Cyberbullying is generally understood as bullying that takes place over digital devices and uses the web to make the connections. The physical separation makes it easier for actions to be conceived as bullying even when it is unintentional as well as actions that are designed to cause hurt and...

The main cause of heightened health risks associated with using technology come from making compromises in the physical arrangements made in accessing devices. They are exacerbated by prolonged periods of concentration that suppresses awareness of time spent in poor posture and without breaks.

A digital identity is a chosen and created state by which a user presents themselves to the web and all it has to offer. It is defined in the accounts held, the actions, interactions and transactions carried out.

Each time we contribute to the web, in public spaces and in private spaces we share, we leave a trail for others to find. The modules Digital well-being for all (Part 1) and Digital well-being for all (Part 2) explored how this is done and how we might manage it for the best outcomes. In...

When we go online we build up, piece by piece, online identities that can have positive and negative outcomes for our well-being, our sense of self-worth and for our future prospects, all based on how others react and respond to our activity. Each time we contribute to the web, we add to an...

Using technology to enable and support learner-led activity is a good way to develop these skills in an engaging way. Allowing learners to direct some of their own learning can drive significant improvement in outcomes and engagement. This module pairs with and precedes the module Staff and...

This module looks the characteristics of traditional and active learning spaces, both as concepts and as practical pedagogy. It looks at ways to deliver active learning within more restricted and lesser resourced contexts. The module pairs with the Active learning: experience and outcomes...

An increasingly important definition views learning as a change in long-term memory. Theories of effective teaching and learning focus on enabling the progressive acquisition of knowledge by learners. This module looks at Barak Rosenshine’s widely used Principles of Instruction. They...

This module looks at improving learner engagement by rethinking the use of technologies within the classroom. It examines the possibilities for involving learners actively in sessions, embedded in a carefully structured approach to teaching face-to-face through technology.

This module looks at the issue of reflecting and representing diversity through the lens of the Equality Act 2010's nine protected characteristics.

Digital technology enables us to create personalised pathways that provide a unique route to learning for all learners, particularly individuals who are less likely to benefit from mainstream options. This module looks at the characteristics and features of personalised learning and the...

This module explores the notion of face-to-face learning in a physical space such as a classroom and the place of technology in emerging pedagogy. It describes a framework for considering the activities and intended outcomes of face-to-face interaction.

Communicating well is a skill in every aspect of life. Learners particularly need to learn how to collaborate and present their learning and accomplishments. Technology can help with making it easier to communicate in terms of its reach and immediacy but can also be a means to misreading what...

Digital technology and games has created the world’s largest leisure industry. This module explores how they apply to the delivery of learning activities. We look at their use to motivate and engage learners and identify areas where they might be particularly useful. This pairs with the...

The diversity of learners extends to differences in their levels of digital skills, experience and confidence. This module looks at ways to ensure that our teaching does not disadvantage those with existing low levels of digital skills.