Adaptive digital capability development

Professional learning for educators across disciplines

Authors

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

DOI:

https://doi.org/10.33114/adim.2019.07.237

Keywords:

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

Abstract

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.

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Published

2019-11-04

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. https://doi.org/10.33114/adim.2019.07.237