Presentation given on 18th May 2020 at the Networked Learning Conference, Denmark [online]

1. Disciplinary digital capabilities
of professionals: networked learning
in engineering and management
Monday 14.45-15.45 (Denmark time),
13.45-14.45 (UK/Lancaster time)
Dr Tünde Varga-Atkins
Networked Learning Conference
18-20 May 2020, Kolding, Denmark
(URL to thesis)

2. Engineering & Management
cc: Stuck in Customs - https://www.flickr.com/photos/95572727@N00 cc: casipphotos - https://www.flickr.com/photos/31450657@N08
Disciplinary digital capabilities
~ networked learning in a professional context

3. Domain: Curriculum
design in HE
D3: Disciplines
D2: Digital capabilities
Signature pedagogies
(Shulman, 2005)
Digital Capability Framework
(JISC)
(2013)
Engineering: Shulman, 2005, Dym et
al, 2005; Lucas and Hanson, 2016
Sinclair
Jupp&Awad
(D1: Technology-
enhanced
learning)
Management: Schmidt-Wilk, 2010;
Wilkerson, 2010; Hull et al 2017Beck&Eno, 2012;
Crippen and
Archambault,
2012; MacLaren,
2013;
Passey 2012
Beetham et al 2009;
Littlejohn et al 2012
etc.
(2013)
And lots of other subjects.
Research gap
Literature review

4. 3 kinds of contribution

5. 3 kinds of contribution
1. Methodology: poems can be effective
and creative ways to support data analysis

6. 3 kinds of contribution
1. Methodology: poems can be effective
and creative ways to support data analysis
2. Practice: identified digital capabilities in
engineering & management including
similarities and differences

7. 3 kinds of contribution
1. Methodology: poems can be effective
and creative ways to support data analysis
2. Practice: identified digital capabilities in
engineering & management including
similarities and differences
3. Theory: enhanced Shulman’s concept of
‘signature pedagogies’ with identifying
signature digital capabilities in eng & man

8. 1. Contribution: Methodology
Using poems for data analysis

9. Data sources
(2 universities)
• Initial interviews with experts
• Interviews with lecturers
• Interviews with professionals
• Focus groups / interviews
with students
• Documents:
• module specifications,
• handbooks,
• programme specifications,
• professional body
requirements / competencies
• illustrative materials
• Notes, memos, observation
notes
(URL to thesis)

10. 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, CREO, CAD, Rivet 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.
Play audio
Engineering

11. 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, CREO, CAD, Rivet 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.
Play audio
Engineering
signature
pedagogies

12. 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, CREO, CAD, Rivet 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.
Play audio
Engineering
approach to
developing
digital
capabilities

13. https://www.youtube.com/watch?v=E9tF0C-75A8&t=457sSee YouTube video presentation @ Methods Fair 2019
Methodological contribution

14. 2. Contribution:
Implications to practice
Disciplinary digital capabilities
– similarities and differences

15. Research design
(URL to thesis)

16. Digital capabilities
JISC 2017

17. Digital
problem-solving
Digital
collaboration /
communication
Info-/data- and
media literacy
3D- CAD
Video-
conferencing
File-sharing
Simulation,
modelling
WhatsApp
Word, PPT
Excel
Matlab
Assembly
BIM
Google
databases
*abridged
*based on 4 HE modules,
interviews with engineers,
students and lecturers
Digital capabilities: engineering

18. Digital capabilities: managers
*abridged
Info/data/media
literacy
ICT proficiency
digital communication
Marketing:
social media
Excel
ppt
Google slides
digital communication
Slack
VLE
lecture capture
mind mapping tools
email
disciplinary
software
LinkedIn
Twitter
Word

19. Implications to practice: curriculum design
1) preparing graduates for problem-solving in different digital
contexts (in-depth training < sense of breadth of technology)
2) immersing students in authentic digital settings and resources;
3) developing students' critical stance on technology use/choice;
4) professional practice versus functionality, e.g. teamwork,
intercultural & professional collaborative norms & preferences

20. Ok, so digital tools X, Y, Z do …
BUT
How do these relate to
disciplinary / professional
networked learning context of
engineering and management?

21. 3. Contribution:
Implications to theory
‘signature digital capabilities’
in engineering & management

22. students
staffemployers
students
staff employers
signature
pedagogies
digital
capabilities
Combined conceptual framework

23. Signature pedagogies
“the types of teaching that organize
the fundamental ways in which
future practitioners are educated
for their new professions”
(Shulman, 2005, p. 52).

25. Management
Signature digital capabilities
Engineering
digital
problem-
solving
Info/data/
media
literacy
digital
collaboration
Info/data/
media
literacy
ICT
proficiency
digital
communication
media literacy?

26. Engineering: signature digital capabilities
• Open-ended, collaborative
design projects, day 1
• ‘We simulate and model
with graphs’
• Engineers as ‘public-good’
innovators of technology Image credit: Oregon State University

27. Management: signature digital capabilities
• Digitally mediated CAIC: ‘Collect – Analyse –
Interpret – Communicate’
• Technologies to connect theory & practice
e.g. simulations, games
• Marketing: ‘everybody is a consumer’: self-
reflexivity and social media

28. Takeaway: research
process as outcome

29. Research process as outcome: signature digital capabilities
Qs
What are the [digital elements] in your subject benchmark /
programme/ module learning outcomes, assessments and
learning tasks? – using a digital capability framework
What are the characteristics of a good X student?
What do you think are distinct teaching methods in X?
Professionals: What are your digital practices?
Can you recall any significant digital development that has
transformed or disrupted your field in recent years?
Can you describe a digitally capable professional in X?
Identify overlaps, gaps and unarticulated capabilities (workplace!),
and where students may be recognising, reflecting on and
articulating capabilities developed.
Qs
Qs
Qs

30. Takeaway
The proposed combined conceptual
framework
can be a potential way to explore
disciplinary digital capabilities.

31. Questions?
Thank you
@tundeva