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...

Cyberbullying is generally understood as bullying that takes place over digital devices and uses the web to make the connections. The physical separation makes it easier for actions to be conceived as bullying even when it is unintentional as well as actions that are designed to cause hurt and...

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.

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...

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...

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.

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.

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...

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 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.

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.

Search engines will present you with online content for just about any subject, much of it free to use; presentations, videos, images, quizzes and more. But often there is so much to choose from - where do you start? This module looks at how you can make your searches for subject-specific...

This module looks at how you can lead the collaborative creation of complex content covering a number of subject areas and involving several colleagues. It follows on from two preceding modules: - Creating content: adapting and editing. - Creating content: combining and mixing.

Teaching and learning quality policies often refer to the importance of high-quality resources and content. But what does that mean and who should judge it? This module looks at the issues involved in making these decisions.

This module shows you how to design learning resources from the outset to enable quick, easy and effective updating when the future brings significant change. It follows on from the paired module Future Proofing content - what does it mean.

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 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 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 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 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...

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.

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.