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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...
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,...
Peer assessment happens when learners find inspiration and insight in the ideas, suggestions, criticisms, contributions and thoughts of other learners, relative to their own contributions. As a result, learners can refine actions, comments and contributions to make their own learning and work...
Feedback response times are a critical lever for improving learner engagement and success. This module looks at how technology can support improved assessment and feedback methodologies and interventions, to lower turnaround time.
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 looks at the digital components of personal learning environments, the contribution that they make to learning and at ways in which teachers can direct the full span of digital possibility to successful outcomes.
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 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 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 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.
Research shows that reflection and review of learning and the processes by which it is carried out are powerful methods for improving knowledge retention, learner experience and outcomes. This module explores the role of both tools in promoting reflective learning and contributing to improved...
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.
An e-portfolio is an online repository, belonging to and managed by the owner. It's a personal technology rather than shared, like a Virtual Learning Environment (VLE).
It contains artefacts added by the owner that are curated, arranged and presented, either in their own right or as...
Polling tools have stretched far beyond their original function of carrying out surveys and reporting results.
Anyone who bought goods or services online will have encountered them; they underpin user satisfaction reporting across the board in the burgeoning online retail market, from...
Computer-based tests and digital media are widely used in formative assessment.
This module looks at their use for enhancing low stakes summative assessment activities, where the goal is to test and confirm that a learner has completed a block of work, and for programmes such as NVQ, where...
Using videos, structured sets of annotated still images and sound recordings can be a great way to provide feedback.
This is particularly true when the work you are assessing is an event or performance of a task: when you want to know how well an apprentice changed a washer, not how well they...
Quizzes have long been recognised as a useful method to test learners' knowledge and check their understanding, but they offer more than that.
Their effectiveness lies in their ability to be accessed when learners want to check learning and can be repeated as often as leaners want,...