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.

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.

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...

This module looks at ways to deal with technical problems that emerge while teaching. Technical problems can happen at awkward moments in a session. There are some quick and simple ways to try to resolve them, but if these don’t work then teachers can turn the situation into pedagogical...

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.

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...

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...

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...

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...

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 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.

Replacing paper-based approaches to completing a learning plan (ILP) with technology has markedly improved its capacity to accommodate more voices and the immediacy or currency of its construction.

This module looks at how learners can be encouraged and supported to take greater responsibility for management of their own learning. This is by using widely available technology to build the self-reliance and resilience needed to succeed in employment or higher education.

Managing and organising personal and curriculum team workload is an essential task for teachers in an increasingly complex work environment. A growing emphasis on team working, with many colleagues on sessional contracts across a number of institutions can make it difficult and time-consuming to...

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...

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.

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...

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...

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,...

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...

The continuing growth of blended and online learning has shifted an ever-increasing proportion of learning activity offsite, away from reassuring presence of teachers and support staff. The guidance and support that teachers have always provided for learners in the classroom remains essential if...

Digitising content has kept the language of files and folders associated with paper storage, but replaced its office-based storage into condensed, highly portable, indexed stores, that can be carried in the pocket or accessed from an online store.

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.

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...

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...

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....