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,...

A recorded teaching session can provide real opportunities for improving your teaching practice, especially if you share it with colleagues in a quality circle or improvement group where you all watch each other's recordings to review and reflect upon them. This module looks at some of...

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

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 is the first of a pair, with the New forms and formats for Blended Learning module following on. This module looks at how changes in pedagogical thinking and our understanding of learning give the opportunity to renew the way we use technology in face-to-face learning.

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...

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.

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 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.

This module looks at the basic components of personal computing through the use of the various devices, the systems that run on them, setting them up as preferred and keeping them in good order.