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 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.

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....

Well-designed mobile learning activities can deliver a range of benefits to learners. This module will look at two scenarios that describe the advantage of good design and the issues that can constrain it.

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 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...

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...

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...

As with all other aspects of teaching, changing subject and industry practices and requirements emerge as ideas, fashion and skills develop. A lot of changes occur by or through technology and it is an essential mechanism for its dissemination and adoption.

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 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.

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.

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...

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...

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.

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. Flipped learning...

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.

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.

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...

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 knowledge and skills you need in order to teach Being responsible online. The first chapter deals with behaviour that is socially inappropriate and how to protect yourself from it. The second chapter focuses on behaviours that are illegal and how to stay within the law.

This module looks at the knowledge and skills you need in order to teach Creating and editing digital media at Entry Level.

This module looks at the knowledge and skills you need in order to teach Creating and editing documents at Entry Level and Level 1.

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 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 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 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.