At the University of the Western Cape (UWC), our Centre for Innovative and Emerging Curricular Technologies (CIECT) has played a pivotal role in driving the adoption of innovative teaching and learning approaches, particularly within the Science Faculty. 

When the Science Faculty, through Prof. Mike Davies-Coleman, proposed a new project involving LearnSci resources, we (CIECT) approached it with a focus on pedagogical benefits and integration. An important aspect of this project was ensuring that the LearnSci resources were embedded within our Learning Management System (LMS), iKamva, rather than being treated as standalone resources. This decision was crucial to ensure that the resources were seen as an integral part of the learning environment and not an additional burden for faculty. We adopted an instructional design approach, leveraging our existing relationships with lecturers to facilitate the adoption of LearnSci's simulations and worksheets.   

The project's implementation coincided with the challenges of the COVID-19 pandemic, which significantly impacted teaching and learning. However, the focus remained on enhancing the design of the online learning environment, with the pandemic being an additional factor that accelerated the need for such resources. We implemented a teaching and learning methodology where academic 'LearnSci Champions', identified by the faculty, were shown how to incorporate LabSims into the VLE/LMS. The success of CIECT’s approach, both before and during the pandemic, was reflected in the numbers - over 35,000 activities undertaken in the first three months of implementation.

Since then, to ensure the continual successful adoption and utilisation of LearnSci resources, we’ve employed an awareness and training campaign to showcase their pedagogical value and keep high levels of engagement from staff and students. This involves blogs, case studies and other content that highlights specific examples of how lecturers are using the resources, and emphasising the student-centered nature of the project. We believe that ongoing communication, training, and support for our faculty are essential to ensure the effective and sustained use of the resources.

A key driving force behind the adoption of LearnSci resources was the need to address the specific challenges faced by our students. Many students come from under-resourced backgrounds, with limited access to science labs in their schooling and the added difficulties of travelling to university. The LearnSci simulations provided these students with a virtual environment to gain practical experience and familiarise themselves with lab equipment and safety protocols, effectively levelling the playing field.   

Through this initiative, we have successfully facilitated a blended learning approach, incorporating pre-lab simulations, online lectures, and post-lecture activities. This approach aims to enhance student engagement, provide opportunities for practice and feedback, and ultimately improve learning outcomes. It is evident these tools will continue to play a pivotal role in fostering effective teaching practices and advancing the Science Faculty’s commitment to excellence in education.