Digital capabilities in curriculum design #1771 #ALTC
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Presentation given at ALT Conference on 7th Sep 2017 - comes free with a poem!
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Digital capabilities in curriculum design #1771 #ALTC
- 1. Digital capabilities in curriculum design Tünde Varga-Atkins @tundevaPhoto credit: Pietro Jeng
- 2. Digital capabilities in curriculum design Tünde Varga-Atkins @tundevaPhoto credit: Pietro Jeng capabilities which fit someone for living, learning and working in a digital society (JISC)
- 3. Motivation: design workshops cc: Jirka Matousek - https://www.flickr.com/photos/28415633@N00
- 5. Your discipline? Mathematics Computer Science English History Law Life Sciences Psychology Medicine Music Engineering Management Communication/Media Sociology
- 6. Today’s focus (abridged aims) Who is a digitally capable Engineer(ing student)? Management (student)?
- 7. Existing work: mapping cc: Don Ross III - https://unsplash.com/@drossthethird?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-creditBath, Oxford Brookes
- 8. Methodology: case study staff cc: Omar Rodríguez-Rodríguez - https://www.flickr.com/photos/26762024@N08 employers students
- 10. Engineering now cc: Stuck in Customs - https://www.flickr.com/photos/95572727@N00
- 11. Poem as data analysis method (Bazeley 2013) cc: lw5315us - https://www.flickr.com/photos/13456893@N04 ISBN 9781849203036
- 12. Engineers We open boxes. Pull things apart. Bikes, trimmers, spark plugs, cars. We simulate and model with graphs Solve problems with applied maths. We collaborate from day one, On all things complex and human. we draw on global resources, join forces, Just like in the real world. Although, MATLAB, Simulink and CAD are core, You don't need to be the master-of-all. After baptism by a 5-day Wildfire, Fight your way through the digital mire, Armed only with wit and the need to enquire. Just like in the real world. Recited by Elliot Atkins
- 13. Engineers We open boxes. Pull things apart. Bikes, trimmers, spark plugs, cars. We simulate and model with graphs Solve problems with applied maths. We collaborate from day one, On all things complex and human. we draw on global resources, join forces, Just like in the real world. Although, MATLAB, Simulink and CAD are core, You don't need to be the master-of-all. After baptism by a 5-day Wildfire, Fight your way through the digital mire, Armed only with wit and the need to enquire. Just like in the real world. Recited by Elliot Atkins
- 14. Learning outcomes • Main ‘explicit’ uses of technology in the curriculum (6 elements) through ‘immersion’ in tasks: • Creation, innovation, problem solving, scholarship • Info / data / media literacies
- 15. 6-elements model
- 16. Engineers We open boxes. Pull things apart. Bikes, trimmers, spark plugs, cars. We simulate and model with graphs Solve problems with applied maths. We collaborate from day one, On all things complex and human. we draw on global resources, join forces, Just like in the real world. Although, MATLAB, Simulink and CAD are core, You don't need to be the master-of-all. After baptism by a 5-day Wildfire, Fight your way through the digital mire, Armed only with wit and the need to enquire. Just like in the real world. Recited by Elliot Atkins
- 17. Industry context Technology – transformation/disruption knowledge-creation processes. Jobs, roles and skillsets are changing.
- 18. Changing roles and skills “because [engineers] are developing the model as part of the analysis and they’re one and the same, so engineers are doing more of the role that technicians historically would have done, [and also] so technicians are becoming more skilled…”
- 19. Engineers We open boxes. Pull things apart. Bikes, trimmers, spark plugs, cars. We simulate and model with graphs Solve problems with applied maths. We collaborate from day one, On all things complex and human. we draw on global resources, join forces, Just like in the real world. Although, MATLAB, Simulink and CAD are core, You don't need to be the master-of-all. After baptism by a 5-day Wildfire, Fight your way through the digital mire, Armed only with wit and the need to enquire. Just like in the real world. Recited by Elliot Atkins
- 20. Learning outcomes • Typically not explicit in areas of: • Communication and collaboration • Digital identity • (ICT skills is taken-for-granted)
- 21. Engineers We open boxes. Pull things apart. Bikes, trimmers, spark plugs, cars. We simulate and model with graphs Solve problems with applied maths. We collaborate from day one, On all things complex and human. we draw on global resources, join forces, Just like in the real world. Although, MATLAB, Simulink and CAD are core, You don't need to be the master-of-all. After baptism by a 5-day Wildfire, Fight your way through the digital mire, Armed only with wit and the need to enquire. Just like in the real world. Recited by Elliot Atkins
- 22. Approach • Minimal ‘teaching’ • Immersion and support • Developmental = ITU Aim: ‘Pick up quickly’, ‘thrown’, ‘fall’ then ‘stand’, ‘swim’
- 23. F1 Motorsport. Formula One. Ferrari! Dallara! Sponsors need you in a high-vis LinkedIn jacket. And to see how you can climb out from the mud of the unknown. If you get the big picture, the connections between computer modelling and real-world experiments. You made it! Software cannot be taught. Get the principles. Learn it. Use it. It will change soon, But you know this. Just hop-on another one. As easily, as from Dutch to German.
