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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....
Rather than faithfully represent an online version of a standard course, Virtual Learning Environments (VLEs) enable you to add extra features and offer learners:
- flexibility in engaging with learning material,
- an opportunity to repeat a learning activity for reinforcement, and
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.
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...
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...
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...
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....
Written text remains the most common way of providing feedback to learners on their outcomes and performance in assessment.
Many digital tools are now available for creating and delivering written feedback in different formats and media, annotating, overwriting, converting speech to text,...
Tailoring content and delivery to meet an individual learner's needs rather than taking everyone through the same programme at the same pace is an accepted goal of education, promoted by government policy and examined at inspection.
Technology has allowed education to push back the...
The module looks at the use of technology to tailor content to meet the needs of a range of sensory, linguistic and cultural barriers.
This can lead to better learner retention and outcomes and greatly improved learner engagement and experience.
Technology makes meaningful personalisation a practical reality.
Assistive technology, with materials and resources designed for accessibility and inclusion provides the essential foundations to support learners with a disability or learning disadvantage.
This module looks at the ways in...
Intermittent and disrupted attendance of learners is an early warning sign of potential drop out or underachievement.
This module looks at the ways technology can help us to intervene early with effective solutions.
This module looks at why it's worth creating and delivering personalised learning pathways and how to make them work in practice.
It follows on from the Personalised learning pathways module.
A fundamental requirement for effective learning is to understand and be understood.
Inadequate language skills are a barrier at each stage of the learning journey.
This module looks at the ways technology can transform the learning experience and outcomes for ESOL learners and those who...
The culture that we grow up and live in can influence the way we prefer to communicate.
This module looks at how we can draw on this rich diversity to improve the learning experience for all.
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...
This module looks at the issue of reflecting and representing diversity through the lens of the Equality Act 2010's nine protected characteristics.
Digital technology enables us to create personalised pathways that provide a unique route to learning for all learners, particularly individuals who are less likely to benefit from mainstream options.
This module looks at the characteristics and features of personalised learning and the...
The diversity of learners extends to differences in their levels of digital skills, experience and confidence.
This module looks at ways to ensure that our teaching does not disadvantage those with existing low levels of digital skills.
This module looks at how you can lead the collaborative creation of complex content covering a number of subject areas and involving several colleagues.
It follows on from two preceding modules:
- Creating content: adapting and editing.
- Creating content: combining and mixing.
Teaching and learning quality policies often refer to the importance of high-quality resources and content. But what does that mean and who should judge it?
This module looks at the issues involved in making these decisions.
This module shows you how to design learning resources from the outset to enable quick, easy and effective updating when the future brings significant change.
It follows on from the paired module Future Proofing content - what does it mean.
This module looks at how to deliver the best outcomes from systematic and professional searches for suitable resources.
This will include balancing the challenges of credibility, reliability, usability and suitability when assessing the worth of found resources and taking into account what...
Search engines will present you with online content for just about any subject, much of it free to use; presentations, videos, images, quizzes and more.
But often there is so much to choose from - where do you start?
This module looks at how you can make your searches for subject-specific...
This module looks at how to combine and mix existing resources to create more relevent content for learning.
It examines how this can be used to enhance the development of your pedagogical practice with EdTech.
It follows on from the module Creating content: adapting and editing.
Many public and private sector organisations' websites contain dedicated educational content around their particular area of interest, industry or product range. This module looks at the opportunities and benefits of using them in learning.
This module looks at how to overcome or find ways around some of the technical compatibility issues you can encounter when searching for resources on the web to use with learners.
This module looks at what is meant by future-proofing content, why it is necessary and why it is increasingly important.
The principles and practice of future-proofing content together with some simple techniques are examined in the paired module Principles and practice of future proofing...
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 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.
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...
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,...
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.
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 considers how issues of equitable access to digital technologies can have an impact on the quality of learning and how this may be redressed.
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 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.
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 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 shows some principles of good practice for creating content that meets the needs of learners with a disability or learning disadvantage.
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.
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...
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...
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.