Using phenomenography to inform curriculum design in the areas of digital curation and digital sustainability
Reeves, Tony (2014) Using phenomenography to inform curriculum design in the areas of digital curation and digital sustainability. Journal of Learning Development in Higher Education. ISSN 1759-667X
- Documents
- Details
A British University is proposing to introduce two new postgraduate certificate qualifications in Digital Curation and Digital Sustainability. The proposed courses are intended to formalise this knowledge into a curriculum that enables professional practitioners working in related areas develop their knowledge of how to manage digital assets in a sustainable manner. This case study sought to investigate the knowledge and skills required by digital professionals working in the areas of Digital Curation and Digital Sustainability at the University. The roles and responsibilities or these professionals were diverse, and the sample included specialists in the areas of digitisation and preservation of archive film and photography, copyright for digital assets, database and web development, bid writing and managing digitisation projects. A phenomenographic methodology was used to identify the variations in how these professionals understood their work, and the categories of description emerging from the study identified them as researchers, specialist advisors, technical specialists, service providers and perpetual students. The data analysis and resulting outcome space suggested that a problem-based learning curriculum would provide an effective way of preparing students to succeed as professionals in the areas of Digital Curation and Digital Sustainability.
This article featured in the November 2014 Special Edition: Digital Technologies issue of the journal.
Actions (login required)
 |
Edit View |