Abstract

Authentic, place-based experiential learning is essential for students of ecology, whilst an understanding of broader human impacts is necessary for effective conservation efforts. Creating future environmental leaders requires fostering such understanding whilst building transferable skills in collaboration, communication and cultural competence. Mobile technologies and collaborative digital tools can connect students across broad geographic locations, allowing them to share experiences and build a common understanding of global environmental challenges. Within this concise paper, we report on the initial stages and proposed next steps in building a learning ecosystem, consisting of a digital platform and embedded tools, to facilitate undergraduate learning in coastal ecology across universities in Australia, Hong Kong and South Africa. Using here a framework guided by design-based research (DBR), we discuss the design and development of these digital tools in context, and their proposed integration into upper undergraduate science curricula across locations.

Highlights

  • Authentic, place-based field experiences provide science students with opportunities to gain key scientific skills and broader critical thinking and problem-solving skills (Smith & Sobel, 2010; Scott et al, 2012) whilst improving their environmental literacy (DeWaters & Powers, 2006; O’Neill, et al, 2020)

  • Activities that enable students to both tackle authentic problems and share their experiences, especially across cultures, can help build the transferable skills required of the generation of environmental leaders (Lozano et al, 2017)

  • We present here our preliminary work on developing a learning ecosystem of digital resources for collaborative, authentic, place-based learning in coastal ecology within three leading institutions – The University of Hong Kong, The University of Melbourne and the University of Johannesburg

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Summary

University of Melbourne

Place-based experiential learning is essential for students of ecology, whilst an understanding of broader human impacts is necessary for effective conservation efforts. Creating future environmental leaders requires fostering such understanding whilst building transferable skills in collaboration, communication and cultural competence. Mobile technologies and collaborative digital tools can connect students across broad geographic locations, allowing them to share experiences and build a common understanding of global environmental challenges. Within this concise paper, we report on the initial stages and proposed steps in building a learning ecosystem, consisting of a digital platform and embedded tools, to facilitate undergraduate learning in coastal ecology across universities in Australia, Hong Kong and South Africa.

Introduction
Methodological framework and project progress
Project Activity
Consult with Nature Conservancy HK
Environmental literacy and leadership
Conclusions and next steps
Full Text
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