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...

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...

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,...

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.

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.

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...