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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.
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.
Pace refers to the rate at which a learner proceeds through a learning event, whether it be synchronous learning in a classroom or online, or making their own way through an asynchronous learning event. Pace is fundamental to progress and performance, but there is no single pace that suits all...
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 is related to the Effective teaching and learning online module because supporting learning is a feature of effective TLA. With online learning, similar to learners in traditional content, support is needed to ensure learners can be successful.
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...
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.
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.
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...
Managing and organising personal and curriculum team workload is an essential task for teachers in an increasingly complex work environment. A growing emphasis on team working, with many colleagues on sessional contracts across a number of institutions can make it difficult and time-consuming to...
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...
This module looks at how learners can be encouraged and supported to take greater responsibility for management of their own learning. This is by using widely available technology to build the self-reliance and resilience needed to succeed in employment or higher education.
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.
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.
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.
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...
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.
Organising learning consists of two distinct stages: deciding what you want learners to do, then managing the subsequent learning workflow from the start of each topic to its completion across an entire course or programme.
Digital technology and games has created the world’s largest leisure industry. This module explores how they apply to the delivery of learning activities. We look at their use to motivate and engage learners and identify areas where they might be particularly useful.
This pairs with the...
Using technology to enable and support learner-led activity is a good way to develop these skills in an engaging way. Allowing learners to direct some of their own learning can drive significant improvement in outcomes and engagement.
This module pairs with and precedes the module Staff and...
This module looks the characteristics of traditional and active learning spaces, both as concepts and as practical pedagogy. It looks at ways to deliver active learning within more restricted and lesser resourced contexts.
The module pairs with the Active learning: experience and outcomes...
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...
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 the knowledge and skills you need in order to teach Creating and editing documents at Entry Level and Level 1.
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.