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The problem Lecturers in health science education programmes wear many hats. Their undergraduate training prepares them to deliver healthcare services as clinicians. They may enter academia as clinical educators and then advance to become classroom-based teachers. It is frequently assumed that they are equipped to fulfil the role of teacher. This was certainly the route that I followed. As a digital immigrant, my standard teaching tools were lectures supported by text-laden PowerPoint presentations. The realisation dawned that this approach was failing to meet the expectations of digital-age students – it not only favoured student passivity, but was also a missed opportunity to demonstrate responsible use of technology for communicating information to colleagues and clients in the workplace. The communication skill set is an entry-level competency for dietitians[1] who must apply this extensively in the development of information, education and communication tools for the purpose of health promotion and patient education. A keenness to improve e-learning confidence and competence led to registration for a Cape Higher Education Consortium (CHEC) course titled ‘Design for learning with technology’. Inadvertently, this was also my first and rather overwhelming introduction to the language of pedagogy.

Exploring the affordances of e-learning technologies for dietetics education and training