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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...
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.
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.
Immersive technologies such as Virtual Reality (VR) make a distinctive contribution to learning and to individual learners that cannot be replicated by any other media currently available to educators. What makes it special for educational content creators is its ability to fully immerse the user...
Video is a powerful tool for teaching, learning and assessment. High quality recording capability built into mobile devices make it easy to create, edit and apply video to everyday practice. The resulting footage can be uploaded, shared and accessed on a number of sites and platforms.
Animated images can provide a way into a complex idea, enliven content, engage attention, consolidate, reinforce and make learning memorable. It can reveal the impossible and invisible – the structure of an atom or how a virus attacks the body.
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 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 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 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.
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...
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...
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...
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...
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.
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...
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.
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,...
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...
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...
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 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...
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.
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...
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.
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.
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 takes a broader look at the issues and strategies that teachers need to use in designing teaching. This is in the light of emerging capabilities of technology and the ability to teach and learn through them. It is based in the first two groups of standards that looks at devices in...
This module takes an overview of the content, issues and strategies that teachers need to understand, adopt and develop when teaching those skills areas in the National Standards for Essential Digital Skills (2019) that relate to working online. Namely:
This module looks at the types of digital activities that leave a 'digital footprint' and understand the personal implications for the user in having those footprints. It includes considering how to make the most of leaving information in web sites that help form relationships and speed...
This module is progression from Communicating and sharing 2 that focuses on Entry Level issues in relation to setting up accounts, sharing, and collaboration.
This module looks at how learners can create, edit and access contacts in preparation for sending and receiving online communications using four different methods. It also explores communicating text and including other digital content to individual and multiple recipients, and how to initiate...
This module looks at the knowledge and skills you need in order to teach Buying online at Level 1.
This module looks at the knowledge and skills you need in order to teach Buying online at Entry level.
This module looks at the knowledge and skills you need in order to teach Using online services data at Entry level and Level 1.
This module looks at the known risks of prolonged physical inactivity in using technology and the possible psychological risks that can also occur in some forms of interaction. It also looks at how these can be mitigated or removed.
This module looks at the knowledge and skills you need in order to teach Being responsible online. The first chapter deals with behaviour that is socially inappropriate and how to protect yourself from it. The second chapter focuses on behaviours that are illegal and how to stay within the law.
This module looks at the knowledge and skills you need in order to teach Protecting devices and data at Level 1.
This module looks at how identify situations where personal information may be stored securely on personal devices as
well as online. It includes how to manage the movement of persona data in a secure way and the use of simple methods to protect personal information and privacy.
This module looks at the knowledge and skills you need in order to teach Processing numerical data at Level 1.
This module looks at the knowledge and skills you need in order to teach Working with digital media at Level 1.
This module looks at the knowledge and skills you need in order to teach Creating and editing digital media at Entry Level.
This module looks at the knowledge and skills you need in order to teach Creating and editing documents at Entry Level and Level 1.
To develop your understanding, skills and confidence to teach competencies in Dealing with technical problems from the Using devices and handling information skills area of the National Standards for Essential Digital Skills (2019).
This module looks at the means of managing content that has been created and collected by users. It is important to keep content in secure storage and to be able to retrieve it easily by searching.
This module looks at navigating online content to search for and find useful content. It looks at using searches, hyperlinks, menus and other navigation elements to locate required information. This will include how to retain and save useful links to content for future use or for reference. Users...
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.