ECTN Working group Developing Independent Learners in Chemistry

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ECTN Working group Developing Independent Learners in Chemistry. Report Madrid Meeting 24-26 March 2006 Nata š a Brouwer Universiteit van Amsterdam. ECTN Annual Conference & ECTN Association Meeting 2006. life long learning. Eurobachelor competences. Eurobachelor students will. - PowerPoint PPT Presentation

Text of ECTN Working group Developing Independent Learners in Chemistry

  • ECTN Working groupDeveloping Independent Learners in Chemistry Report Madrid Meeting 24-26 March 2006

    Nataa BrouwerUniversiteit van Amsterdam ECTN Annual Conference & ECTN Association Meeting 2006

  • Eurobachelor competenceshave the ability to gather and interpret relevant scientific data and make judgements that include reflection on relevant scientific and ethical issueshave the ability to communicate information, ideas, problems and solutions to informed audienceshave 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 Eurobachelor students will

  • Focus of the Madrid Meetingorganisation of education processdidactics (art of teaching)assessmentcomputers and ICT

  • Organisation of educationprocessHow 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 processflexible educational process separated working forms guided tutorials closed experiments teacher-centredstudent-centred

  • Three actors in developing independent learnersstudents

    teachers

    faculty

    responsibility for own development teaching methods that stimulate independent learning dissemination of good practicespublishing

    facilitation of educational changeteachers training support: experts and fundingrecognition 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 methodsinteractive teaching approachesintegration of traditional teaching methodsopen assignments, group workproblem oriented learningscaffoldingresearch oriented lab coursescompetence oriented teachingknowledge, skills, attitudesreflection and metacognition

  • Good practice: Studio courseUvA, University of Amsterdam, The Netherlands

  • Good practice: Problem solvingcooperative learning in problem solvinggroup workproblem solver, sceptic, checker and recorderrotation of roles concept maps

    positive interdependence individual accountability: share of the work and mastering all materialface-to-face interaction interpersonal skills: leadership, decision-making, communication and conflict management self-assessment / reflection of group functioningDepartment of Material and Earth Science, Polytechnic University of the Marche, Italy

  • Skills that need attentionTwo documents in Bologna process report of the project Tuning Educational Structures in Europe:generic competencessubject-specific skillscognitive 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 chemistrygeneric competences and subject-specific skills and cognitive abilities should be developed during the subject-specific coursesfrom 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 MeetingOrganisation of education processDidactics (Art of teaching)AssessmentComputers and ICT

  • 3. AssessmentDoes the assessment process need to be adapted? How can the problem of heterogeneous pre-knowledge of students be approached?

  • Assessment strategiesassessment strategies reflect the changes in teaching methods and integration of skillscompetence basedself assessmentpeer assessment

    more flexible curriculum heterogeneous pre-knowledge

  • Pre-knowledgeheterogeneous pre-knowledgelack of pre-knowledge in mathematics a problem in chemistry courses

    brush up on pre-knowledge student takes the responsibilityflexibleuniversity makes opportunities at different stages in the curriculumteachers and peers give feedback

  • Good practice: Students Maths Learning Centre a drop-in centre that provides assistance with Maths on line support systemencourages 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 scenariosICTSpecial Interest Group on Math pre-knowledge

    Example Quantum chemistry:just in time brush up on pre-knowledge in mathematics regular self-assessment of pre-knowledgeon-line tests based on computer algebra feed back on the process by the teacherextra 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 ICTcommunication synchronous, asynchronouson line collaboration resources: information management, literacy skillscomputers as tools: simulations, modeling, solving real life open problemstests and surveys, self-study quizzes electronic learning platforms, 24/7 principle

  • Good practice: European Virtual Seminar 16 universitiescases about sustained development in Europeinterdisciplinary groupson line collaboration

    Universities in Europe

  • RecommendationsI. Organisation of education processeducation 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 studymore recognition for the teacher and extra funding

  • RecommendationsII. Didacticsinteractive learning approach, problem based and inquiry based learningcompetence oriented and self directing education processdevelopment of the generic and subject-specific skills integral part of the subject-specific courses. feed back from teachers, coaches and peers on the developmentscaffolding teaching strategy, especially in the first study year.reflection and metacognition

  • RecommendationsIII. Assessment shift to competence based assessmentproject reports and presentations on outcomes also part of the assessment process concept mappingspecial attention for heterogenic background knowledge

  • RecommendationsIV. Computers and ICTaccess 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 expertsonline collaboration in interdisciplinary groups online diagnostic tests to assess pre-knowledge

  • The working group

    Dr Bill Byers: University of Ulster (Group Leader)

    Prof Carlaxel AnderssonLund UniversityDr Natasa BrouwerUniversity of AmsterdamProf Liberato CadelliniUniversita Politecnica delle MarcheDr Peter ChildsUniversity of LimerickDr Odilla FinlaysonDublin City UniversityDr Claire McDonnellDublin Institute of TechnologyDr Ilka ParchmannUniversity of OldenburgProf Jesus SantamariaComplutense University, MadridProf Kristiina WahalaUniversity of HelsinkiDr Hazel WilkinsRobert Gordon UniversityDr Jonny WoodwardUniversity of Leicester