Based on the knowledge and skills/competences that are required to train the future young water professionals from Southeast Asia, INOWASIA has developed specific courses in three different formats targeted to different “students”. The teaching material is based on the existing expertise of INOWASIA partners and complemented with the inputs and feed-back of the stakeholders from our Academic and Professional Committee.
E-learning courses on basic water knowledge
Open free on-line self-pace courses aimed for any student and professional to acquire and reinforce basic knowledge in the field of water resources. The tentative list of courses that are being prepared and that will be accessible to our Learning Platform
- Introduction to aquatic ecology
- Chemistry for environmental engineering
- Natural services and aquatic conservation
- Natural technologies for sanitation
- WASH (Water, Sanitation and Hygiene)
- Basic hydrology
- Basic eco-hydrology
- Municipal wastewater treatment
- Drinking water treatment
- Material applied in water and wastewater treatment
- Chemistry environment and management
- Watershed management
- Biological approach for water quality monitoring
Problem-based Learning Courses
Advanced knowledge courses are developed using problem-based learning (PBL) methodology and will be implemented in existing or new subjects in the MSc programs from the Southeast Asian Universities of INOWASIA. The PBL material, organized in single units, includes local real case studies, complementary hands-on activities such as fieldtrips, lab practices and simulation studies, and training in the Water Oriented Living Labs that are being created in the Campus of our Southeast Asian partners.
Nine main topics have been selected to be implemented with PBL methodology. The following list describes, for each partner, the name of the topic, the MSc where it will be implemented, the subject (new or existing; estimated time), and the leading and task force to prepare the material:
- NUBB: Ecosystem’s services, Sustainable Ecosystem Management MSc. Syllabus will be partially modified to include 1 or 2 PBL units within an existing 45-hour subject. NUBB (UT3, IRD, ITC). Additional material about ecosystem services in the mangroves will be developed.
- NUBB: Water Quality management, Sustainable agriculture MSc and Sustainable Ecosystem Management MSc. A new 45-hours subject will be implemented, including 2 PBL units (30 hours) combined with conventional teaching. NUBB (SU, UT3, UdG).
- NUOL: Apply biological indicators for water quality assessment, Environmental pollution and prevention MSc. Syllabus will be modified to implement 2 PBL units in a 30-hour existing subject. NUOL (UT3, FSUB).
- SU: Experimental Design in agriculture and Forest Environment, Agriculture and Forest Environment MSc. Syllabus will be modified to implement 2 PBL units in a 32-hour existing subject. SU (UT3, IRD).
- ITC: Management of water supply and sanitation, Water and environmental engineering MSc. Syllabus will be modified to implement 2 PBL units in a 32-hour existing subject. ITC (UdG, VNU, APC).
- ITC: Resource recovery, Water and environmental engineering MSc and Engineering MSc. A new 32-hours elective subject will be implemented, if there are new students, including 2 PBL units. UdG (ITC, FSUB).
- CTU: Hidrological modelling, Water engineering MSc. Syllabus will be modified to implement 2 PBL units in a 32-hour existing subject. CTU (IRD).
- VNU-HUS: Wastewater treatment design, Environmental chemistry MSc and Environmental Engineering MSc. Syllabus will be modified to implement 1 PBL unit in a 32-hour existing subject. VNU (UdG, FSUB, UT3, APC)
- VNU-HUS: Water and smart cities sustainable water management. Green cities, MSc and Environmental Engineering MSc. Syllabus will be modified to implement 1 PBL unit in a 32-hour existing subject. VNU (IRD, UT3).
Problem-based learning methodology (PBL) will be used for the advanced knowledge modules. PBL goes far beyond conventional teacher-centred approaches. It places the student at the forefront of the learning process, by transforming the teacher into a coach, who probes and challenges students towards constructing knowledge.
Students formulate and pursue their own learning objectives by doing research on a specific situation, formulating the appropriate questions, and producing their own solution to a problem. Teachers coach students by suggesting further study or enquiry, but without assigning fixed or predetermined learning activities. These enquiry-based teaching methods engage students in creating, questioning, and revising knowledge, while developing their skills in critical thinking, collaboration, communication, reasoning, synthesis and resilience, as well as offering the opportunity of learning how to learn.
PROBLEM-BASED LEARNING TRAINING
The profile required to implement the advanced knowledge PBL subjects developed has been defined, selecting and training the local teachers who will give the courses for the first time. Training includes theory, implementation tips and a case study to better understand the particularities of the methodology. Clear instructions to prepare a manual with the material to support PBL teachers are also part of the PBL training.