report by group 3 new learning and teaching methods
Post on 21-Dec-2015
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Report Group 3
• Mihaly BenedictUniversity of Szeged, HU
• Hans Joerg JodlUniversity of Kaiserslautern, GE
• Ivan Ruddock• University of Strathclyde, UK
• Elena Sassi• University of Naples Federico II, IT
• Robert Sporken• University of Namur, BE
• Sonja Feiner-ValkierEindhoven University of Technology NL
Main activities during 2006/2007, page 1
• General questionnaire
– More detailed information on new teaching methods differentiated on Bachelor and Master, regarding categories and quantity
– Information on tools, scientific software and programming languages in Bachelor and Master
Main activities during 2006/2007, page 2
• Alumni questionnaire among alumni: universities from all the EG-members of the STEPS-project on:– Information company, institution– Position of alumni and other
physicists– Technical/scientific software, tools
and programming languages– Soft skills
Main activities during 2006/2007, page 3
• Selection of MM on Solid State Physics and Elementary Particles: – MPTL-workshop Wrocław next week
• Evaluation of MM-material in universities from EG3- members:– 7 responses, 4 of them positive, all 4 used
MM as demonstrationmaterial in lectures;– Other 3: no time, not appropriate
General questionnaire: new methods
• Inventory on courses and ECTS credits, for Bachelor and Master:– Distance- and Blended learning– Problem based learning, project oriented
learning– Student centered learning, Peer Instruction
General questionnaire, 62 universities
Bachelor: Distance and Blended Learning22 responses
51-60 ECTS; 18%
41-50 ECTS; 9%
31-40 ECTS; 9%
21-30 ECTS; 14%
11-20 ECTS; 18%
0-10 ECTS; 32%
Master: Distance and Blended Learning14 responses
51-60 ECTS; 21%
41-50 ECTS; 0%
31-40 ECTS; 0%
21-30 ECTS; 14%
11-20 ECTS; 7%
0-10 ECTS; 57%
General questionnaire, 62 universities
Bachelor: Problem Based Learning and Projects, 34 responses
31-40 ECTS; 9%
51-60 ECTS; 12%
41-50 ECTS; 3%
21-30 ECTS; 6%
11-20 ECTS; 59%
0-10 ECTS; 41%
Master: Problem Based Learning and Projects, 45 responses
51-60 ECTS; 20%
41-50 ECTS; 20%
31-40 ECTS; 2%
21-30 ECTS; 18%
11-20 ECTS; 16%
0-10 ECTS; 24%
General questionnaire, 62 universities
Bachelor: Student Centred and Peer Instruction: 19 responses
51-60 ECTS; 11%
41-50 ECTS; 21%
31-40 ECTS; 5%
21-30 ECTS; 16%
11-20 ECTS; 0%
0-10 ECTS; 47%
Master: Student Centred and Peer Instruction:
22 responses
51-60 ECTS; 9%
31-40 ECTS; 0%
21-30 ECTS; 14%
11-20 ECTS; 18%
0-10 ECTS; 50%
9%
General questionnaire: tools
• Use of:– Modelling environment– Sensor based (real time) lab– Remote virtual lab– Video analysis
• Use of:– Software (matlab, origin, labview,…)– Programming Languages (C++, Java,..)
General questionnaire, 68 universities
Bachelor: Technical software - data analysis
Matlab38%
Origin22%
Labview31%
Others9%
Master: Technical software - data analysis
Matlab35%
Origin21%
Labview36%
Others8%
General questionnaire, 68 universities
Bachelor: Technical software - symbolic maths packages
Mathcad6%
Maple33%
Matematica59%
Others2%
Master: Technical software - symbolic maths packages
MathCad6%
Maple32%
Matematica62%
General questionnaire, 68 universities
Bachelor: Programming languages
C++37%
C9%
Java22%
Fortran27%
Others5%
Master: Programming languages
C++34%
C9%
Java18%
Fortran32%
Others7%
Conclusions General questionnaire, page 1
• New teaching and learning methods:– Difficult to interpret data: great variety of
methods; few universities have completely novel approach;
– Bachelor: more PBL & projects– Master: more Distance and Blended learning– Student Centered & Peer Instruction:
very few and no big difference
Conclusions General questionnaire, page 2
• Software, math-packages and programming languages:– No significant difference between Ba and Ma– Matlab, Labview and Origin– Mathematica, Maple– C++, Java, Fortran
INFORMATION ALUMNI questionnaire
• Date & year of graduation• Main activity company/institution• Position of alumni in company/institution• Type of tasks for physicists in company/institution• Standard technical/scientific software in your field• The same for advanced techniques• The same for tools to collect information• The same for programming languages • Importance of soft skills
Main activity company institution
0
2
4
6
8
10
12
14
AT BE FI FR GE GR NL RO
Phys Based IndustryIT companyUniversityResearch CenterHospitalSec SchoolConsultancy
Position alumni in company/institution
Development &Engineering
Research
Teaching
IT
Consultancy&Counselling
Manager
Sales
Type of tasks for new physicists in co/inst
Development &Engineering
Research
Teaching
IT
Consultancy &Counselling
Manager
Sales
Standard technical/scientific software
Phys based Industry, University and Research Center: NO difference:
• Matlab: 36%
• Labview: 20%
• Origin: 11%• All others, about 35, only once or twice mentioned.
Information tools and programming languages
• Research Based Industry, University and Research Center: NO difference:
Google: 33%
Wikipedia: 20%
Specialized Databases: 13%
Journals: 10%
C++ and Java, no Fortran in industry
SOFT SKILLS ALUMNI
Grouping in 8 new categories; importance measured in 1-5 scale.
Teamwork, Social skills, Networking
Independent working, Self-leadership
Result-oriented attitude, Time management
Analytical thinking, Problem solving
Flexibility, Self-learning potential
Initiative
Oral and written communication
Focus on customers, Financial aspects, Quality vs. Quantity
Average score total group 4,1
Physics based industry 4,7
Score on 1-to-5 scale on
TEAMWORK, SOCIAL SKILLS, NETWORKING
University 4,0
Average score total group 3,9
Physics based industry 4,1
Score on 1-to-5 scale on
INDEPENDENT WORKING, SELF-LEADERSHIP
University 4,0
Average score total group 3,8
Physics based industry 4,3
Score on 1-to-5 scale on
RESULT ORIENTED ATTITUDE, TIME MANAGEMENT
University 3,6
Average score total group 3.9
Physics based industry 4,2
Score on 1-to-5 scale on
ANALYTICAL THINKING, PROBLEM SOLVING
University 4,5
Average score total group 4,3
Physics based industry 4,1
Score on 1-to-5 scale on
FLEXIBILITY, SELF-LEARNING POTENTIAL
University 4,3
Average score total group 4,3
Physics based industry 3,8
Score on 1-to-5 scale on
INITIATIVE
University 4,0
Average score total group 4,0
Physics based industry 3,8
Score on 1-to-5 scale on
ORAL & WRITTEN COMMUNICATION
University 3,8
Average score total group 3,1
Physics based industry 4,1
Score on 1-to-5 scale on
FOCUS ON CUSTOMERS, FINANCIAL ASPECTS, QU - QU
University 2,8
Conclusions alumni questionnaire
• Hard to get sufficient data from various countries; mostly due to difficulties in contacting alumni
• No contradiction between data alumni and data from universities on tools, scientific software and programming languages
• Soft skills in general very important; small differences between industry and university