Quantitative literacy practices in civil engineering study: designs for teaching and learning
- Prince, Robert, Simpson, Zach
- Authors: Prince, Robert , Simpson, Zach
- Date: 2016
- Subjects: Quantitative literacy , Higher education studies , Multimodal social semiotics
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/90879 , uj:20035 , Citation: Prince, R. & Simpson, Z. 2016. Quantitative literacy practices in civil engineering study: designs for teaching and learning.
- Description: Abstract: Higher education needs to produce increasing numbers of good quality graduates. Included herein is the need for graduates that can engage in high level quantitative literacy practices, which requires designs for learning that understand how texts are constructed through language, images and mathematical notation, which together form the meaning-making repertoire of quantitative literacy. This paper applies a framework for quantitative literacy events in the analysis of a particular graphical procedure used during undergraduate civil engineering courses throughout South Africa. The framework draws on the New Literacies Studies’ view of literacy as social practice and examines the specific practices that students need to engage with during individual quantitative literacy events. Application of the framework demonstrates that such graphical procedures constitute quantitative literacy events in which students engage in various quantitative practices, the implications of which inform designs for learning in civil engineering in several key respects.
- Full Text:
- Authors: Prince, Robert , Simpson, Zach
- Date: 2016
- Subjects: Quantitative literacy , Higher education studies , Multimodal social semiotics
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/90879 , uj:20035 , Citation: Prince, R. & Simpson, Z. 2016. Quantitative literacy practices in civil engineering study: designs for teaching and learning.
- Description: Abstract: Higher education needs to produce increasing numbers of good quality graduates. Included herein is the need for graduates that can engage in high level quantitative literacy practices, which requires designs for learning that understand how texts are constructed through language, images and mathematical notation, which together form the meaning-making repertoire of quantitative literacy. This paper applies a framework for quantitative literacy events in the analysis of a particular graphical procedure used during undergraduate civil engineering courses throughout South Africa. The framework draws on the New Literacies Studies’ view of literacy as social practice and examines the specific practices that students need to engage with during individual quantitative literacy events. Application of the framework demonstrates that such graphical procedures constitute quantitative literacy events in which students engage in various quantitative practices, the implications of which inform designs for learning in civil engineering in several key respects.
- Full Text:
Reframing resources in engineering teaching and learning
- Simpson, Zach, Inglis, Helen, Sandrock, Carl
- Authors: Simpson, Zach , Inglis, Helen , Sandrock, Carl
- Date: 2020
- Subjects: Engineering education , Higher education studies , Teaching and learning
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/412164 , uj:34670 , Citation: Simpson, Z., Inglis, H. & Sandrock, C. 2020. Reframing resources in engineering teaching and learning.
- Description: Abstract: The notion of ‘resources’ is often framed in an economic sense: money, time, equipment and the like. We reconceptualise this notion, situating resources as embedded in curricular frameworks, teacher practice and student experience. This leads us to define resources as the potential to participate in socio-cultural action. We illustrate this through a series of reflections on the part of the authors, all within the context of engineering education. First, we demonstrate that curriculum can be productively thought of as a route marker for the development of resources that students need in order to enact their role as professional engineers. Thereafter, we show that lecturers bring tacit resources of trust, care, creativity and credibility to the teaching and learning space, and that these are necessary to overcome the inertia that often resists the transformation of teaching and learning practice. Finally, we reflect on how students’ prior learning experiences can be harnessed as a resource for teaching and learning. In so doing, we present resources as tied to sociocultural practices and personal and institutional histories, and encourage others to take up these ideas so as to consider how resources, viewed in our sense, are valued within (engineering) education.
- Full Text:
- Authors: Simpson, Zach , Inglis, Helen , Sandrock, Carl
- Date: 2020
- Subjects: Engineering education , Higher education studies , Teaching and learning
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/412164 , uj:34670 , Citation: Simpson, Z., Inglis, H. & Sandrock, C. 2020. Reframing resources in engineering teaching and learning.
- Description: Abstract: The notion of ‘resources’ is often framed in an economic sense: money, time, equipment and the like. We reconceptualise this notion, situating resources as embedded in curricular frameworks, teacher practice and student experience. This leads us to define resources as the potential to participate in socio-cultural action. We illustrate this through a series of reflections on the part of the authors, all within the context of engineering education. First, we demonstrate that curriculum can be productively thought of as a route marker for the development of resources that students need in order to enact their role as professional engineers. Thereafter, we show that lecturers bring tacit resources of trust, care, creativity and credibility to the teaching and learning space, and that these are necessary to overcome the inertia that often resists the transformation of teaching and learning practice. Finally, we reflect on how students’ prior learning experiences can be harnessed as a resource for teaching and learning. In so doing, we present resources as tied to sociocultural practices and personal and institutional histories, and encourage others to take up these ideas so as to consider how resources, viewed in our sense, are valued within (engineering) education.
- Full Text:
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