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© Gasteiger et al. C3C3 /slides/VS-C/Dias/terena_eng_d.ppt Networking Education of Chemistry.

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1 © Gasteiger et al. C3C3 /slides/VS-C/Dias/terena_eng_d.ppt Networking Education of Chemistry

2 © Gasteiger et al. C3C3 /slides/VS-C/Dias/terena_eng_d.ppt Thomas Engel Computer-Chemie-Centrum University of Erlangen-Nuremberg 91052 Erlangen, Germany http://www2.chemie.uni-erlangen.de A New Quality of a Chemical Education System Based on the WorldWideWeb

3 © Gasteiger et al. C3C3 /slides/VS-C/Dias/terena_eng_d.ppt basic studies in chemistry 4 semesters basic studies in chemistry 4 semesters Studying Chemistry in Germany advanced studies of chemistry 4 semesters Diploma Chemist degree advanced studies of chemistry 4 semesters Diploma Chemist degree advanced studies of chemistry 4 semesters Diploma Chemist degree advanced studies of chemistry 4 semesters Diploma Chemist degree postgraduate studies 6 + n semesters research-oriented Ph.D. postgraduate studies 6 + n semesters research-oriented Ph.D. research scientists 10 % 10-14 semesters to Diploma Chemist (average time of study: 11 semesters) + 6-10 semesters to Ph.D. ~ 2.000 graduates

4 © Gasteiger et al. C3C3 /slides/VS-C/Dias/terena_eng_d.ppt GDCh: “Würzburger Model” basic studies in chemistry 6 semesters, B.Sc. degree basic studies in chemistry 6 semesters, B.Sc. degree studies in specialized fields of chemistry 4 semesters, practice-oriented M.Sc. degree studies in specialized fields of chemistry 4 semesters, practice-oriented M.Sc. degree vocational experience vocational experience research- oriented M.Sc. degree research- oriented M.Sc. degree postgraduate studies 4 + n semesters Ph.D. postgraduate studies 4 + n semesters Ph.D. research scientists research- oriented M.Sc. degree research- oriented M.Sc. degree additional non- chemical studies (law, economics, journalism,...) additional non- chemical studies (law, economics, journalism,...) vocational experience vocational experience

5 © Gasteiger et al. C3C3 /slides/VS-C/Dias/terena_eng_d.ppt 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 Aims of the Würzburger Model

6 © Gasteiger et al. C3C3 /slides/VS-C/Dias/terena_eng_d.ppt student EMPLOY- MENT teacher lab courses periodicals Transmitting Information Increasing information Communication problem other students new technology

7 © Gasteiger et al. C3C3 /slides/VS-C/Dias/terena_eng_d.ppt interactive lecture systems multimedia studies and exercises visualization and simulation of complex contexts learning trajectories (knowledge modules) Flexibility through networks

8 © Gasteiger et al. C3C3 /slides/VS-C/Dias/terena_eng_d.ppt 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) Aims of the VS-C Project

9 © Gasteiger et al. C3C3 /slides/VS-C/Dias/terena_eng_d.ppt economics pharmacy science of material biology medicine chemistry adminis- tration physics patent application Chemistry the Central Science

10 © Gasteiger et al. C3C3 /slides/VS-C/Dias/terena_eng_d.ppt Bio- chemistry Chemical Engineering Physical Chemistry Analytical Chemistry Organic Chemistry Inorganic Chemistry Didactics in Chemistry Chemical Information Physics Cross-links in Chemical Subjects

11 © Gasteiger et al. C3C3 /slides/VS-C/Dias/terena_eng_d.ppt 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) Realization of the Project Aims:

12 © Gasteiger et al. C3C3 /slides/VS-C/Dias/terena_eng_d.ppt Ways of Learning subject 1: (e.g. Organic Chemistry) subject 2: (e.g. Bio- chemistry) traditional: accumulative learning learning trajectory subject 2subject 1 pool new: (cross)linking of overlapping topics

13 © Gasteiger et al. C3C3 /slides/VS-C/Dias/terena_eng_d.ppt Learning Trajectory TOPIC page 1 of the learning trajectory page 2 of the learning trajectory page 3 of the learning trajectory Requirement S Requirement A Requirement B Requirement U Requirement H Recommendation s Recommendation f Recommendation c Recommendation z Recommendation t Recommendation k

14 © Gasteiger et al. C3C3 /slides/VS-C/Dias/terena_eng_d.ppt Input, representation and visualization of chemical structures and reactions VS-C Projects at the University of Erlangen Chemical information Chemistry for medical students

15 © Gasteiger et al. C3C3 /slides/VS-C/Dias/terena_eng_d.ppt animated pictures short videos interactive pictures interactive exercises Multimedia Interface Elements

16 © Gasteiger et al. C3C3 /slides/VS-C/Dias/terena_eng_d.ppt

17 © Gasteiger et al. C3C3 /slides/VS-C/Dias/terena_eng_d.ppt

18 © Gasteiger et al. C3C3 /slides/VS-C/Dias/terena_eng_d.ppt

19 © Gasteiger et al. C3C3 /slides/VS-C/Dias/terena_eng_d.ppt

20 © Gasteiger et al. C3C3 /slides/VS-C/Dias/terena_eng_d.ppt

21 © Gasteiger et al. C3C3 /slides/VS-C/Dias/terena_eng_d.ppt

22 © Gasteiger et al. C3C3 /slides/VS-C/Dias/terena_eng_d.ppt Markus C. Hemmer Angelika Hofmann Dr. Axel Schunk Simon Spycher Prof. Dr. Johann Gasteiger Federal Minister of Education and Research (BMBF) Acknowledgement

23 © Gasteiger et al. C3C3 /slides/VS-C/Dias/terena_eng_d.ppt Networking Education of Chemistry http://www2.ccc.uni-erlangen.de http://www.vernetztes-studium.de/de/index.html http://www.bmbf.de

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