A question of confidence? Exploring academics' experiences of digital capacity building through engagement in academic development modules at an Irish university

In the clamour to offer learning experiences underpinned by "21st century skills", the need to develop the digital capacity of teaching staff appears evermore important. Furthermore, notions of digital literacy have received... [ view full abstract ]

In the clamour to offer learning experiences underpinned by "21st century skills", the need to develop the digital capacity of teaching staff appears evermore important. Furthermore, notions of digital literacy have received increasing attention in higher education discussions (Belshaw, 2014).

In recent times, digital capacity building has been woven into the five overarching domains of the National Forum's professional development framework (National Forum, 2016). Within this framework the development of teaching identity is seen as a cornerstone of teaching professionalism. However, some argue that digital identity and the ability to navigate digital spaces is also vital in an increasingly online academic world (O’Keeffe, 2016). Nonetheless, relatively little research has explored the potential impact of continuing professional development (CPD) in supporting digital literacies and identities among educators (Neary & Beetham, 2015).

While acknowledging the limitations in drawing a direct causal relationship between CPD and changes in attitudes and skills, the authors decided to explore how digital capacity was developed via specific CPD offerings. This study collected data from previous participants of two online academic development modules at DCU. Following a process of thematic analysis, six core themes emerged. In addition to assessment-related impacts, it became apparent that the modules supported confidence-building in developing technology-enhanced learning strategies, while constructing a community of teaching practitioners. Findings also allude to the need for continued support of identity/digital identity development among those who teach and support teaching in higher education. This paper discusses these findings in greater detail.

References

Belshaw, D. (2014). The essential elements of digital literacies. Retrieved from: https://dougbelshaw.com/blog/2...

National Forum (2016). National Professional Development Framework for All Staff Who Teach in Higher Education. Retrieved from http://www.teachingandlearning...

Neary, M., & Beetham, H. (2015). The Nature of Academic Space. In J. Lea, Enhancing learning and teaching in higher education: engaging with the dimensions of practice (pp. 83-102). Maidenhead: Open University Press.

O'Keeffe, MB; (2016) Exploring higher education professionals' use of Twitter for learning. Doctoral thesis, UCL (University College London). Retrieved from http://discovery.ucl.ac.uk/152...