The Weakest Link? Digital Identity and Wellbeing in Accredited Continuing Professional Development in Teaching and Learning

ATLAS (Aligning Teaching and Learning across the Technological Sector) is a multi-institutional, sectoral project funded by the National Forum for the Enhancement of Teaching and Learning.  The aim of the project is to... [ view full abstract ]

ATLAS (Aligning Teaching and Learning across the Technological Sector) is a multi-institutional, sectoral project funded by the National Forum for the Enhancement of Teaching and Learning.  The aim of the project is to interpret the National Professional Development Framework (PDF) within the context of existing accredited provision across the technological sector.  This work was undertaken with a view to examining and addressing specific continuing professional development (CPD) needs using a reflective and evidence-based approach.  As part of the project, all the accredited CPD modules and programmes in teaching and learning within the partner institutes were mapped.  This process involved 7 Institutes of Technology, 6 major awards and 49 modules/special purpose awards.  Mapping across all 5 domains of the PDF and their constituent elements was conducted using a bespoke mapping tool, developed by the ATLAS team.  This mapping process included consultations with, in excess of, 20 programme staff and 19 programme graduates.  The focus of this paper is Domain 5 of the PDF, namely Personal and Professional Digital Capacity in Teaching and Learning.  A key finding of this mapping process indicated that the digital domain is well served by current provision through dedicated modules and teaching, learning and assessment strategies. However, it is noteworthy that the element concerned with digital identity and wellbeing is currently not being sufficiently addressed.  This suggests the need for a more sophisticated and nuanced conception of personal and professional digital capacity within these programmes.  We will argue that this gap highlights the importance of considering digital identity and wellbeing as an integral part of the design of accredited CPD programmes and modules for all staff who teach in higher education. 

Keywords: Digital Capacity, Accredited Continuing Professional Development, Digital Identity, Digital Wellbeing