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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.
Teachers can achieve better outcomes by imaginative re-use, recycling and repurposing of existing content – whether it be their own, their colleagues', or resources and materials found on the internet. It also looks at the role and importance of organisations in creating and promoting...
Simulation refers to creating a model of an activity, environment or situation which reproduces the characteristics of real-life events and delivers authentic responses to the learner’s choices and actions. The consequences of error in decision-making, judgment, manual or cognitive skills...
Surveys show that over half of the people on the planet use social media platforms. Social media are embedded into work and daily life so being able to use them is an essential vocational and life skill.
EdTech enables us to deliver scenarios online and bring them to life through the application of technologies such as Augmented Reality (AR), Virtual Reality (VR) role playing and games formats. This module looks at how to create authentic scenarios and apply them to effective learning.
Productivity software (office business applications) such as word processing, presentation software and spreadsheets are amongst the most common applications most of us encounter and use on a daily basis. Continual development of functionality has taken them beyond flat text production, number...
This module shows you how to design learning resources from the outset to enable quick, easy and effective updating when the future brings significant change.
It follows on from the paired module Future Proofing content - what does it mean.
Teaching and learning quality policies often refer to the importance of high-quality resources and content. But what does that mean and who should judge it?
This module looks at the issues involved in making these decisions.
This module looks at how you can lead the collaborative creation of complex content covering a number of subject areas and involving several colleagues.
It follows on from two preceding modules:
- Creating content: adapting and editing.
- Creating content: combining and mixing.
This module looks at how to deliver the best outcomes from systematic and professional searches for suitable resources.
This will include balancing the challenges of credibility, reliability, usability and suitability when assessing the worth of found resources and taking into account what...
Search engines will present you with online content for just about any subject, much of it free to use; presentations, videos, images, quizzes and more.
But often there is so much to choose from - where do you start?
This module looks at how you can make your searches for subject-specific...
This module looks at how to combine and mix existing resources to create more relevent content for learning.
It examines how this can be used to enhance the development of your pedagogical practice with EdTech.
It follows on from the module Creating content: adapting and editing.
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.
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...
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.
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...
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.
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...
Technology improves productivity through working with others, by accessing and engaging with ideas and in improving the administration of life activities. As a consequence, when done well, it provides more time to pursue higher, perhaps more pleasurable things in life and improved general wellbeing.
Using technology has taken teachers ability to interact with one another onto a global platform. The challenge is matching up the right audience with the content shared. It follows that extra care is needed when posting to a site where the audience isn't known.
In a world of competing voices, reputations for one's ideas are hard won and easily damaged and are only as good as the last contribution to a body of work. Consequently, professional standing as a teacher is important and can be managed through maintaining the quality of contributions to...
Using technology, like any other human activity, has an impact on the wider environment. Consumption and pollution from how our devices are made, used, and disposed of, is offset by the changes in environmental costs of behaviour changes that come from where and how those devices are used.
Our online identities are the keys that unlock personal, social and commercial accounts and transactions.
They create portraits of ourselves that others can access and by which they will judge us - as friends, colleagues, and potential employees.
We explored the importance of a digital...
Intermittent and disrupted attendance of learners is an early warning sign of potential drop out or underachievement.
This module looks at the ways technology can help us to intervene early with effective solutions.
This module looks at why it's worth creating and delivering personalised learning pathways and how to make them work in practice.
It follows on from the Personalised learning pathways module.
The culture that we grow up and live in can influence the way we prefer to communicate.
This module looks at how we can draw on this rich diversity to improve the learning experience for all.
A fundamental requirement for effective learning is to understand and be understood.
Inadequate language skills are a barrier at each stage of the learning journey.
This module looks at the ways technology can transform the learning experience and outcomes for ESOL learners and those who...
Technology makes meaningful personalisation a practical reality.
Assistive technology, with materials and resources designed for accessibility and inclusion provides the essential foundations to support learners with a disability or learning disadvantage.
This module looks at the ways in...
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...
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.
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.
Communicating well is a skill in every aspect of life. Learners particularly need to learn how to collaborate and present their learning and accomplishments. Technology can help with making it easier to communicate in terms of its reach and immediacy but can also be a means to misreading what...
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.
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...
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...
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 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.
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 takes an overview of the content, issues and strategies that teachers need to understand, adopt and develop when teaching those skills areas in the National Standards for Essential Digital Skills (2019) that relate to working online. Namely:
This module looks at using technology to support the learning activities of SLDD learners who are working towards living independently.
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...
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...
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...
We all have a preferred set of tools, apps and software that we use for teaching and learning. Making sure you know how to use this to the best of its ability is the first step to effective teaching and learning with technology.
Then, it’s time to extend your range. There are countless...
The best basis for improving practice is evidence from research. This often just confirms our own experience.
This module looks at metacognitive strategies and considers how technology might support their introduction into learning.
This module looks at ways to deal with technical problems that emerge while teaching.
Technical problems can happen at awkward moments in a session. There are some quick and simple ways to try to resolve them, but if these don’t work then teachers can turn the situation into pedagogical...
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 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 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.
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 shows some principles of good practice for creating content that meets the needs of learners with a disability or learning disadvantage.
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.
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.
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.
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...
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 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.