This module looks at adapting and editing existing learning materials, your own or resources you found online, for a different learning purpose. Creating new resources from old can extend the life of learning materials and is a time-efficient approach to meeting the needs of different learners.

Immersive technologies such as Virtual Reality (VR) make a distinctive contribution to learning and to individual learners that cannot be replicated by any other media currently available to educators. What makes it special for educational content creators is its ability to fully immerse the user...

There are a number of widely available tools to create Augmented Reality learning objects. These enable you to put together creative and pedagogically effective learning resources that fully exploit the graphical capabilities of digital technology.

The introduction of digital communities of practice has maintained the dynamic of teachers working together and supporting each other but has added to and revolutionised the ability of teachers to continue to support and influence each other not restricted by time or distance, nor the format and...

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...

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.

Virtual Reality (VR) is a wholly manufactured experience. Learners can use mobile devices, often worn (so as to respond to head movements), to see and interact with a visual depiction of a place, person or object. The location of the learner is not material to the experience because it is...

Augmented Reality (AR) superimposes either graphics, visual presentations or text as an overlay on a given view, looked at through a mobile device like a smartphone or tablet. Location is important for AR and where the device being used and what it is pointing at because AR is rooted in the...

Video is a powerful tool for teaching, learning and assessment. High quality recording capability built into mobile devices make it easy to create, edit and apply video to everyday practice. The resulting footage can be uploaded, shared and accessed on a number of sites and platforms.

Animated images can provide a way into a complex idea, enliven content, engage attention, consolidate, reinforce and make learning memorable. It can reveal the impossible and invisible – the structure of an atom or how a virus attacks the body.

An e-portfolio is an online repository, belonging to and managed by the owner. It's a personal technology rather than shared, like a Virtual Learning Environment (VLE). It contains artefacts added by the owner that are curated, arranged and presented, either in their own right or as...

The scale of smartphone ownership coupled with the transformative nature of smartphone technology and the apps and tools that it supports give it great potential as a learning technology and platform. This module explores some of the opportunities and possibilities for adopting smartphones into...

This module looks at the potential and role of mobile technology for learning, how best to make use of the affordances of mobile devices and how to ensure that appropriate support and guidance is in place for learners to succeed. It pairs with the module Using smartphones for learning.

Stretching the efforts and reach made by learners is how teachers can express their desire for high expectations of learners and to make the most of their time in learning. Digital learning provides a platform, format or place to support these challenges. It offers new ways of providing a step up...

Developing independence in solving practical problems is an important life skill and essential for employment. This module looks at how we can go beyond reliance on chance and build some of these events into the assignments, tasks and experiences we create, making a controlled space for...

The module Developing digital problem-solving skills looked at the way one teacher develops each learner’s independent problem-solving skills through a simulation of practical difficulties arising with the digital technologies they are using. This module extends that exercise to...

Remote working from home takes place beyond the reach of the reassuring formal structures and patterns of teaching and learning and the professional and social interaction with colleagues and learners that goes with it.

Wellbeing refers to our sense of self and our ability to live our lives as closely as possible to the way we want to. Digital wellbeing describes the contribution of technology to wellbeing and includes home working and remote learning, but there are potential risks to wellbeing in using technology.

Recall doesn't just demonstrate evidence of learning; it is an integral part of the learning process. This module identifies the core elements of recall and revision and looks at the role that technology can play in directing them to improve learning outcomes.

Planning and developing a sequence of understandable instructions or ordered steps to solve a given problem or perform a specific task is a core skill for education and employment. This module looks at how teachers can support and develop this across a range of subject areas using different...

This module looks at what we mean by content and how teachers can help learners to develop an understanding of the tools and skills they can apply to creating it. It is paired with and followed by the module Independent learners: developing skills for content creation.

The way students learn and the skills they need to progress are the same used in class, but they offer new challenges to get the best from the options they present. How learners meet those challenges at the start of a programme and what help is provided for improvement requires thought in initial...

Taking photos, making videos and creating sound recordings is easy work for anyone with access to a smartphone or tablet. Once captured, image, video and audio files can be easily uploaded and stored online, edited, mixed with other evidence, shared for assessment and annotated for feedback....

This module looks at the digital components of personal learning environments, the contribution that they make to learning and at ways in which teachers can direct the full span of digital possibility to successful outcomes.

Well-designed mobile learning activities can deliver a range of benefits to learners. This module will look at two scenarios that describe the advantage of good design and the issues that can constrain it.

Research shows that reflection and review of learning and the processes by which it is carried out are powerful methods for improving knowledge retention, learner experience and outcomes. This module explores the role of both tools in promoting reflective learning and contributing to improved...

This module will look at what is meant by mobile learning. It will illustrate some of the teaching and learning opportunities that mobile phones, tablets, and small laptops can bring. Ownership of smart devices amongst the under-50s in the UK is nearing 100%, with increasing use for a widening...

This module is related to the Effective teaching and learning online module because supporting learning is a feature of effective TLA. With online learning, similar to learners in traditional content, support is needed to ensure learners can be successful.

It is difficult for teachers to maintain effective oversight of learning activity during remote online working. Records of learner logins can’t show if a learner was engaged in learning and making progress, or even physically present at a device.

Synchronous learning occurs when the teacher and learners are present in real time. Meeting face-to-face remains central to most statutory and higher education. Asynchronous learning allows learners to choose the time and place at which they learn. It depends on access to resources rather to a...

An online repository is a collection of content, resources and links to useful directories and content. By pooling and sharing, those with access can reduce the time spent in searching for peer reviewed content elsewhere for lesson generation. They promote a more collegiate approach to teaching...

