Sanjiv Prashar Universidad Rey Juan Carlos Challenge and goal There is no denying the importance of STEM in achieving the UN Sustainable development goals. To date subjects are...
Andrea Lombardi Department of Chemistry, Biochemistry and Biotechnology, University of Perugia, Italy Challenge and goal Challenge The composition of student cohorts c...
Anne Conibear Faculty of Technical Chemistry, Technical University of Vienna, Austria Challenge and goal To raise awareness and promote discussion and application of interactive, cons...
Maren Podewitz Faculty of Technical Chemistry, TU Wien, Austria Challenge and goal Students are perform much better if the research specialization in the BSc project and later on in t...
Anete Stīne Teimane University of Latvia (UoL), Faculty of Chemistry Challenge and goal Courses which are designed to teach practical skills usually produce large amounts of re...
Giacomo Giorgi Dept of Civil & Environmental Engineering, University of Perugia, Italy Challenge and goal Students are frustrated by the often outdated tools teachers exploit during l...
Katalin Várnagy Faculty of Science and Technology, University of Debrecen, Hungary Challenge and goal One form of knowledge transfer is the lecture, in which the lecturer impar...
Csilla Kallay Faculty of Science and Technology, University of Debrecen, Hungary Challenge and goal Analytical Chemistry Laboratory practice involves acid-base, redox, argentom...
Vânia Calisto Chemistry Department, University of Aveiro, Portugal Challenge and goal Students are usually much more motivated in courses which address contents specifically re...
Bartosz Trzewik, Aleksandra Lis, Iwona Maciejowska, Michał Woźniakiewicz, Katarzyna Zięba Faculty of Chemistry, Jagiellonian University in Kraków, Poland Challenge Students starting lab...
Sanjiv Prashar, Jose M. Méndez-Arriaga, Josefa Ortiz-Bustos, Diana Díaz-García, Miguel Díaz-Sánchez, Santiago Gómez-Ruiz, Noelia M. Faginas-Lago University Rey Juan Carlos, Madrid, Spain, Unive...
Justyna Ciejka Faculty of Chemistry, Wroclaw University of Science and technology, Poland Challenge and goal Students enrolling in the university usually are not familiar with ...
Sanjiv Prashar, José M. Méndez-Arriaga, Josefa Ortiz-Bustos, Diana Díaz-García, Miguel Díaz-Sánchez, Santiago Gómez-Ruiz, M. Noelia Faginas-Lago University Rey Juan Carlos, Spain, University of...
Martino Di Serio, Alessio Petrone, Vincenzo Russo, Oreste Tarallo, Italo Testa University of Naples Federico II, Italy Challenge and goal Teachers are often frustrated by t...
Franc Perdih, Krištof Kranjc* University of Ljubljana, Faculty of Chemistry and Chemical Technology, Večna pot 113, SI-1000 Ljubljana, Slovenia; * e-mail: kristof.kranjc@fkkt.uni-lj.si ...
Johanna Kärkkäinen, Katja Lappalainen, Matti Niemelä Faculty of Technology, University of Oulu, Finland Challenge and goal Students, attending chemistry laboratory courses have differ...
Jocelyne Vreede, Stefania Grecea, Lotte Schreuders, Bob Pirok, Natasa Brouwer Faculty of Science, University of Amsterdam, The Netherlands Challenge and goal Today's fast-changing wor...
Martino Di Serio, Alessio Petrone, Vincenzo Russo, Oreste Tarallo, Italo Testa University of Naples Federico II, Italy Challenge and goal It is a common experience that BSc freshmen can ...
David Titovšek, Črtomir Podlipnik, Krištof Kranjc University of Ljubljana (UL)/Faculty of Chemistry and Chemical Technology (FKKT)/Chemistry and Biochemistry Bachelor’s and Master’s programme, Slo...
Stefania Grecea, Bob Pirok, Lotte Schreuders, Jocelyne Vreede, Natasa Brouwer Faculty of Science, University of Amsterdam, The Netherlands Challenge and goal Students enrolled in spec...
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 organizing peer-feedback and collaborative learning and how to use specific digital tools in teaching for a pedagogical goal and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity. The approximate duration of a User case that follows this scenario is several weeks. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and 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 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 weeks. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and 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 develop attitudes in 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 months. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and 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 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 organizing peer-feedback and collaborative learning. The approximate duration of a User case that follows this scenario is several days. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace).
This CPD scenario describes a User case in which lecturers develop their competence in sound course design and designing interactive teaching and how to engage and motivate students and how to facilitate discipline specific thinking and 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. 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 teaching in higher education and facilitating problem solving 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. The approximate duration of a User case that follows this scenario is several months. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and 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 facilitating problem solving and how to engage and motivate students and how to facilitate discipline specific thinking. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and 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 teaching in higher education and designing interactive teaching 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 how to use specific digital tools in teaching for a pedagogical goal. The approximate duration of a User case that follows this scenario is several weeks. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and 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 designing interactive teaching and facilitating problem solving 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 how to use blended learning. 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 teaching in higher education and how to engage and motivate students and how to facilitate discipline specific thinking and how to use blended learning and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity 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.
This CPD scenario describes a User case in which lecturers develop their competence in designing interactive teaching and how to engage and motivate students and how to facilitate discipline specific thinking and how to use blended learning and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and 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 teaching in higher education 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 supporting student development and enabling students’ well-being in a learning process and inclusivity and reflecting on own teaching practice. 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.
This CPD scenario describes a User case in which lecturers develop their competence in sound course design and teaching in higher education and facilitating problem solving 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 how to use specific digital tools in teaching for a pedagogical goal. The approximate duration of a User case that follows this scenario is several months. 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 designing interactive teaching 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 organizing peer-feedback and collaborative learning and develop attitudes in how to stay motivated and self-regulate their continuous professional development and reflecting on own teaching practice 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 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.
This CPD scenario describes a User case in which lecturers develop their competence in sound course design and facilitating problem solving and how to engage and motivate students and how to facilitate discipline specific thinking and organizing peer-feedback and collaborative learning and how to use blended learning and develop attitudes in how to stay motivated and self-regulate their continuous professional development and practicing teaching and learning in an evidence informed way.
This CPD scenario describes a User case in which lecturers develop their competence in designing interactive teaching and how to engage and motivate students and how to facilitate discipline specific thinking and how to use blended learning and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and 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 how to engage and motivate students and how to facilitate discipline specific thinking and develop attitudes in reflecting on own teaching practice 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 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.
This CPD scenario describes a User case in which lecturers develop their competence in designing interactive teaching and how to engage and motivate students and how to facilitate discipline specific thinking and how to use blended learning and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and knowledge sharing. 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 supporting student development and enabling students’ well-being in a learning process and inclusivity and knowledge sharing. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and 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. The approximate duration of a User case that follows this scenario is several weeks. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace).