This F1000Research channel brings together papers developed from presentations made at Teaching and Communicating Science in a Digital Age, a Society for Experimental Biology symposium involving Higher Education Professionals from across the globe to reflect upon the impact that digital technologies have and will have upon aspects of the communication of science:
- Tweets from the forest: using Twitter to increase student engagement in an undergraduate field biology course: "Although students did not think they would use Twitter after the course was over, 77% of the students still felt it was a good learning tool, and 67% of students felt Twitter had a positive impact on how they engaged with course content."
- Challenges and opportunities for early-career Teaching-Focussed academics in the biosciences: "We identify that there is a need for the learned societies to come together and pool their expertise in this area. The fragmented nature of the Teaching-Focussed academic community means that clear sources of national support are needed in order to best enable the next generation of bioscience educators to reach their full potential."
- Digital collaborative learning: identifying what students value: "Here we present findings generated on PlantingScience, an online community where scientists from more than 14 scientific societies have mentored over 14,000 secondary school students as they design and think through their own team investigations on plant biology."
- Interactive lectures: Clickers or personal devices? "We find that students prefer interactive lectures generally, but those that used their own device preferred those lectures over lectures using clickers. However, device users were more likely to report using their devices for other purposes (checking email, social media etc.) when they were available to answer polling questions."
- Digital teaching tools and global learning communities: "We report on our ongoing efforts to develop a global learning community that encourages discussion and resource sharing."
- Why do we bother? Exploring biologists' motivations to share the details of their teaching practice: "In this paper I explore the motivations of these individuals to disseminate the detail of their teaching practice. I reflect upon my own experience and my observations of the experiences of others and in doing so I explore common enablers/disablers to engagement with SoTL."