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