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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...
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.
Learner created content is a foundation stone of the shift from dependence to independence and on further to the collaborative interdependence that characterises modern employment. This module looks at ways that teachers can support development of the necessary skills, behaviours and attitudes to...
The scale of smartphone ownership coupled with the transformative nature of smartphone technology and the apps and tools that it supports give it great potential as a learning technology and platform. This module explores some of the opportunities and possibilities for adopting smartphones into...
This module looks at the potential and role of mobile technology for learning, how best to make use of the affordances of mobile devices and how to ensure that appropriate support and guidance is in place for learners to succeed. It pairs with the module Using smartphones for learning.
A Virtual Learning Environment (VLE) attempts to replicate in an online space everything learners might want to do and what a tutor might want to share as part of a programme of study. Learners are 'enrolled' to the course area. It contains a library, assignment and announcements areas....
Rather than faithfully represent an online version of a standard course, Virtual Learning Environments (VLEs) enable you to add extra features and offer learners:
- flexibility in engaging with learning material,
- an opportunity to repeat a learning activity for reinforcement, and
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.
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...
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 shows some principles of good practice for creating content that meets the needs of learners with a disability or learning disadvantage.
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...
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 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 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 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 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.
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.
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...
This module looks at the knowledge and skills you need in order to teach Creating and editing digital media at Entry Level.
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.
Video is a powerful tool for teaching, learning and assessment. High quality recording capability built into mobile devices make it easy to create, edit and apply video to everyday practice. The resulting footage can be uploaded, shared and accessed on a number of sites and platforms.
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...
This module looks at how learners can create, edit and access contacts in preparation for sending and receiving online communications using four different methods. It also explores communicating text and including other digital content to individual and multiple recipients, and how to initiate...
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 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.
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.