Abstract
This chapter reports the comparative analysis of the two case studies on media studies software (see Chap. 3) and engineering software (see Chap. 4). Common themes emerged across the cases such as students’ tendency to draw from informal learning strategies to supplement formal learning approaches, the diversity of student background and software abilities, and students’ general assumption that a tier 2 software proficiency level (see Chap. 1) would be adequate entry into a professional pathway. However, the cases differed in terms of the nature of the nuanced learning goals and aspirations of each discipline which impacted on the way course curricular, teaching, learning and assessment strategies were structured. These findings have implications for teaching and learning where software plays a central role in understanding and accomplishing disciplinary ideas and practices in tertiary and workplace contexts.
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Notes
- 1.
As part of gaining chartered professional status and/or to become a full member of the Institution of Professional Engineers New Zealand (IPENZ) new/emerging engineers in New Zealand are required to submit a portfolio of work samples for assessment and undergo further testing to evidence they have gained sufficient experience. As a full member of IPENZ (commonly achieved 4–5 years beyond graduation), engineers still need to retain their chartered status by undergoing periodic reassessment to ensure they keep up-to-date with developments in their field and are adopting best-practices.
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Khoo, E., Hight, C., Torrens, R., Cowie, B. (2017). Comparing the Cases: What Do They Tell Us About Software Literacy?. In: Software Literacy. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-7059-4_5
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DOI: https://doi.org/10.1007/978-981-10-7059-4_5
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