Tailoring content and delivery to meet an individual learner's needs rather than taking everyone through the same programme at the same pace is an accepted goal of education, promoted by government policy and examined at inspection. Technology has allowed education to push back the...

The module looks at the use of technology to tailor content to meet the needs of a range of sensory, linguistic and cultural barriers. This can lead to better learner retention and outcomes and greatly improved learner engagement and experience.

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 shows some principles of good practice for creating content that meets the needs of learners with a disability or learning disadvantage.

Adopting digital technologies to collaborate and share practice beyond your own institution will enable you to: - find out what colleagues in other organisation's in the sector are doing in their teaching. - share, adapt and adopt good practice and learning objects and resources more...

An online repository is a collection of content, resources and links to useful directories and content. By pooling and sharing, those with access can reduce the time spent in searching for peer reviewed content elsewhere for lesson generation. They promote a more collegiate approach to teaching...

Producing effective online learning activities takes time, effort and creativity. This module looks at the process of creating learning resources with the intention that they are shareable resources; making them available to others, driving the concept of collaborative creation in your own...

This module looks at the practical issues of how to build synchronous online learning into a balanced programme of online and face-to-face learning. It examines the challenges of real-time online activity (technical, social and personal) and things you can do to ensure that learner experience...

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...

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 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 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.

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 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.