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...

This module looks at the importance of respecting the intellectual property rights of others by role modelling behaviour and rethinking the way we approach teaching and assessment activities.

Many learners come into education with confidence in front of a computer that disguises a patchy skills profile that does not add up to digital literacy.This module looks at the difference between being tech-savvy and digitally literate and its implications for teaching and learning.

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 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.

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.

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 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.

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

Hashtags have become one of the most useful ways of finding and contributing to communities of practice. This module looks at what they are, how to use them and some sector groups clustered around particular hashtags.

This module looks at using technology to support the learning activities of SLDD learners who are working towards living independently.

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 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.

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.

Each time we contribute to the web, in public spaces and in private spaces we share, we leave a trail for others to find. The modules Digital well-being for all (Part 1) and Digital well-being for all (Part 2) explored how this is done and how we might manage it for the best outcomes. In...

When we go online we build up, piece by piece, online identities that can have positive and negative outcomes for our well-being, our sense of self-worth and for our future prospects, all based on how others react and respond to our activity. Each time we contribute to the web, we add to an...

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...

We all have a preferred set of tools, apps and software that we use for teaching and learning. Making sure you know how to use this to the best of its ability is the first step to effective teaching and learning with technology. Then, it’s time to extend your range. There are countless...

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...

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...

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.

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.

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...

Our online identities are the keys that unlock personal, social and commercial accounts and transactions. They create portraits of ourselves that others can access and by which they will judge us - as friends, colleagues, and potential employees. We explored the importance of a digital...

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.

This module looks at improving learner engagement by rethinking the use of technologies within the classroom. It examines the possibilities for involving learners actively in sessions, embedded in a carefully structured approach to teaching face-to-face through technology.

This module explores the notion of face-to-face learning in a physical space such as a classroom and the place of technology in emerging pedagogy. It describes a framework for considering the activities and intended outcomes of face-to-face interaction.