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

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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

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    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