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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.
The web is awash with sources of information and resources to support teaching and learning.
This module looks at ways to organise your search practice.
This module looks at the knowledge and skills you need in order to teach Processing numerical data at Level 1.
This module looks at the knowledge and skills you need in order to teach Working with digital media at Level 1.
This module looks at the knowledge and skills you need in order to teach Creating and editing digital media at Entry Level.
This module looks at the knowledge and skills you need in order to teach Creating and editing documents at Entry Level and Level 1.
Making the most of new forms and formats of technology happens when teachers and learners let curiosity lead them in experimenting to find better depth, reach, efficiency and fun in learning.
A Virtual Learning Environment (VLE) attempts to replicate in an online space everything learners might want to do and what a tutor might want to share as part of a programme of study. Learners are 'enrolled' to the course area. It contains a library, assignment and announcements areas....
Knowing how to choose the right tool or app for a task is a key skill for life and work. It requires more than understanding the broad purpose and technical capabilities of tools and packages. It calls on a learner’s ability to analyse a problem, plan an activity, monitor progress and...
A useful definition of Blended Learning is the “combination of face-to-face learning and dynamic digital activities and content that facilitate anytime/anyplace learning.” (Jisc, 2017).
This module follows on from the New forms and formats for face-to-face learning module and looks...
This module is the first of a pair, with the New forms and formats for Blended Learning module following on.
This module looks at how changes in pedagogical thinking and our understanding of learning give the opportunity to renew the way we use technology in face-to-face learning.
Confidence in your digital practice comes from success: success in improving your teaching and learning rather than being good with gadgets.
This requires the capacity for personal critical reflection and a means to share what you did with colleagues, at your workplace and in wider...
Homework traditionally follows classwork: a teacher introduces the subject matter then homework reinforces the learning.
Now that facts and information are just a quick search away, learners need to know more than ever how to evaluate, understand and apply information.
Using technology has taken teachers ability to interact with one another onto a global platform. The challenge is matching up the right audience with the content shared. It follows that extra care is needed when posting to a site where the audience isn't known.
In a world of competing voices, reputations for one's ideas are hard won and easily damaged and are only as good as the last contribution to a body of work. Consequently, professional standing as a teacher is important and can be managed through maintaining the quality of contributions to...
Using technology, like any other human activity, has an impact on the wider environment. Consumption and pollution from how our devices are made, used, and disposed of, is offset by the changes in environmental costs of behaviour changes that come from where and how those devices are used.
Our online identities are the keys that unlock personal, social and commercial accounts and transactions.
They create portraits of ourselves that others can access and by which they will judge us - as friends, colleagues, and potential employees.
We explored the importance of a digital...
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.
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...
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.
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...
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...
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 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...
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.
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...
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...
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...
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.
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.
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.
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,...
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.
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.
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 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 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 shows some principles of good practice for creating content that meets the needs of learners with a disability or learning disadvantage.
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...
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...
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...
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.
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 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 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...