Garry Hoban, an associate professor of science education and teacher education at the University of Wollongong, recently presented at a UBC Centre for Teaching, Learning and Technology seminar about his research which targets new ways for science and science education students to explain content by creating different forms of digital media. He argues that when students create digital media they have deeper engagement with course material than traditional assessment methods. This engagement is driven by the act of semiotic progression, when students transform the form of information, such as from text to speech or from image to video, which requires them to make decisions about the concepts and the best ways to represent them through digital media. However, he notes that the instructor must ensure that students are aware of expectations in such digital media activities by providing appropriate criteria and learning objectives.