Digital literacy: Digital Literacy: Friend, foe or fad?

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    15-Apr-2017

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04/02/16 1 The Integrated Engineering Programme: Digital Literacy for Engineers What we do What our constraints are How we get around them Our results The future The IEP and Digital Literacy Research and patent databases How to use primary and secondary sources What tech journalism is and where it comes from Use of creative commons licenses Visualisation (diagrams, videos, drawings, maps, presentations) Platform to write about tech people, developments and organisations Electronic resources for organised for students throughout their time at UCL Encourage students to use LinkedIn, MyPortfolio and develop other professional profiles Instruction on e-mail for teamwork and collaboration Digital capabilities: the six elements JISC CC BY-NC-ND First Year Assignments/Activities Prep work: Developing skills using curated web resources Explanatory video: Create own artwork, use CC license Team communication: E-mail to improve teamwork Research report: Get material from ENGins on current research topic and structure using engineering arguments Ethics report: Use ENGins and primary sources to create report on the ethics of a company Presentation: Use research material for 5-minute talk Portfolio: Use MyPortfolio to document project work Second Year Showcase Includes the presentation competition finals, winning videos, and posters and presentations from team projects Assignments/Activities Executive summary: Pull out the issues of interest to team from longer paper Original figure: For executive summary, must properly reference source material used Law report: Show understanding of IP concepts including copyright, trademark, and patents THE CONSTRAINTS ARE REAL! None of this is easy ~700 students in each undergraduate year Crowded lecture rooms: little space for workshop-style interaction Wide range of English language skills from excellent to very poor Wide range of experience in teamwork, research, and communication tasks Many believe digital literacy is irrelevant to engineering Students/Space Staffing/Attitudes Most engineering staff not formally trained in writing/presentation etc., so often cant teach it Traditionally, skills were expected to be taught in high school, or learned at college by osmosis Some believe digital literacy is irrelevant to engineering and is a waste of students time 04/02/16 2 How do we cope with these constraints? Students/Space Socratic method to discuss issues in large LT Peer-marking to enhance learning process and speed feedback Clearly spelled-out rubrics to help students both do and mark All assignments clearly defined as technical Staffing/Attitudes Highly-trained PGTAs to mark mark non-peer-reviewed assignments Sharing of rubrics with departments for consistency of marking Feedback to departments on participation, performance, and plagiarism So, does it work? The Future Customisation to individual students Improving rules to aid peer-marking Ever-increasing relevance to engineering discipline Optimisation of rubrics to improve consistency across all markers and student trust Improving PGTA team In Summary We cover material across all digital literacies With one member of full-time staff, we are able to mark and give feedback on 4500+ individual pieces of coursework The new ENGins site allows students gives students both a creative and research platform Students show progress across all areas For more detail on any of the issues please contact: Dr Sunny Bains sunny.bains@ucl.ac.uk