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,...

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.

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...

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 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 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.

Developing independence in solving practical problems is an important life skill and essential for employment. This module looks at how we can go beyond reliance on chance and build some of these events into the assignments, tasks and experiences we create, making a controlled space for...

The module Developing digital problem-solving skills looked at the way one teacher develops each learner’s independent problem-solving skills through a simulation of practical difficulties arising with the digital technologies they are using. This module extends that exercise to...

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. 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...

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 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 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.

Partnerships that bring teachers and learners together to develop digital skills can deliver real benefits to both groups. This module looks at the practicalities of developing and sustaining such partnership. It pairs with and follows on from the module, Learner-led activity.

Playful learning refers to the use of games, toys and other elements of play to support learning. It can be found in all sectors of education and has been with us ever since we moved away from Victorian methods of keeping quiet and copying from the chalkboard. This module looks at ways we...

Active learning can deliver significant benefits in terms of improved learning outcomes and learner experience. This module looks at the coordination of skills, resources, planning and organisation that is required to design successful active learning and empower teachers to deliver it.

Active learning can make a measurable improvement to learning outcomes. It’s been shown to be more effective for all learners including SEND learners. This module looks at the elements of successful active learning and the role that digital technology can play.

This module looks the characteristics of traditional and active learning spaces, both as concepts and as practical pedagogy. It looks at ways to deliver active learning within more restricted and lesser resourced contexts. The module pairs with the Active learning: experience and outcomes...

Digital technology and games has created the world’s largest leisure industry. This module explores how they apply to the delivery of learning activities. We look at their use to motivate and engage learners and identify areas where they might be particularly useful. This pairs with the...

Using technology to enable and support learner-led activity is a good way to develop these skills in an engaging way. Allowing learners to direct some of their own learning can drive significant improvement in outcomes and engagement. This module pairs with and precedes the module Staff and...

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 - a...

Most professionals now use online media to find training resources to resolve Personal Learning and Development (PLD) needs. This could be keeping up to date with the latest development in your subject, or to further your teaching skills development. Professional and social media can be...

A portfolio is the best method for storing and organising anything and everything needed to demonstrate and narrate a tutor's Professional Learning and Development (PLD). The personal nature of an e-portfolio ensures privacy and brings with it the benefit of it being online and shareable...

Whenever people with a common interest have an identified online place, forum or method to connect with peers and discuss issues of common interest, we can say that a community of practice exists. This module explores where communities for supporting online practice might be found and how you...

An e-portfolio allows you to gather together in one place a record of your PLD and evidence of achievement. It can host different forms of evidence such as sound and video files, as well as whole presentations, URL links and other resources. You can see and hear as well as read about what...

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,...