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.

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....

Making the most of new forms and formats of technology happens when teachers and learners let curiosity lead them in experimenting to find better depth, reach, efficiency and fun in learning.

This module looks at the types of digital activities that leave a 'digital footprint' and understand the personal implications for the user in having those footprints. It includes considering how to make the most of leaving information in web sites that help form relationships and speed...

This module is progression from Communicating and sharing 2 that focuses on Entry Level issues in relation to setting up accounts, sharing, and collaboration.

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...

Using technology well in supporting remote learning can maintain most learning activity affected in closing the physical classroom. Some subjects, such as: joinery painting and hairdressing are harder to replace, especially, those that are lab or workshop based or programmes such as counselling...

Hashtags have become one of the most useful ways of finding and contributing to communities of practice. This module looks at what they are, how to use them and some sector groups clustered around particular hashtags.

Remote working from home takes place beyond the reach of the reassuring formal structures and patterns of teaching and learning and the professional and social interaction with colleagues and learners that goes with it.

Wellbeing refers to our sense of self and our ability to live our lives as closely as possible to the way we want to. Digital wellbeing describes the contribution of technology to wellbeing and includes home working and remote learning, but there are potential risks to wellbeing in using technology.

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.

The introduction of digital communities of practice has maintained the dynamic of teachers working together and supporting each other but has added to and revolutionised the ability of teachers to continue to support and influence each other not restricted by time or distance, nor the format 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...

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...

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...

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...

Playful learning refers to the use of games, toys and other elements of play to support learning. It can be found in all sectors of education and has been with us ever since we moved away from Victorian methods of keeping quiet and copying from the chalkboard. This module looks at ways we...

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.

Partnerships that bring teachers and learners together to develop digital skills can deliver real benefits to both groups. This module looks at the practicalities of developing and sustaining such partnership. It pairs with and follows on from the module, Learner-led activity.

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 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 knowledge and skills you need in order to teach Processing numerical data at Level 1.

This module looks at the knowledge and skills you need in order to teach Working with digital media at Level 1.

This module looks at the knowledge and skills you need in order to teach Creating and editing digital media at Entry Level.

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.

Using links and attachments is a means of connecting two separate parts to a communication. The first part is the primary narrative. It is an explanation, introduction or scenario setting narrative in a text, message, mail or web-page. The second part is further content that provides evidence, by...

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...

Digital technologies don't always work as they should - one of the few areas in the controlled environment of education institutions where something failing to do what you expect can be quite normal. Learners need to move from relying on teachers and technical support staff for solutions...

Synchronised working uses technology to deliver learning normally done in a classroom or workshop, without having to be physically present in the room. Learners can observe and take notes, but also engage with the teacher and fellow students. All the benefits of working together,...

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 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 looks at the knowledge and skills you need in order to teach Creating and editing documents at Entry Level and Level 1.