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.
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.