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...

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...

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.

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 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.

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...

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 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...

Remote working from home takes place beyond the reach of the reassuring formal structures and patterns of teaching and learning and the professional and social interaction with colleagues and learners that goes with it.

Wellbeing refers to our sense of self and our ability to live our lives as closely as possible to the way we want to. Digital wellbeing describes the contribution of technology to wellbeing and includes home working and remote learning, but there are potential risks to wellbeing in using technology.

This module is related to the Effective teaching and learning online module because supporting learning is a feature of effective TLA. With online learning, similar to learners in traditional content, support is needed to ensure learners can be successful.

It is difficult for teachers to maintain effective oversight of learning activity during remote online working. Records of learner logins can’t show if a learner was engaged in learning and making progress, or even physically present at a device.

Synchronous learning occurs when the teacher and learners are present in real time. Meeting face-to-face remains central to most statutory and higher education. Asynchronous learning allows learners to choose the time and place at which they learn. It depends on access to resources rather to a...

Using technology well in supporting remote learning can maintain most learning activity affected in closing the physical classroom. Some subjects, such as: joinery painting and hairdressing are harder to replace, especially, those that are lab or workshop based or programmes such as counselling...

This module looks at using technology to support the learning activities of SLDD learners who are working towards living independently.

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

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...

This module looks at the importance of respecting the intellectual property rights of others by role modelling behaviour and rethinking the way we approach teaching and assessment activities.

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.

Many problems can be examined and innovative solutions implemented by the creativity of individual teachers and teaching groups. This module follows on from and extends the example and analysis introduced in Identifying the Need for Change and leads into Identifying and Assessing...

Many learners come into education with confidence in front of a computer that disguises a patchy skills profile that does not add up to digital literacy.This module looks at the difference between being tech-savvy and digitally literate and its implications for teaching and learning.

This module looks at how to combine and mix existing resources to create more relevent content for learning. It examines how this can be used to enhance the development of your pedagogical practice with EdTech. It follows on from the module Creating content: adapting and editing.

The goal and measure of successful innovation must always be that each individual teacher can work with their learners in new ways to achieve better outcomes. This module looks at the part to be played by teachers in implementing such innovation and innovative practice.

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.