A presentation for the Australian College of Eductaors Hot Topics series (Wednesday 24 August 2016) STEM: What is it and where is it heading? We proudly offer a range of speakers for this 'hot topic' forum. Kim Flintoff from Curtin University, in his role as Learning Futures Advisor, Keren Caple from the STEM Innovation Unit, in her role as Senior Associate and Ian Simpson, in his role as Head of Science at Wesley College. Kim Flintoff, as guest speaker will address participants, and then participants will engage in roundtable discussions with each of our three speakers. Groups will each discuss STEM innovations for 10 to15 minutes. The aim of the roundtable discussions is to provide the opportunity for more interaction and discussion within a smaller group.

1. STEM +
Towards Smart Partnerships
And
Dynamic Learning Communities
Kim Flintoff
Learning Futures
Curtin Learning and Teaching

3. STEM School Education Strategy
“When Australian Education Ministers signed up to the
Melbourne Declaration on Educational Goals for Young
Australians in 2008, they identified literacy and
numeracy and knowledge of key disciplines as the
cornerstone of schooling for young Australians. They
also recognised that schooling should support the
development of skills in cross-disciplinary, critical and
creative thinking, problem solving and digital
technologies, which are essential in all 21st century
occupations.
These objectives lie at the core of the national science,
technology, engineering and mathematics (STEM)
school education strategy.”

4. What is STEM?
“STEM education is a term used to refer collectively to
the teaching of the disciplines within its umbrella –
science, technology, engineering and mathematics –
and also to a cross-disciplinary approach to teaching
that increases student interest in STEM-related fields
and improves students’ problem solving and critical
analysis skills.
STEM sits within a broader foundational knowledge
base and the teaching of STEM is a part, albeit
important, of a balanced program of learning.”

5. Silos, pigeon holes, and boundaries
In the corporate world silos are considered a sign of
organisational dysfunction; but in education?

6. STEM is an incomplete framework
Even when advocating
for STEM many
educators still operate
with a silo mindset

7. STEM +

8. STEM is not the core of education
The “subjects” simply provide the context
for developing what’s most important.

9. STEM +
The challenge is to extend
the focus of the “+” in
STEM+ to be a more
inclusive mindset -
engaging the metaphorical,
critical and creative
dimensions of human
activity.

10. STEM +
The “+” ensures that
engagement does not hide
behind “utilitarian purpose”
and the social and culture
dimensions that drive
scientific enquiry/discovery,
technological innovation are
revealed explicitly. Society
drives these changes and
responds to the changes.

11. STEM +
The “+” introduces the
political, philosophical and
ethical dimensions that
can be lost when
economics and industry
are the only drivers.

12. STEM +
The “+” provides the
reasons and rationale for
STEM.

13. Interdisciplinarity is not new

14. STEM+ network
Schools
State
Education
Systems
Catholic
Education
Universities
Independent
Schools
Industry
Government
Professional
Associations
Cultural
Institutions
Cross sector models for
engagement and service
provision might reflect
the interdisciplinarity
required and could act
as models within school
structures for
curriculum planning and
learning engagement.

15. STEM+ network

16. STEM+ in action