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Networking Education of Chemistry

Networking Education of Chemistry. A New Quality of a Chemical Education System Based on the WorldWideWeb. Thomas Engel Computer-Chemie-Centrum University of Erlangen-Nuremberg 91052 Erlangen, Germany http://www2.chemie.uni-erlangen.de. 10 %. advanced studies of chemistry 4 semesters

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Networking Education of Chemistry

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  1. Networking Education of Chemistry

  2. A New Quality ofa Chemical Education System Based on the WorldWideWeb Thomas Engel Computer-Chemie-Centrum University of Erlangen-Nuremberg 91052 Erlangen, Germany http://www2.chemie.uni-erlangen.de

  3. 10 % • advanced studies of chemistry • 4 semesters • Diploma Chemist degree • basic studies in chemistry • 4 semesters Studying Chemistry in Germany ~ 2.000 graduates research scientists + 6-10 semesters to Ph.D. • postgraduate studies • 6 + n semesters • research-oriented • Ph.D. 10-14 semesters to Diploma Chemist(average time of study: 11 semesters) • advanced studies of chemistry • 4 semesters • Diploma Chemist degree

  4. research- • oriented • M.Sc. degree • basic studies in chemistry • 6 semesters, B.Sc. degree GDCh: “Würzburger Model” research scientists • postgraduate studies • 4 + n semesters • Ph.D. vocational experience vocational experience additional non- chemical studies (law, economics, journalism, ...) • studies in specialized fields • of chemistry • 4 semesters, practice-oriented • M.Sc. degree • research- • oriented • M.Sc. degree

  5. Aims of the Würzburger Model • standardization of European chemical education • permeability of boundaries in the fields of study • decrease the time of studying • quick integration of new topics • utilization of the latest information for education • increasing the quality of education

  6. new technology teacher Communication problem EMPLOY-MENT student lab courses Increasing information other students periodicals Transmitting Information

  7. Flexibility through networks • interactive lecture systems • multimedia studies and exercises • visualization and simulation of complex contexts • learning trajectories (knowledge modules)

  8. Aims of the VS-C Project • oriented to the Würzburger Model • development of interactive, multimedia • teaching material • networking of the different topics in Chemistry • by the material • individual organization of the knowledge modules • (learning trajectory)

  9. pharmacy economics adminis- tration biology medicine physics Chemistry the Central Science chemistry patent application science of material

  10. Didactics in Chemistry Inorganic Chemistry Bio- chemistry Physics Organic Chemistry Chemical Engineering Analytical Chemistry Physical Chemistry Chemical Information Cross-links in Chemical Subjects

  11. Realization of the Project Aims: 16 research groups participate from 13 German universities 13 fields in chemistry 16 overlapping topics 29 projects, totally FIZ CHEMIE BERLIN (technical and administrative management)

  12. subject 1 subject 2 pool learning trajectory Ways of Learning traditional:accumulative learning new: (cross)linking of overlapping topics subject 1: (e.g. Organic Chemistry) subject 2: (e.g. Bio-chemistry)

  13. Requirement S Requirement U page 2 of the learning trajectory page 1 of the learning trajectory page 3 of the learning trajectory Requirement A Requirement H Recommendation c Requirement B Recommendation s Recommendation t Recommendation f Recommendation k Recommendation z Learning Trajectory TOPIC

  14. Chemical information Chemistry for medical students Input, representation and visualization of chemical structures and reactions VS-C Projects at the University of Erlangen

  15. Multimedia Interface Elements • animated pictures • short videos • interactive pictures • interactive exercises

  16. Acknowledgement Markus C. Hemmer Angelika Hofmann Dr. Axel Schunk Simon Spycher Prof. Dr. Johann Gasteiger Federal Minister of Education and Research (BMBF)

  17. http://www2.ccc.uni-erlangen.de http://www.vernetztes-studium.de/de/index.html http://www.bmbf.de Networking Education of Chemistry

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