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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.
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ECTN Working groupDeveloping Independent Learners in Chemistry Report Madrid Meeting 24-26 March 2006 Nataša Brouwer Universiteit van Amsterdam ECTN Annual Conference & ECTN Association Meeting 2006
life long learning Eurobachelor competences Eurobachelor students will • 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
Focus of the Madrid Meeting • organisation of education process • didactics (art of teaching) • assessment • computers and ICT
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 teacher-centred student-centred • separated working forms • guided tutorials • closed experiments flexible educational process
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 Three actors in developing independent learners
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 • Organisation of education process • Didactics (Art of teaching) • Assessment • 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) • Prof Carlaxel Andersson Lund University • Dr Natasa Brouwer University of Amsterdam • Prof Liberato Cadellini Universita Politecnica delle Marche • Dr Peter Childs University of Limerick • Dr Odilla Finlayson Dublin City University • Dr Claire McDonnell Dublin Institute of Technology • Dr Ilka Parchmann University of Oldenburg • Prof Jesus Santamaria Complutense University, Madrid • Prof Kristiina Wahala University of Helsinki • Dr Hazel Wilkins Robert Gordon University • Dr Jonny Woodward University of Leicester