- 24. Sub-disciplines • Differences in prioritised areas and knowledge-processes (and so tools)
- 25. VLE use as proxy enterprise system • ‘Becoming’ a professional, adhering to due process.
- 26. implications disciplinary mapping is key! programme-level approach is needed curriculum design – whose role? joint approaches: curr/co/extra cc: Pietro Jeng - https://unsplash.com/@pietrozj?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit
- 27. Acknowledgements: University of Liverpool Lancaster University – doctoral candidate in eResearch and TEL Prof Don Passey (supervisor), Helen Beetham and Rhona Sharpe (expert interviews) and my participants!
- 28. Questions? Thank you. @tundevacc: mripp - https://www.flickr.com/photos/56218409@N03
Hinweis der Redaktion
- Personal journey – reporting on my PhD study that is still ongoing
- Personal journey – reporting on my PhD study that is still ongoing, so preliminary highlights
- Imagine myself – learning technologist, ed-developer in workshops, sessions in which we discuss the importance of digital capabilities – How we can make curriculum ready for 21st century Workshop of different disciplines- how can I make it relevant to staff from different disciplines,
- We are using the JISC 6-elements model (hands up if you are familiar with it) Staff do an audit of what they already do, what they need to find out and what they need to develop in students. This is beyond the normal TEL (flipped classroom, active learning etc.) – not about using TEL in teaching approaches? Having the conversations about what should go into the curriculum So I need to know how knowledge is created in the different disciplines, how digital tools are embedded in these creation processes.
- Audience Q: what are your original disciplines? Quick show of hands Humanities, social sciences or Sciences? Both? (Bound to have left out – each one of you is a special case as usual with learning technologists!) (Not unusual to develop expertise in the subject content in which you are closely working with.) What [disciplines] we can draw on and what we need to find out? And since when we were studying it?
- 7. 9. 2017
- 7. 9. 2017
- Where I feel my study can contribute to previous work is Exploring all 3 perspectives
- Why I chose engineering: I grew up with my Dad on this design desk – pencil – paper – rubber
- 7. 9. 2017
- Poem – is also a bit of fun – if anything then you can get this tip for summarising research in a creative format. I will use this to illustrate my findings Hopefully those interested in research can also find this as a potential way to make sense of transcripts in the initial stages of data collection; helps crystallise salient points and observations.
- Signature pedagogy: reverse engineering – bec this is what happens in the real world – and also this is how students can learn how things work (opening the black box)
- Digital capability – rarely in explicit learning outcomes.
- Digital transformed engineering: not just the design is digital now and simulation, modelling programmes. Modelling is the problem-solving; modelling also now happens in the manufacturing, delivery areas! Many interviews talked about the good engineering students: as having the science, applied maths but also those who are creative problem-solvers and able to connect theory with application.
- The analysis traditionally was the task of the engineer The technician’s task was the drawing it out in AUTOCAD, design package Engineers can now connect analysis with the drawing out – BUT also Now technicians are becoming more skilled in AUTOCAD, and so highly skilled. Graduates need these skills.
- Team work – and solving human, environmental problems (another interviewee talked about designing humanitarian drones in relief areas which are one way) Global work – necessary to communicate and aware of intercultural issues
- Although some coverage Students left to arrange it: What’s App groups, BUT also some institutional solutions: e.g. shared drive for team work.
- Independence – picking up on their own (in context of disciplinary task) & from peers Lifelong learning – employer: of those employed in engineering: 50% big business, 50% in small – different software provision =chimes with confident, agile learners – eg Oxford Brookes DL attributes
- Getting principles, see how students are able to connect theory with modelling and analysis (same tool!!) Then they can pick up other tools easier. NOT MY ROLE, NO TIME.
- Illustration that within the disciplines, sub-disciplines can determine and prioritise different areas of digital capabilities e.g. in the case of motorsport, because of needing to rely on sponsorship money, students documenting their work and achievements and crediting sponsors is much more prominent than in other areas of engineering (LinkedIn, Twitter and websites). Most traditional sub-disciplines: shipbuilding and construction (just watched I, Daniel Blake – exactly about someone working in construction who has to learn digital skills to even apply for JobSeeker Allowance).
- I don’t think at this stage I am saying anything unusual --- still some work to do on this. Suffice to say this work is worth doing!