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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...
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 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.
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...
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 using technology to support the learning activities of SLDD learners who are working towards living independently.
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.
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...
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.
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...
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.
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...
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 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.
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...
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...
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 a broad classification of learning disabilities and the forms of technology that are best suited to overcome the associated challenges to learning.
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 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.