Acquiring Digital Education Leadership Capabilities through Heutagogy: A Case of C-DELTA Implementation at Makerere University
Although the need for Digital Education Leadership (DEL) credentials is rising among educators at Higher Education Institutions (HEIs) in both developing and developed contexts, occupying this niche through conventional controlled instruction has not been a plausible solution in either contexts. On the other hand, self-determined learning (heutagogy) has a lot of potential, which remains under researched and underexploited. Using the Commonwealth Digital Education Training in Action (C-DELTA) implementation at Makerere University in Uganda as a case, this study sought analyse how self-determined learning mediated by Web 2.0 platform supported university lecturers to acquire DEL capabilities through self-determined learning. Using descriptive statistics and theory-driven thematic based analysis, educators’ web-based DEL learning artefacts (especially postings in the Online Discussion Forum) were analyzed and their discursive genres generated to augment meanings inferred from the descriptive statistic regarding lecturers’ (n=50)’s pre-test and post-test scores on DEL related learning assignments. DEL learning tasks were designed to cultivate educators’ capabilities to; a) Mobilize resources, C) Develop digital identities and c) Engage with networks. Results showed that the C-DELTA platform enabled a heutagogical approach by allowing educators to self-direct and determine their learning path and by enabling them to take an active rather than passive role in acquiring DEL skills. The key affordances of the C-DELTA platform that were identified include: interactivity, reflexivity, dialogue, and collaboration, information sharing, as well as promoting of educators’ autonomy on critical issues of DEL.// Paper ID 234
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