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...

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...

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...

Confidence in your digital practice comes from success: success in improving your teaching and learning rather than being good with gadgets. This requires the capacity for personal critical reflection and a means to share what you did with colleagues, at your workplace and in wider...

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...

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 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.

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

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...

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.