Dr. Anthea Fudge is a Course Coordinator of science courses; Science for Tertiary Learning and Introduction to Biosciences at UniSA College, University of South Australia, Australia and is also currently undertaking a Graduate Diploma in Digital Education (Digital Learning). With a background in chemistry and physics and a PhD researching wine science -Anthea is passionate about encouraging students to engage with the sciences and spark an interest in learning and discovery. Anthea is excited to continue to explore the impact of blended learning and digital technologies upon the delivery of science related courses within the enabling sector and STEM education.
The world has changed; moving from an information age to a conceptual age with digital technologies at the forefront. Technology has shifted the ways educators teach and students learn. Science, Technology, Engineering and Mathematics (STEM) education courses prepare students with important scientific knowledge and skills in addition to a wider context of developing ever important digital literacies in this online world.
A challenge arising from technological advancement is for educators to prepare students for hypothetical jobs in future industries. Science students need 21st Century skills to evaluate academic resources and effectively use digital technologies. Students are increasingly digital natives but are not always experts in the use of technology.
The increased use of digital media in higher education provides opportunities for students to further their engagement with complex tasks. Reflective practice over a five year iteration of a science course from various feedback and evaluation measures ensured interventions were made embedding digital literacies into the course, not as an add-on to scientific knowledge but as part of being a problem solver and supporting digital literacies. A multifaceted approach was taken to embed different digital technologies within the science course in a meaningful way bound by learning theories and employing technologies including; tailored digital video content related to science laboratory safety and experiments, virtual classroom sessions providing feedback and clarification wherever the student was located, incorporating blended learning techniques in tutorials, building digital literacies with online library sessions covering search strategies and critical analysis techniques of resources, course analytics monitoring student engagement and access, online learning management systems, and bring your own device (BYOD) technology encouraged collaboration within a classroom allowing the learner and educator to gain instant feedback using the technology and analytics ensuring students are able to engage with complex research problems presented. Results of internal and external students learning progress, engagement and confidence will be discussed.
Educators must be willing to embrace digital learning and model an inquiring attitude with students to best prepare them for the inevitable technology developments to come.
