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.

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. Flipped learning...

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,...

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

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 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 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 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.

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...

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.

Copyright and other intellectual property rights set up legal restrictions on the conditions of use of publications, images, designs and any other works created by an identifiable author. This module looks at the implications of copyright for teaching and learning. It forms a pair with the module...

The best basis for improving practice is evidence from research. This often just confirms our own experience. This module looks at metacognitive strategies and considers how technology might support their introduction into learning.

An increasingly important definition views learning as a change in long-term memory. Theories of effective teaching and learning focus on enabling the progressive acquisition of knowledge by learners. This module looks at Barak Rosenshine’s widely used Principles of Instruction. They...

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.