Faculty of Engineering and Design ‘think tank’

Today saw the first of our Faculty Learning Communities take place. A group of staff and students from across the departments in Engineering and Design met to discuss what it means to be digitally literate within the Faculty.

Faculty of Engineering and Design 'think tank'

A range of activities were used to prompt discussions around digital literacy and, more specifically, about digital literacy attributes for learners in Engineering and Design.

The group created an initial working definition of digital literacy:

A digitally literate person in the Faculty of Engineering and Design should be proficient in retrieving, managing, evaluating, sharing and presenting relevant information supported by access to the appropriate hardware and software.

They then began to articulate learner attributes in digital literacy with a specific focus on the subject disciplines in the Faculty: Architecture and Civil Engineering, Chemical Engineering, Electronic and Electrical Engineering, and Mechanical Engineering. This set of attributes will be further refined in the second Faculty Learning Community and the task extended to include the creation of similar attribute sets for other stakeholders such as staff and researchers.

The challenge for the PriDE project team is to find the most effective way to bring out the discipline-specific nature of these digital literacy attributes in these ‘think tanks’.  Lessons learnt from this initial session will certainly guide our future approaches and inform the planning of the following two sessions.

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3 Responses to Faculty of Engineering and Design ‘think tank’

  1. Doug Belshaw says:

    Interesting stuff! Interesting that you’ve got nothing about ‘creating’ in there. Was that deliberate? 🙂

    • vicjenkins says:

      Hi Doug!

      Not deliberate. Just a work in progress that I think may be updated once a list of discipline-specific learner digital literacy attributes is refined and finalised in the next FLC session. I suspect that the ‘create’ element of design-focussed subjects is going to come through far more clearly in this list of attributes that the Faculty Learning Community is working on than it did in their first attempt at articulating a definition.

      I wonder if there is a natural tendency to focus on more generic or familiar (?) skill sets (use of technologies/software, information literacy) when participants first approach ideas around digital literacy. We’re exploring ways of introducing some wider discussion of discipline-specific graduate attributes as a way of focussing participants on the unique elements of their subject areas and how these might relate to digital literacy.

  2. Pingback: Start of the JISC Developing Digital Literacies programme : JISC e-Learning Programmes

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