers and ICT access according to 24/7 principle information management and literacy skills within
subject-courses different online resources including primary literature
(evaluation of quality and relevance) computers as research tools: real and more complex
open problems. time and place independent communication with peers,
teachers and experts online collaboration in interdisciplinary groups online diagnostic tests to assess pre-knowledge
The working group
Dr Bill Byers: University of Ulster (Group Leader)Dr Bill Byers: University of Ulster (Group Leader)
Prof Carlaxel AnderssonProf Carlaxel Andersson Lund UniversityLund University Dr Natasa BrouwerDr Natasa Brouwer University of AmsterdamUniversity of Amsterdam Prof Liberato CadelliniProf Liberato Cadellini Universita Politecnica delle MarcheUniversita Politecnica delle Marche Dr Peter ChildsDr Peter Childs University of LimerickUniversity of Limerick Dr Odilla FinlaysonDr Odilla Finlayson Dublin City UniversityDublin City University Dr Claire McDonnellDr Claire McDonnell Dublin Institute of TechnologyDublin Institute of Technology Dr Ilka ParchmannDr Ilka Parchmann University of OldenburgUniversity of Oldenburg Prof Jesus SantamariaProf Jesus Santamaria Complutense University, MadridComplutense University, Madrid Prof Kristiina WahalaProf Kristiina Wahala University of HelsinkiUniversity of Helsinki Dr Hazel WilkinsDr Hazel Wilkins Robert Gordon UniversityRobert Gordon University Dr Jonny WoodwardDr Jonny Woodward University of LeicesterUniversity of Leicester