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A digital identity is a chosen and created state by which a user presents themselves to the web and all it has to offer. It is defined in the accounts held, the actions, interactions and transactions carried out.
Each time we contribute to the web, in public spaces and in private spaces we share, we leave a trail for others to find.
The modules Digital well-being for all (Part 1) and Digital well-being for all (Part 2) explored how this is done and how we might manage it for the best outcomes.
Cyberbullying is generally understood as bullying that takes place over digital devices and uses the web to make the connections. The physical separation makes it easier for actions to be conceived as bullying even when it is unintentional as well as actions that are designed to cause hurt and...
The main cause of heightened health risks associated with using technology come from making compromises in the physical arrangements made in accessing devices. They are exacerbated by prolonged periods of concentration that suppresses awareness of time spent in poor posture and without breaks.
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...
Most professionals now use online media to find training resources to resolve Personal Learning and Development (PLD) needs.
This could be keeping up to date with the latest development in your subject, or to further your teaching skills development.
Professional and social media can be...
This module looks at the range of innovation from individuals to whole organisations. It also looks at how to recognise the signs that it is time to change.
This module is part of a linked group with Innovation: 'Review process and practice' and 'Identifying and assessing...
A portfolio is the best method for storing and organising anything and everything needed to demonstrate and narrate a tutor's Professional Learning and Development (PLD).
The personal nature of an e-portfolio ensures privacy and brings with it the benefit of it being online and shareable...
Recall doesn't just demonstrate evidence of learning; it is an integral part of the learning process. This module identifies the core elements of recall and revision and looks at the role that technology can play in directing them to improve learning outcomes.
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...
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...
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...
An increasingly important definition views learning as a change in long-term memory. Theories of effective teaching and learning focus on enabling the progressive acquisition of knowledge by learners.
This module looks at Barak Rosenshine’s widely used Principles of Instruction. They...
This module looks at improving learner engagement by rethinking the use of technologies within the classroom.
It examines the possibilities for involving learners actively in sessions, embedded in a carefully structured approach to teaching face-to-face through technology.
This module explores the notion of face-to-face learning in a physical space such as a classroom and the place of technology in emerging pedagogy.
It describes a framework for considering the activities and intended outcomes of face-to-face interaction.
Animated images can provide a way into a complex idea, enliven content, engage attention, consolidate, reinforce and make learning memorable. It can reveal the impossible and invisible – the structure of an atom or how a virus attacks the body.
This module will look at what is meant by mobile learning. It will illustrate some of the teaching and learning opportunities that mobile phones, tablets, and small laptops can bring.
Ownership of smart devices amongst the under-50s in the UK is nearing 100%, with increasing use for a widening...
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...
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.
This module looks at the importance of respecting the intellectual property rights of others by role modelling behaviour and rethinking the way we approach teaching and assessment activities.
Many learners come into education with confidence in front of a computer that disguises a patchy skills profile that does not add up to digital literacy.This module looks at the difference between being tech-savvy and digitally literate and its implications for teaching and learning.
Copyright and other intellectual property rights set up legal restrictions on the conditions of use of publications, images, designs and any other works created by an identifiable author. This module looks at the implications of copyright for teaching and learning. It forms a pair with the module...
Taking photos, making videos and creating sound recordings is easy work for anyone with access to a smartphone or tablet.
Once captured, image, video and audio files can be easily uploaded and stored online, edited, mixed with other evidence, shared for assessment and annotated for feedback....
Written text remains the most common way of providing feedback to learners on their outcomes and performance in assessment.
Many digital tools are now available for creating and delivering written feedback in different formats and media, annotating, overwriting, converting speech to text,...
Technology-based assessment has become increasingly sophisticated in the design of tests. This is through automating the collection, and the immediacy of the presentation, of the results.
This module looks at the issue of reflecting and representing diversity through the lens of the Equality Act 2010's nine protected characteristics.
Digital technology enables us to create personalised pathways that provide a unique route to learning for all learners, particularly individuals who are less likely to benefit from mainstream options.
This module looks at the characteristics and features of personalised learning and the...
The diversity of learners extends to differences in their levels of digital skills, experience and confidence.
This module looks at ways to ensure that our teaching does not disadvantage those with existing low levels of digital skills.
Many public and private sector organisations' websites contain dedicated educational content around their particular area of interest, industry or product range. This module looks at the opportunities and benefits of using them in learning.
This module looks at how to overcome or find ways around some of the technical compatibility issues you can encounter when searching for resources on the web to use with learners.
This module looks at what is meant by future-proofing content, why it is necessary and why it is increasingly important.
The principles and practice of future-proofing content together with some simple techniques are examined in the paired module Principles and practice of future proofing...
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...
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 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 shows some principles of good practice for creating content that meets the needs of learners with a disability or learning disadvantage.
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 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.
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,...
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.
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.
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.
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 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.