Adaptive digital capability development

Professional learning for educators across disciplines


  • J Fiona PETERSON Auckland University of Technology, New Zealand
  • Cathy LOCKHART University of Technology Sydney, Australia
  • Catherine RAFFAELE University of Technology Sydney, Australia



digital enterprise learning, adaptive capability, technology affordances, professional learning, academic development


In a cross-university project, a mixed methods approach was adopted to design a learning model for digital work practices in line with evolving industry needs. Drawing upon industry input (n=50), developmental learning and technology affordance theory, a model was trialled with Design, Journalism and Engineering students (n=78). Workshops were held at five universities with educators (n=66) and this paper discusses their perspectives on the model. Their responses indicated a predominantly functional digital capability focus in their current learning and teaching practice; rather than integrating functional, perceptual and adaptive digital capabilities, which are in high demand but short supply in industry. The educators highlighted a need for their own professional learning and we offer practical suggestions for moving beyond a functional digital focus. We argue it is vital for students and educators to learn and use the vocabulary of technology affordances, to strengthen professional learning for digital work futures.




How to Cite

PETERSON , J. F., LOCKHART, C. ., & RAFFAELE, C. . (2019). Adaptive digital capability development: Professional learning for educators across disciplines. Conference Proceedings of the Academy for Design Innovation Management, 2(1), 1378–1388.