4th EucheMs chemistry congress

tuesday, 28-Aug 2012
s624
chem. Listy 106, s587–s1425 (2012)
Education and History, Professional chemists Ethics, Employability, labels
European Chemistry thematic Network – ii
o - 1 4 1
teAChinG Key CoMPetenCeS to CheMiStry
StudentS – An initiAtive in the frAMe of the
euroPeAn CheMiStry theMAtiC networK
e. vAreLLA 1 , i. KozAriS 1
1 Aristotle University of Thessaloniki, Chemistry, Thessaloniki,
Greece
The Budapest Descriptors, a detailed adaptation of the
Dublin Descriptors in the area of chemical sciences, as well as
their extension in interdisciplinary areas, are defining key
competences for all academic levels. Less demanding for the first
cycle, these indispensable abilities and mind-settings increase in
complexity at master’s and doctoral level, or for subjects at the
interface of chemistry and other disciplines.
Although frequently acquired within standard study and
research environments, key competences would as often be
obtained by attending specialised workshops or following relevant
course modules. In this context, the European Chemistry
Thematic Network Association adopted a multifaceted scheme for
supporting young scientists in their attempts to enter a globalised
labour market.
The structure implemented consists in Centres for Key and
Specific Competences in Science, addressing generic skills and
attitudes, necessary for effectively responding to requirements set
by stakeholders. In the same frame, Units on Languages for
Specific Purposes handle linguistic issues. The Centres apply a
hybrid operation pattern, combining wide-ranging e-learning
possibilities to systematically organised intensive schools.
The on-line educational environment is designed on the
basis of a three-fold pattern, encompassing a preliminary study
phase; videoconferencing frontal hours; and post-course training
and self-assessment opportunities. In this context, a specially
developed web portal has been established.
The intensive schools on key competences for scientists
are structured as tailor-made interactive workshops and
problem-solving classes, preparing young scientists from all over
Europe for the conditions encountered in the labour market.
The feedback to this two-fold activity of the Centres for Key
and Specific Competences in Science, consisting in the evaluation
of questionnaires, did not present noteworthy discrepancies,
except for the somehow different expectations formulated in each
academic level.
Keywords: key competences; e-learning; intensive workshops;
European Chemistry thematic Network – ii
4 th EucheMs chemistry congress
o - 1 4 2
intenSive SChooLS And unitS on LAnGuAGeS
for SPeCifiC PurPoSeS – hyBrid eduCAtionAL
initiAtiveS in the frAMe of the euroPeAn
CheMiStry theMAtiC networK
e. vAreLLA 1 , B. whiddon frAnCiLLArd 2 ,
i. KozAriS 1
1 Aristotle University of Thessaloniki, Chemistry, Thessaloniki,
Greece
2 CPE Lyon, Chemistry, Lyon, France
In the frame of most educational initiatives taken by the
European Chemistry Thematic Network Association at a transnational
level, crucial open questions have been the harmonisation
of student knowledge and competences in intensive programmes;
and the communication gap in the multi-lingual European
environment. An efficient low-cost answer lies in implementing
a hybrid scheme, combining e-learning activities and intensive
face-to-face training.
The intensive schools address students and professionals,
wishing to acquire a solid knowledge on the ways chemical
sciences are applied in safeguarding tangible works of art.
A multinational team of experts deliver frontal lectures,
problem-solving classes and hands-on experimental exercises to
attendees originating from Europe and beyond. Being highly
interdisciplinary and international, the schools are confronted with
serious complications while attempting to form levelled
classrooms; a further permanent concern being how far the
overload of information will not too quickly be discarded. Both
problems are met with the implementation of a virtual campus
combining synchronous and asynchronous techniques; and
presenting
e-learning possibilities for self-paced pre- and post-school use.
A closely interrelated activity is the implementation of Units
on Languages for Specific Purposes, divisions of pertinent Centres
for Key and Specific Competences in Science. In their context, a
web portal on key competences for scientists has been developed,
including a well-built learning and self-assessment section for
English as a foreign language. Moreover, synchronous training is
served by an especially designed manual on teaching languages
for chemists & chemical engineers. In a parallel way, intensive
schools include structured language courses on topics relevant to
their curriculum; pre- and post-school study and self-assessment
benefiting from appropriate web-portal contents.
The feedback to these parallel activities, consisting in the
evaluation of questionnaires, permits judging the efficiency of
hybrid educational schemes in intensive training and in language
teaching.
Keywords: intensive schools; virtual campus; languages for
specific purposes;
AUGUst 26–30, 2012, PrAGUE, cZEcH rEPUbLIc