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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.
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...
Technology makes meaningful personalisation a practical reality.
Assistive technology, with materials and resources designed for accessibility and inclusion provides the essential foundations to support learners with a disability or learning disadvantage.
This module looks at the ways in...
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.
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 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...
This module follows business tutor Alicja and her colleagues as they apply the innovation matrix and the SAMR model to find innovative ways to deal with the problems that emerged in the module Innovation and the need for change. It looks at the goals and issues that were identified when they...
This module looks at the range of innovation from individuals to whole organisations. It also looks at how to recognise the signs that it is time to change.
This module is part of a linked group with Innovation: 'Review process and practice' and 'Identifying and assessing...
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.
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 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.
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...
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.
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...
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...
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 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...
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.
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...
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 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.
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 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 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.
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.
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.
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 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 shows some principles of good practice for creating content that meets the needs of learners with a disability or learning disadvantage.
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...