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Peer assessment happens when learners find inspiration and insight in the ideas, suggestions, criticisms, contributions and thoughts of other learners, relative to their own contributions. As a result, learners can refine actions, comments and contributions to make their own learning and work...
Using videos, structured sets of annotated still images and sound recordings can be a great way to provide feedback.
This is particularly true when the work you are assessing is an event or performance of a task: when you want to know how well an apprentice changed a washer, not how well they...
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...
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.
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.
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.
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 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...
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...
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.
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...
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.
The module explores the practical underpinnings of good attribution and referencing. It looks at how to develop and reinforce the judgement learners need in order to avoid plagiarism. This module pairs with Dealing with plagiarism.
This module looks at a systematic approach to assessing the reliability and validity of information that is likely to end up embedded in learning resources and teaching practice.
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...
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.
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.
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.
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...
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, 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.
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...
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.
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 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 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 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 shows some principles of good practice for creating content that meets the needs of learners with a disability or learning disadvantage.
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...
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...