Abstract:

Continuous digital skill development is important in today’s workforce due to ever-evolving technologies and workforce expectations. This study examines the development of technological skills through a combination of research process frameworks and constructionist creation tasks. This framework was designed to remove barriers often seen as inhibiting computer usage. This two-phase study utilizes a mixed-methods implementation through the use of a pre-task survey, a live construction task, and a post-task questionnaire. The pre-task survey used the previously designed and validated Digital Competency Profiler (DCP) to determine participant digital skill levels over four competency orders. In the live construction task phase, participants were asked to create a brochure in Microsoft Word® for a tourist attraction with the assistance of the Internet. After the brochure was complete, participants were given an opportunity to reflect on the learning experience. A coding rubric was developed during Noldus The Observer XT analysis to describe the participant behaviour. This study found that participants who spent more time creating their learning objects seemed likelier to self-report technological skill development. In addition, most participants did not use the Internet to learn new technological skills, instead relying on pre-existing skills to find solutions for problems in the creation process. Changes to the task design to allow for greater learner autonomy and multiple reflection opportunities were recommended for future studies.

Keywords:

Digital skill development, constructionist creation tasks, Digital Competency Profiler (DCP), coding rubric, learner autonomy.