Foundation versus innovation: developing creative education practitioner confidence in the complex blended learning landscape

It has been argued that the use of digital technologies within higher education is now ‘natural’; that devices and networks which might ‘once might have appeared exotic or transformative are now considered mainstream’. Whilst students in higher education might endorse these expectations that some form of technology will feature in their study, it is vital that this is predicated on a considered, relevant and supported approach to using technology in learning and teaching which is integral to academic practice and aligned with professional values. But in a climate where a prevalent discourse of innovation dominates, how do we know if we have got the basics right? This paper reflects on initiatives within two arts institutions aimed toward developing staff digital confidence. Key to these initiatives is the issue of engaging practitioners with the importance of sound pedagogical design whilst developing familiarity with appropriate forms of technology.