Enable self-directed learning
Summary of the Project
The project has been developing enhanced self-directed learning modules for the course Catalysis, Science and Technology (6CPT20) at TU/e. Recognizing the diverse backgrounds of students and the need for individualized learning paths, this initiative aims to provide comprehensive resources that support independent study. The project involves creating modularized content, self-assessment quizzes, web lectures, and hybrid assignments that integrate catalysis with chemical reactor engineering. These resources will help students bridge knowledge gaps in kinetics, chemical reactor engineering, and inorganic chemistry, facilitating a more cohesive and effective learning experience.
Aim of the Project
The primary aim of this project has been to empower students to take control of their learning by providing them with the tools and resources necessary for self-directed study. By developing a structured set of practice materials and interactive learning tools, the project seeks to enhance students' understanding of catalysis and its application in chemical engineering. The expected outcomes include improved student proficiency in core topics, better alignment of knowledge levels among students, and the creation of interdisciplinary assignments that link theoretical knowledge with practical applications. This initiative aligns with the TU/e 2030 strategy of fostering independent, active learners who are responsible for their own education. The project's success will be measured by the effectiveness of the new materials in enhancing student learning outcomes and their integration into the curriculum.
Results and learnings
The project to develop enhanced self-directed learning modules for the course Catalysis, Science and Technology (6CPT20) at TU/e has been a success. An extensive exercise bundle was created, including digital materials, featuring a wide range of carefully formulated problems that allow students to self-assess their understanding of key learning goals. In addition, the course was modularized into segments, enabling students to focus on specific elements while skipping modules in areas where they are already proficient.
Despite a reduction in human resources allocated to the course, passing rates remained very high, demonstrating that well-crafted lecture materials can maintain teaching efficiency without overburdening staff. The success of this initiative shows that a thoughtful design of teaching resources can enhance learning outcomes while reducing the workload on educators.
https://ifilot.pages.tue.nl/numerical-modelling-of-non-ideal-catalytic-systems/index.html
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