A multi-domain approach to assuring digital literacy in an undergraduate discipline
Abstract
Australian higher Education is governed by the Australian Qualifications Framework, setting outcomes for educational attainment at all post-secondary levels. Digital literacy is implied through requirements for ‘technical knowledge with depth in one or more disciplines’ and to ‘analyse and evaluate information’ [1, p. 47]. However, the emphasis on broader cognitive skills can result in a lack of explicit outcomes relating to digital literacy. To address this, an Australian University has undertaken to assure these skills in a degree in Games and Interactive Design, where aspirational designers have been shown to lack some of assumed digital skills within that discipline.
Document Type
Conference Proceeding
Date of Publication
2020
Publication Title
13th annual International Conference of Education, Research and Innovation
Publisher
International Academy of Technology, Education and Development
School
School of Arts and Humanities / Western Australian Academy of Performing Arts (WAAPA)
RAS ID
36074
Copyright
subscription content
Comments
McMahon, M., Jung, J., & Brook, L. (2020, November). A multi-domain approach to assuring digital literacy in an undergraduate discipline [Paper presentation]. 13th annual International Conference of Education, Research and Innovation, Online. https://doi.org/10.21125/iceri.2020