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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 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 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 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.
Running wholly online programmes has its own challenges for learners and teachers. Online learning offers flexibility in when to engage with it, and attendance in a timetabled class is not a requirement for successful completion. But for some this can be a challenging because it asks learners to...
This module shows some principles of good practice for creating content that meets the needs of learners with a disability or learning disadvantage.
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.
How communities of learning can be formed and become effective through technology. Successful groups are characterised as being able to have a greater output than the sum of its parts. This principle applies to learning, which is why group learning is so common.
A strength of learning in a classroom has been the immediacy of interaction between learners and teacher. Teachers are looking for a balance between having a culture of collective and common effort and personalised methods of achieving it. How might teachers guide, and interact with learners in...
Digitising content has kept the language of files and folders associated with paper storage, but replaced its office-based storage into condensed, highly portable, indexed stores, that can be carried in the pocket or accessed from an online store.
Technology can help find learning advantage through group working. Groups are formed around identifiable common goals or interests, in the belief that working together is more productive or satisfying than working alone and simulates real working environments.
Peer learning is learning with and from each other. Its meaning is more tightly defined as it being mutual learning between classmates of equal knowledge.
A quality learning experience can be found in learners recognising learning that exceeds their expectations in terms of how they worked and what they learned. It leads to a desire to repeat or learn more. Digital technology used well contributes to this in both the administration and enterprise...