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Applying a Learning Outcomes Taxonomy to Ensure Digital Literacy in Undergraduate Units of Study
Proceeding

, , Edith Cowan University, Australia

EdMedia + Innovate Learning, in Vancouver, BC, Canada ISBN 978-1-939797-24-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

In spite of, and perhaps because of, the ubiquity of digital technologies as a tool for industry and study, an increased focus in higher education has been on traditional academic literacies such as English language proficiency and numeracy. Nevertheless, research has shown that even ‘digitally native’ students often lack the digital skills required to engage both in study and the contemporary workforce. This paper provides an overview of an Integrative Digital Literacy Taxonomy and shows how it has been applied to characterising activities within a unit of study in an undergraduate Design degree. The benefits are discussed in terms of making explicit those underpinning digital skills required for students to demonstrate key graduate attributes and how the taxonomy could be used to scaffold those skills through levels of complexity in a whole degree.

Citation

McMahon, M. & Jung, J. (2016). Applying a Learning Outcomes Taxonomy to Ensure Digital Literacy in Undergraduate Units of Study. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 1067-1073). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved June 6, 2020 from .

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