Framework for Improving Engineering Representational Literacy by Using Pen-based Computing*

Representations suchas free-bodyand circuit diagramsare central to engineeringpractice andproficiency.Developing and using representations is an essential skill that engineering students need to learn. In this paperwe present a case study of the use of pen-based computing to improve representational literacy through dynamic knowledge construction and management activities among engineering students.We use case study data to develop a framework that explains how students can learn to construct and manage knowledge in a participatory learning environment that allows the creation, sharing, recording, and reflection of digital representations. Specifically, we propose that pen-based computing can enable efficient use of representational practices by providing a mechanism to externalize representations through visualization; by supporting awareness and feedback within lectures, and by allowing the co-construction of shared representations among faculty and students. Our framework emphasizes the contextually embedded role of technology in a learning environment and has implications for implementing technology in conjunction with curriculum development to provide meaningful learning experiences.