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 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 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.

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.

The pace of technological change means we have to look for emerging ways to improve even when everything is going well. This module looks at how the cycle works in education, where changes in curriculum and better understanding of effective teaching and learning are powerful drivers of...

The decision to dedicate scarce time and resources changing digital technology and practice has to be rewarded by the greatest possible impact on teaching, learning outcomes and experience. This module looks at the example of a single teacher and a subject team determining their innovation plan.

This module follows business tutor Alicja and her colleagues as they apply the innovation matrix and the SAMR model to find innovative ways to deal with the problems that emerged in the module Innovation and the need for change. It looks at the goals and issues that were identified when they...

Pace refers to the rate at which a learner proceeds through a learning event, whether it be synchronous learning in a classroom or online, or making their own way through an asynchronous learning event. Pace is fundamental to progress and performance, but there is no single pace that suits all...

Many problems can be examined and innovative solutions implemented by the creativity of individual teachers and teaching groups. This module follows on from and extends the example and analysis introduced in Identifying the Need for Change and leads into Identifying and Assessing...

The goal and measure of successful innovation must always be that each individual teacher can work with their learners in new ways to achieve better outcomes. This module looks at the part to be played by teachers in implementing such innovation and innovative practice.

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.

This module looks at the range of innovation from individuals to whole organisations. It also looks at how to recognise the signs that it is time to change. This module is part of a linked group with Innovation: 'Review process and practice' and 'Identifying and assessing...

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.

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.

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.

Replacing paper-based approaches to completing a learning plan (ILP) with technology has markedly improved its capacity to accommodate more voices and the immediacy or currency of its construction.

Teachers help ensure that personal data is stored securely and used only for the correct purpose. Nothing is held beyond need or relevance, and that it is accurate, up to date and undertaken with the consent of learners concerned. The practical issues in protecting learners' personal data...

A benefit of using technology in content production is that it creates records of use (footsteps). These processes and products are referred to as data and data has value. This can often be exploited for commercial gain or to coerce or influence situations where there is no consent.

Technology facilitates the creation, collection, recording and publishing of learner's work. It demonstrates a learner's skills and supports course certification. Teachers may be involved in asserting its authenticity and accuracy and can help each learner manage how and where...

Rather than faithfully represent an online version of a standard course, Virtual Learning Environments (VLEs) enable you to add extra features and offer learners: - flexibility in engaging with learning material, - an opportunity to repeat a learning activity for reinforcement, and - a...

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.

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...

Active learning can make a measurable improvement to learning outcomes. It’s been shown to be more effective for all learners including SEND learners. This module looks at the elements of successful active learning and the role that digital technology can play.

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...

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...

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...

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.

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.

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.

Running wholly online programmes has its own challenges for learners and teachers. Online learning offers flexibility in when to engage with it, and attendance in a timetabled class is not a requirement for successful completion. But for some this can be a challenging because it asks learners to...

Peer learning is learning with and from each other. Its meaning is more tightly defined as it being mutual learning between classmates of equal knowledge.

Digital technology and games has created the world’s largest leisure industry. This module explores how they apply to the delivery of learning activities. We look at their use to motivate and engage learners and identify areas where they might be particularly useful. This pairs with the...

Using technology to enable and support learner-led activity is a good way to develop these skills in an engaging way. Allowing learners to direct some of their own learning can drive significant improvement in outcomes and engagement. This module pairs with and precedes the module Staff and...

Organising learning consists of two distinct stages: deciding what you want learners to do, then managing the subsequent learning workflow from the start of each topic to its completion across an entire course or programme.

This module looks the characteristics of traditional and active learning spaces, both as concepts and as practical pedagogy. It looks at ways to deliver active learning within more restricted and lesser resourced contexts. The module pairs with the Active learning: experience and outcomes...

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...