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Blended Design and Project Based Learning: a future for engineering education
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Monday, December 7 • 4:15pm - 4:25pm
| 3A| Tracing software learning and application from formal into informal workplace learning of CAD software

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This paper reports on findings from a case study of an engineering course in a New Zealand university focused on the learning and application of a 3-dimensional computer-aided design (3D CAD) software, SolidWorks, as an exploration of student understandings of software literacy. It is part of a larger two-year funded research project investigating the notion of software literacy - how it is understood, developed and applied in tertiary teaching-learning contexts and how this understanding serves new learning. Software literacy incorporates understanding, applying, problem solving and critiquing software in pursuit of particular learning and professional goals (Hight et al. 2013). Our notion of software literacy is underpinned by the assumption that software is not neutral and there are important social and cultural factors that shape effective software engagement. It is an alternative to current information and digital literacy frameworks that do not go far enough in examining how lecturers and students engage with specific software applications and its implications for student learning (Livingstone et al., 2013). There is emerging evidence that although this generation may be technologically competent, many still lack the basic academic technological literacy skills needed to successfully apply software embedded and enabled technologies effectively to enhance their formal learning (Kvavik, 2005). In relation to engineering education, there is evidence for the ways different digital technologies can significantly shape how and what millennial engineers can learn (Johri, Teo, Lo, Dufour, & Schram, 2014). This has, however, not been investigated in the New Zealand context.


Monday December 7, 2015 4:15pm - 4:25pm
Rincon Room RACV Torquay map C3

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