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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.
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.
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...
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...
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.
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...
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.
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...
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.
Immersive technologies such as Virtual Reality (VR) make a distinctive contribution to learning and to individual learners that cannot be replicated by any other media currently available to educators. What makes it special for educational content creators is its ability to fully immerse the user...
There are a number of widely available tools to create Augmented Reality learning objects.
These enable you to put together creative and pedagogically effective learning resources that fully exploit the graphical capabilities of digital technology.
Virtual Reality (VR) is a wholly manufactured experience. Learners can use mobile devices, often worn (so as to respond to head movements), to see and interact with a visual depiction of a place, person or object.
The location of the learner is not material to the experience because it is...
Augmented Reality (AR) superimposes either graphics, visual presentations or text as an overlay on a given view, looked at through a mobile device like a smartphone or tablet.
Location is important for AR and where the device being used and what it is pointing at because AR is rooted in the...
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.
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.
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.
This module is related to the Effective teaching and learning online module because supporting learning is a feature of effective TLA. With online learning, similar to learners in traditional content, support is needed to ensure learners can be successful.
It is difficult for teachers to maintain effective oversight of learning activity during remote online working. Records of learner logins can’t show if a learner was engaged in learning and making progress, or even physically present at a device.
Synchronous learning occurs when the teacher and learners are present in real time. Meeting face-to-face remains central to most statutory and higher education. Asynchronous learning allows learners to choose the time and place at which they learn. It depends on access to resources rather to a...
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...
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...
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 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...
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 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.
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,...
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.
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...
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.
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 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 using technology to support the learning activities of SLDD learners who are working towards living independently.
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.