Using links and attachments is a means of connecting two separate parts to a communication. The first part is the primary narrative. It is an explanation, introduction or scenario setting narrative in a text, message, mail or web-page. The second part is further content that provides evidence, by...

Digital technologies don't always work as they should - one of the few areas in the controlled environment of education institutions where something failing to do what you expect can be quite normal. Learners need to move from relying on teachers and technical support staff for solutions...

Simulation refers to creating a model of an activity, environment or situation which reproduces the characteristics of real-life events and delivers authentic responses to the learner’s choices and actions. The consequences of error in decision-making, judgment, manual or cognitive skills...

Teachers can achieve better outcomes by imaginative re-use, recycling and repurposing of existing content – whether it be their own, their colleagues', or resources and materials found on the internet. It also looks at the role and importance of organisations in creating and promoting...

EdTech enables us to deliver scenarios online and bring them to life through the application of technologies such as Augmented Reality (AR), Virtual Reality (VR) role playing and games formats. This module looks at how to create authentic scenarios and apply them to effective learning.

Surveys show that over half of the people on the planet use social media platforms. Social media are embedded into work and daily life so being able to use them is an essential vocational and life skill.

Productivity software (office business applications) such as word processing, presentation software and spreadsheets are amongst the most common applications most of us encounter and use on a daily basis. Continual development of functionality has taken them beyond flat text production, number...

Using technology well in supporting remote learning can maintain most learning activity affected in closing the physical classroom. Some subjects, such as: joinery painting and hairdressing are harder to replace, especially, those that are lab or workshop based or programmes such as counselling...

Adopting digital technologies to collaborate and share practice beyond your own institution will enable you to: - find out what colleagues in other organisation's in the sector are doing in their teaching. - share, adapt and adopt good practice and learning objects and resources more...

Digital technologies have a particular value in their ability to be shared over distance and then viewed and worked on at different times. This allows content and resources to be adapted, improved, questioned, have examples added, have gaps and other incompletions filled, and so on, completed...

This module looks at how to improve the elements of an organisation's digital technology strategy that relate to accessibility and its significance for bringing about change in teaching and learning practice.

Legislation for accessibility changed in a very positive way with The Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations (2018). This module looks at how to stay on the right side of these regulations.

Digital note-taking tools exist to cover all of the situations when what you need is a platform for informal rough working: planning, preparing and structuring a task; making sketches and diagrams. They are the digital equivalents of the back of an envelope or a blank sheet of paper, but they...

Producing effective online learning activities takes time, effort and creativity. This module looks at the process of creating learning resources with the intention that they are shareable resources; making them available to others, driving the concept of collaborative creation in your own...

Learner created content is a foundation stone of the shift from dependence to independence and on further to the collaborative interdependence that characterises modern employment. This module looks at ways that teachers can support development of the necessary skills, behaviours and attitudes to...

Hashtags have become one of the most useful ways of finding and contributing to communities of practice. This module looks at what they are, how to use them and some sector groups clustered around particular hashtags.

This module looks at an individual's digital context based on personal access to the appropriate technology, their awareness of it, and the digital skills to make use of them.

This module considers how issues of equitable access to digital technologies can have an impact on the quality of learning and how this may be redressed.

This module follows on from the module Creating inclusive content: Principles. It shows how the principles from Creating inclusive content: Principles can be applied to create resources that are good for all users.

This module looks at the practical issues of how to build synchronous online learning into a balanced programme of online and face-to-face learning. It examines the challenges of real-time online activity (technical, social and personal) and things you can do to ensure that learner experience...

Synchronised working uses technology to deliver learning normally done in a classroom or workshop, without having to be physically present in the room. Learners can observe and take notes, but also engage with the teacher and fellow students. All the benefits of working together,...

To develop your understanding, skills and confidence to teach competencies in Dealing with technical problems from the Using devices and handling information skills area of the National Standards for Essential Digital Skills (2019).

This module looks at the means of managing content that has been created and collected by users. It is important to keep content in secure storage and to be able to retrieve it easily by searching.

This module looks at navigating online content to search for and find useful content. It looks at using searches, hyperlinks, menus and other navigation elements to locate required information. This will include how to retain and save useful links to content for future use or for reference. Users...

This module looks at the known risks of prolonged physical inactivity in using technology and the possible psychological risks that can also occur in some forms of interaction. It also looks at how these can be mitigated or removed.

This module looks at the knowledge and skills you need in order to teach Being responsible online. The first chapter deals with behaviour that is socially inappropriate and how to protect yourself from it. The second chapter focuses on behaviours that are illegal and how to stay within the law.

This module looks at the basic components of personal computing through the use of the various devices, the systems that run on them, setting them up as preferred and keeping them in good order.

This module looks at the knowledge and skills you need in order to teach Protecting devices and data at Level 1.

This module looks at how identify situations where personal information may be stored securely on personal devices as well as online. It includes how to manage the movement of persona data in a secure way and the use of simple methods to protect personal information and privacy.

This module looks at a broad classification of learning disabilities and the forms of technology that are best suited to overcome the associated challenges to learning.

This module looks at using technology to support the learning activities of SLDD learners who are working towards living independently.

This module explores the range of accessibility assistance, from common mainstream software, apps and tools, through to the specialist or bespoke technology for complex individual needs, and its implications for teaching and learning practice.

This module explores the use of spoken text through devices such as e-readers and eBooks to overcome barriers to learning for a range of learners, not only those with a sight impairment.

This module looks at the impact on teaching strategy of learners who bring their own devices. This has implications for users of assistive technology and for those learners who prefer to work on their own devices.

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.

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...

This module shows some principles of good practice for creating content that meets the needs of learners with a disability or learning disadvantage.

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...