Cooper Framework

Starting from a simple laboratory fermentation experiment in 2006 to attempt a large scale synthesis of Ethyl (S)-3-Hydroxybutyrate by Baker’s Yeast asymmetric reduction, the programme’s founders came up with a ‘training company’ concept that is based on a Problem-Based Learning Curriculum¹ with authentic tasks² built upon a COOPER framework³. The curriculum trains researchers to develop strong business acumen where researchers will not view research for just science alone but competent enough to market their research as potential business opportunities essential for companies spins offs.

Problem-Based Learning Curriculum

In order to build new knowledge and innovations in complex areas, individual learning is insufficient but instead, collaborative commitment and working towards shared goals is essential. (L. Resnick, 1999) Therefore, Problem-Based Learning (PBL) Curriculum is designed in the Innovative Programme to cultivate students to construct an extensive and flexible knowledge base, foster effective collaborating between members, develop independent learning skills, becoming effective problem solvers and the innate motivation to learn (Hmelo-Silver, 2004). The PBL Curriculum is coupled with authentic tasks so that learners will be able to construct new knowledge with a meaningful purpose and not just absorbing the information.

Authentic Tasks

Authentic tasks in an educational aspect are assignments that are relevant to the real world with a strong similarity to task being performed without an educational aspect such as the workplace. There are two different types of authentic tasks presented to undergraduates in the Innovative Programme; research projects as well as developing the programme with respect to their job roles.

Research projects will serve to increase students’ technical competency. The programme being designed to function as a full structured company, will then teach learners essential skills not acquired through textbook but sharpened by nature of work and diverse experiences, such as interpersonal communication, problem solving, conflict resolution and supervisory techniques.

Authentic tasks learning can further be classified in three categories; learner centred, problem based and contextual learning.

• Learner Centred Learning: Learners collaborate with each other including the advisors and mentors.
• Problem Based Learning: A problem allows an investigation to occur where students are the problem solvers and assessment is used for reflection on the students’ solutions.
• Contextual Learning: A strategy that helps learners construct knowledge and meaning from new information through the complicated interactions of teaching methods, content, situations and timing.

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COOPER

The Problem-based Learning Curriculum with authentic tasks (research projects & development of the enterprise) will be based on the COOPER framework to shape a conducive learning environment that learners will benefit greatly which many programmes are lacking. The COOPER framework has three aspects namely the Pre-Programme, Development of Programme and Post Development Programme.

• Pre-Programme
• Learners are assessed accordingly based on their application for the programme so as to differentiate them and identify their strengths in terms of their background, objectives for the programme and their constraints. They are then grouped differently for research projects and on their role for the development of the enterprise.
• Research Projects: They are given the freedom to group themselves as well as choose any Innovative Programme projects available depending on their interest.
• Development of the Enterprise: Short term and long term tasks based on the expected results, duration of the tasks and individual’s portfolios assessment are then assigned for roles and responsibilities of each individual learner. Roles of learners are assigned such that there is minimal of pairing of individual from different groups to ensure significant interaction and hence cohesiveness among the different groups.

This allows learners to be stakeholders of the programme and at the same time, clear of their objectives on the research and the development of the enterprise.


• Necessary infrastructure will also be provided in terms of academic mentors (Professors), an Alumni Advisory Board and a Scientific Advisory Board. In addition, a customised 1 week training programme will be carried out at the beginning as an induction programme for efficient technology transfer from previous gained knowledge.
• Development of Programme
• Using the Undergraduate Research Opportunities Programme in Science (UROPS) schedule, research projects’ milestones and deliverables are defined and produced.
• For development of the enterprise, milestones and deliverables of tasks (Short & Long Term) assigned to members are defined and produced which are based on the roles of stakeholders.
• The set up of an online sharing Wiki platform will help to facilitate the sharing of past experiences from similar research projects or tasks as well as the availability of an online database for easy contacting of active experts and alumni for advice.
• Post Development Programme (Knowledge Management Opportunity)
• Project results, difficulties faced and the solutions are to be uploaded on to the online shared Wiki platform for sharing the knowledge that will enable future batches of learners to learn from their experiences.
• Members of the programme are to come up with potential follow up research projects that will further develop their research findings.
• Future tasks for the development of the enterprise are to be recommended for the next batch of undergraduates to take over. In addition, current members have the freedom to opt for continuity of their tasks for the development of the enterprise.

References

1. S. M. M. Loyens, R. M. J. P. Rikers, H. G. Schmidt. Students' Conceptions of Constructivist Learning: A Comparison between a Traditional and a Problem-Based Learning Curriculum. Advances in Health Sciences Education. Springer. 2006. 11(4):365-379.
2. T. J. Bastiaens, R. L. Martens. Implications of Authentic Learning Tasks: Student Experiences. Educational Technology Expertise Centre, Open University of the Netherlands. 2002.
3. A. Bongio, J. V. Bruggen, S. Ceri, V. Cristea, P. Dolog, A. Hoffmann, M. Matera, M. Mura, A. Taddeo, X. Zhou, L. Zoni. COOPER: Towards a Collaborative Open Environment of Project-Centred Learning. First European Conference on Technology Enhanced Learning (EC-TEL). Springer LNCS 4227. 2006. Pg 561-566.
4. L. Resnick, J. Levine, S. Teasley. Perspectives on Socially Shared Cognition. American Psychological Association. Washington, D.C. 1991.
5. Hmelo-Silver, C.E.. Problem-based learning: What and how do students learn? Educational Psychology Review. 2004. 16(3): 235-266.
6. P. Leinonen, S. Järvelä, P. Häkkinen. Conceptualizing the Awareness of Collaboration: A Qualitative Study of a Global Virtual Team. Computer Supported Cooperative Work. Springer. 2005. 14(4):301-322.
7. D. Fyfe, R. Townsend. Chemical Science Spin-outs from UK Universities-Review of Critical Success Factors. Chemistry Leadership Council. Royal Society of Chemistry. 2005.

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