A peer network model has been developed to support the development of academic colleagues’ digital skills in the University of Cumbria’s Faculty of Health. The work focuses on scaffolding a culture of practice exchange that contributes to individuals’ scholarship, addresses faculty staff enhancement and capacity needs, and provides a platform for cascading and sharing effective practice within the University. Simultaneously there is a need to evaluate how this development benefits the student learning experience (McAlpine et al, 2008).

The model encourages sustained academic development support for contributors around the evaluation of their professional practice, and design for sharing of practices and approaches amongst peers. By providing platforms for dissemination, colleagues have been able to produce valuable outputs that contribute to the professional development of their peers (Boud, 1999), a body of sustainable practice-based resources, and personal scholarship. These outcomes directly support the dissemination of activities that enhance teaching in practical ways. Equally, practices that did not enhance learning and teaching have also been disseminated along with the reasons why.

The driver for cascading practice has been to enhance digital literacy amongst colleagues. (Krumsvik, 2008) However, wider benefits are also emerging. These include the increased visibility of the often hidden impact of academic development activity, and a ripple effect not only limited to the primary beneficiaries of that support, but also to those whose practice is
subsequently influenced (Gray & Radloff, 2008; Gunn & Donald, 2011). The process has also provided individual scope for recognition and reward for excellent teaching by using outputs in professional development reviews, applications for teaching excellence awards and in working towards professional standards.