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.

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...

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...

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 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,...

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...

The pace of technological change means we have to look for emerging ways to improve even when everything is going well. This module looks at how the cycle works in education, where changes in curriculum and better understanding of effective teaching and learning are powerful drivers of...

The decision to dedicate scarce time and resources changing digital technology and practice has to be rewarded by the greatest possible impact on teaching, learning outcomes and experience. This module looks at the example of a single teacher and a subject team determining their innovation plan.

This module follows business tutor Alicja and her colleagues as they apply the innovation matrix and the SAMR model to find innovative ways to deal with the problems that emerged in the module Innovation and the need for change. It looks at the goals and issues that were identified when they...

Many problems can be examined and innovative solutions implemented by the creativity of individual teachers and teaching groups. This module follows on from and extends the example and analysis introduced in Identifying the Need for Change and leads into Identifying and Assessing...

The goal and measure of successful innovation must always be that each individual teacher can work with their learners in new ways to achieve better outcomes. This module looks at the part to be played by teachers in implementing such innovation and innovative practice.

This module looks at the range of innovation from individuals to whole organisations. It also looks at how to recognise the signs that it is time to change. This module is part of a linked group with Innovation: 'Review process and practice' and 'Identifying and assessing...

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.

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...

Playful learning refers to the use of games, toys and other elements of play to support learning. It can be found in all sectors of education and has been with us ever since we moved away from Victorian methods of keeping quiet and copying from the chalkboard. This module looks at ways we...

Active learning can deliver significant benefits in terms of improved learning outcomes and learner experience. This module looks at the coordination of skills, resources, planning and organisation that is required to design successful active learning and empower teachers to deliver it.

Partnerships that bring teachers and learners together to develop digital skills can deliver real benefits to both groups. This module looks at the practicalities of developing and sustaining such partnership. It pairs with and follows on from the module, Learner-led activity.

Active learning can make a measurable improvement to learning outcomes. It’s been shown to be more effective for all learners including SEND learners. This module looks at the elements of successful active learning and the role that digital technology can play.

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...

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...