The non-profit Creative Commons (CC) organisation was set up to make it easy to share and use creative content online. Licensing is simple and free on the organisation’s website. This module looks at Creative Commons as a method of copyrighting work and the advantages for users and authors...

The internet is full of information and it’s not all accurate. This module looks at the different types of error to be found, from unintended to deliberately misleading and how to prepare learners to recognise and deal with them.

Netiquette is short for internet etiquette. A code of behaviour for communications on the web. It arose in the early years of the internet to address the difficulties fast emerging in online communications, from frustration and misunderstanding at one end of the spectrum, to unpleasantness and...

The government formally recognised digital skills as the third essential skill, together with English and Maths. This module looks at the framework and standards and considers how they might affect both ICT and other teaching staff.

Plagiarism is wholly unacceptable in an educational context. When carried out with the intention to pass the work of others off as your own it is fraudulent; when done without that intent it is lazy or negligent. This module looks at how to ensure that learners understand the boundary between...

The module explores the practical underpinnings of good attribution and referencing. It looks at how to develop and reinforce the judgement learners need in order to avoid plagiarism. This module pairs with Dealing with plagiarism.

This module looks at a systematic approach to assessing the reliability and validity of information that is likely to end up embedded in learning resources and teaching practice.

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....

Technology-based assessment has become increasingly sophisticated in the design of tests. This is through automating the collection, and the immediacy of the presentation, of the results.

This module examines how we currently use the data available to us, how we might find ways to develop it further to improve teaching and learning and what the emerging field of learning analytics might contribute.

Formative assessment is a core part of instruction. It delivers challenge, embeds knowledge and enables learners to measure their own progress and needs; it is a natural candidate for delivery through technology.

The embedding of digital technology across all forms of subject-assessment creates opportunities for developing learners’ transferable skills over and above vocational expertise that is at the core of their learning programmes. This module looks at how you can make transferable skills...

Peer assessment happens when learners find inspiration and insight in the ideas, suggestions, criticisms, contributions and thoughts of other learners, relative to their own contributions. As a result, learners can refine actions, comments and contributions to make their own learning and work...

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...

Polling tools have stretched far beyond their original function of carrying out surveys and reporting results. Anyone who bought goods or services online will have encountered them; they underpin user satisfaction reporting across the board in the burgeoning online retail market, from...

Using videos, structured sets of annotated still images and sound recordings can be a great way to provide feedback. This is particularly true when the work you are assessing is an event or performance of a task: when you want to know how well an apprentice changed a washer, not how well they...

Feedback response times are a critical lever for improving learner engagement and success. This module looks at how technology can support improved assessment and feedback methodologies and interventions, to lower turnaround time.

Quizzes have long been recognised as a useful method to test learners' knowledge and check their understanding, but they offer more than that. Their effectiveness lies in their ability to be accessed when learners want to check learning and can be repeated as often as leaners want,...

Computer-based tests and digital media are widely used in formative assessment. This module looks at their use for enhancing low stakes summative assessment activities, where the goal is to test and confirm that a learner has completed a block of work, and for programmes such as NVQ, where...