In this chapter, examples of innovative approaches that use educational technology to support active learning in chemistry lectures, tutorials and laboratory sessions are considered. The scope of th...
All chemistry teachers at second or third level use tests in their teaching. There are two broad uses for tests: Formative – assessment for learning (feedback on student learning) (see http:/...
Peer-assessment is an approach to formative assessment which can be described generally as a process whereby students evaluate, or are evaluated by, their peers. Peer-assessment can be employed unde...
Posters can be used to address a variety of learning and teaching objectives including the development of motivation, content knowledge and generic and professional skills. A poster is a formal and...
The limitations of the traditional unseen examination as an assessment method are now well appreciated. In particular such assessments often fail to validate several important learning outcomes. Ora...
Oral examinations also referred to as viva voce, have been used by universities to evaluate students’ learning for centuries. The exam takes the form of a ‘conversation between master and pupil’. Ho...
A student portfolio is collected as an archive to assess all the work done by students and to keep a constant record. In general it represents a student work collection that exhibits student’s activ...
Summative assessment remains an essential integral part of all formal education. Unfortunately many students over estimate their learning and understanding of material being taught and become aware ...
JL Kiappes Department of Chemistry, University College London, United Kingdom Challenge and goal In course design, many instructors focus on subject-specific knowledge and skills (e.g...
Viktor Englund Language and Communication, KTH Royal Institute of Technology, Sweden Challenge and goal When developing the course offering in language and communication with ...
Vera L. M. Silva Chemistry Department, University of Aveiro, Portugal Challenge and goal Laboratory/practical classes play a major role in sciences and engineering courses. In this e...
Martijn Bousse Faculty of Science and Engineering, Maastricht University, The Netherlands Challenge and goal Challenge: Rising student numbers put pressure on lecturers' worklo...
Natalija Sitnikova, Krištof Kranjc Faculty of Chemistry and Chemical Technology, University of Ljubljana, Večna pot 113, SI-1000 Ljubljana, Slovenia Challenge, goal and topic T...
This CPD scenario describes a User case in which lecturers develop their competence in how to use blended learning and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and reflecting on own teaching practice and knowledge sharing. The approximate duration of a User case that follows this scenario is several hours. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc).
This CPD scenario describes a User case in which lecturers develop their competence in sound course design and teaching in higher education and organizing peer-feedback and collaborative learning and develop attitudes in how to stay motivated and self-regulate their continuous professional development and knowledge sharing. The approximate duration of a User case that follows this scenario is several hours. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.
This CPD scenario describes a User case in which lecturers develop their competence in sound course design and how to engage and motivate students and how to facilitate discipline specific thinking and how to facilitate student’s deep learning and development of higher cognitive skills and develop attitudes in how to stay motivated and self-regulate their continuous professional development and supporting student development and enabling students’ well-being in a learning process and inclusivity and practicing teaching and learning in an evidence informed way and knowledge sharing. The approximate duration of a User case that follows this scenario is several hours. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.
This CPD scenario describes a User case in which lecturers develop their competence in sound course design and facilitating problem solving and develop attitudes in reflecting on own teaching practice and knowledge sharing. The approximate duration of a User case that follows this scenario is several weeks. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.
This CPD scenario describes a User case in which lecturers develop their competence in sound course design and how to facilitate student’s deep learning and development of higher cognitive skills and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and reflecting on own teaching practice and knowledge sharing. The approximate duration of a User case that follows this scenario is several months. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.