Mapping and evaluating dRTP’s contributions to computing skills pedagogies in HE

Project Team

Dr. Carlos Cámara-Menoyo

Dr. Timothy Monteath

Funder

This project is funded by DisCouRSE Network+Link opens in a new window DisCouRSE Flexible Fund - Round 1.

The proliferation of computational methods across scholarly disciplines has driven growing interest in computing education, giving rise to a wide range of pedagogical approaches, delivery methods, software tools, products, and specialist professionals, including digital Research Technical Professionals (dRTPs). However, decisions about which approaches and delivery modes to adopt are often influenced by trends, licensing constraints, or trainer familiarity, rather than by pedagogical suitability or contextual need. The increasing adoption of AI adds further complexity, underscoring the need for systematic and critical inquiry.

The project adopts a two-tier methodology to ensure breadth, depth, and relevance of findings. First, a systematic audit of curricula across UK universities will be conducted, complemented by an online survey capturing data on staff roles, pedagogical approaches, tools, and infrastructural support. Second, interviews and workshops will be carried out at dRTP-related events to explore successes, shortcomings, and the impact of AI on teaching practice.

The findings will deliver evidence-based recommendations for policymakers, dRTPs, and educators to enhance DRP curricula across higher education. These insights will guide decisions on when and how to involve specialist trainers, and on the application of appropriate pedagogical approaches and tools across different institutional and disciplinary contexts.

Vision

The computational turn across scholarly disciplines demands an increasingly diverse set of digital research competencies. Training provision has become critical, as shown in the vast offering of tools, platforms, formats and approaches and specialised profiles, yet pedagogical implications remain under-theorised. This proposal sits at the intersection of DisCouRSE's WP3 and WP4 by addressing the gap between proliferating training approaches and evidence-based implementation frameworks, whilst examining specialised professionals' needs and contributions.
Our research will produce tangible outcomes: a comprehensive repository mapping curriculum provision across HE and experience-based recommendations addressing critical questions about professionals (Who is delivering the training? When and how should dRTPs be involved?), pedagogical approaches (Which formats are suitable for different contexts/audiences?), and infrastructure (What are the technical requirements to provide the teaching? How do they
impact the learning process?). This work is timely given AI adoption's reshaping of computational pedagogy.
The research complements existing competency frameworks like DIRECT by examining the material conditions of training delivery rather than learning needs. Primary beneficiaries include dRTPs, trainers and trainees, curriculum designers, and policymakers. By grounding decisions in pedagogical principles rather than availability or trends, this work enables more equitable, effective digital research training across diverse institutional contexts and learner
populations