Even though all the course activities and assessment methods were carefully planned and clearly explained in the course syllabi, the beginning of the course was rather difficult. During the first two classess I felt a deffensive attitude of students toward the teaching methods applied. Not being very familiar with such methods students were getting confused and nervous about what to read in the course syllabi and reader, they were often complaining about the time constrains to perform the assigned tasks and many other things that raised tension within the group and hindered an easy communication. Some students have mentioned that listening to the traditional lectures, taking the traditional notes and have a traditional final exam at the end of the course is much easier, as they are being expossed to a stress situation just one time, while the discussions, essays, debates and formative assessment keep them under a continous pressure. Such a reaction made me to review carefully every step I applied and unfold each aspect that arose confusion among students.

Several discussions and negotiations with students and the appropriate feedback given during each proposed type of course activity, contributed gradually to the change in their attitudes and behavior. Students not only agreed to take part in the active learning methods, but also worked very creatively during the class time and outside the class. Therefore, it is very important, we consider carefully the way we introduce learning methods to students, when introducing a new course.

As I have described in the course journal, many of the course activities focussed on student participation that helped students to learn to respect each other point of view in the discussion and working together for finding solutions to different problems, such skills being important for the society life. Among the applied methods of learning that emphasized on student participation, I will describe the following:

GROUP PRESENTATION

Topic “BIODIVERSITY DISTRIBUTION IN DIFFERENT ECOSYSTEMS OF MOLDOVA"
WEEK 2 - What is biodiversity, how we measure it and how it is distributed? (See course syllabi)

The task consisted of a group discussion, with a final product of classification of the types of ecosystems in Moldova and biodiversity distribution within each type of ecosystem. Students interacted as a group and made a general classification of the types of ecosystems in Moldova, comparing it to the one given in the First National Report on Biodiversity. After they have chosen to characterize each type of ecosystem and give a general description of the species found in each of them they considered working additionally in the library for collecting enough information for this task. During the second study session (the following week) each of them gave a short presentation (10 minutes) on the types of ecosystems they have chosen. A discussion arose in regard to their classification in comparison to the one given in the First National Report. Two students did not participate in the discussion, motivating by difficulty in expressing their ideas while interacting as a group. An alternative was proposed to write a reflective note on the discussion on the end of it and include in the course portfolio.

More clear guidelines on the seminar format and enough readings, reference books need to be provided during this type of activity.

DISCUSSION SEMINAR

In order to organize this seminar, three different articles included from the course reader were assigned for reading. Students selected one among each three articles according to their preference. The seminar was facilitated by a student who addressed the questions for the discussion to the group.

• Point out three strong and two week arguments of each paper
• Comment on the statement: ”Viable biodiversity conservation solutions can only be set by providing reliable arguments and data sets” (Man Charles article)
• How scientific data can be made practical for decision makers?
• Why there is so much discussion around the extinction rates?
• Discuss the utilitarian versus intrinsic value and functional role of biodiversity in ecosystems
• How can a sustainable use of biodiversity be ensured?

There was a tendency in the beginning of the seminar to forward the unanswered questions to the facilitator of the seminar, who was very well prepared. At the end, a general overview was made on the whole discussion maintained by students. I tried to emphasize on the importance of students to participate and give their contribution to the discussion, making themselves a decision, without considering teacher’s view as the reference point.
Suggestions for more efficient use of this method:

Instead of choosing one among three articles, ask students to read all the articles and discuss with the facilitator of the seminar on the "ground rules" for organizing the class and initiating the discussion.

ROLE PLAY CONFERENCE “Biodiversity and ecosystem services”

WEEK IV (See course syllabi)

Students were assigned different roles for simulating a scientific conference, where different aspects of ecosystem services were discussed. The following roles were assigned:

1. Conference facilitator – presented the purpose of the conference and the main topics discussed

2. Question expert – was posing different questions to the expert speakers, trying to initiate the discussion

3. Expert speaker 1 – introduced the main terms related to ecosystem services

4. Expert speaker 2 – gave a short presentation on the role of biodiversity for offering and maintaining of these services

5. Expert speaker 3 – Presented what would be the consequences to the ecosystems if the ecosystem services would be removed or deteriorated

6. Expert speaker 4 – made an overview of plant biodiversity and ecosystem services

7. Expert speaker 5 – outlined the role of animals in ecosystem services, with an emphasize on biological pest control and the role of pollinators in agriculture

The conference was really interesting, students got involved into the discussion, playing very well their roles.

ESSAY STRUCTURING

• Biodiversity conservation – approaches at local level
• Biodiversity – the global concern

After 45 minutes of group work, each group presented a poster and oral presentation on the topic. The first group entitled their essay: "National Strategy on Biodiversity Conservation: main challenges". The main thesis of the essay was not very clear or poorly understood by the group. The proposed topics for the essay were instead much better explained and the ideas were well orgnaized. Students made reference to the actual National Strategy of Biological Diversity and made some suggestions for its improvement. The thesis for the second group was: There is a direct correlation between biological diversity and global environmental and society problems. The title of the essay remained unchanged as proposed in the beginning. This group came out with a very well organized, interesting essay. It was possible to observe all the elements highlighted during the tutorial for essay writing.

No suggestions can be made. This type of learning activity stimulated student creativity and imgination, made them think about the ways to structure a written essay.

GROUP SEMINAR WEEK IV (See course syllabi)

Interacting as a group of 11 people, during a period of three weeks, students needed to design a seminar in a form of a discussion forum, with invited experts, preparation of an oral report and poster presentation and designing an active learning method on the proposed issue for discussion.

Topic of the seminar: GENETICALLY MODIFIED ORGANISMS AND RISKS TO BIODIVERSITY. CARTAGENA PROTOCOL AND CBD ON BIOSAFETY ISSUES

The first day students were discussing together about the seminar and defining of the tasks among the group members. The teacher suggestions were that each student has its own task within the group.

The list of assigned tasks within the group were:

• Facilitator (1 student)– responsible for the coordination of the seminar and the activity of the group members. Also contact the expert and prepares the materials for the seminar.
  
• Student expert (1 student) - make a 15-20 minute introductory presentation on the topic
  
• Student group expert (3 students) Design and present a poster presentation and make exchange of information with the collectors of information.
  
• Information collectors (2 students). They will overview and select the information in the library and via Internet or contacting experts in the field and present it to the poster experts.
  
• Organizers of learning activity (2 students). Cooperating together they will design an active learning activity on the issue.
  
• Evaluator (1 student) will make an evaluation of the individual participation and contribution in the seminar. Together with the teacher evaluates the whole seminar and each activity separately.

Beside the performing of each specific tasks, students had to interact with each others and communicate along the three weeks.

General impressions

The seminar was interesting, students tried to present information in an interesting way for the audience. Especially this was characteristic for poster presentation.

The invited expert presented his views on GMO and the risks to biodiversity. Biosafety Protocol was not fully covered during the seminar. Students suggested one lecture on the topic before the seminar would have helped them to choose the appropriate literature on the topic and systematize better the material. Also the students involved in literature search and systemizing they were saying their role was not very important as the students who prepared the poster they also actively collected the necessary information.

The learning activity organized by two students in form of a debate was lively and interesting.

More time is necessary for such types of activity. Students need to be guided, also work creatively by planning the activities and designing them accordingly on their own. More discussion should be involved during the seminar. At least four weeks are necessary for this type of activity.