This module takes a broader look at the issues and strategies that teachers need to use in designing teaching. This is in the light of emerging capabilities of technology and the ability to teach and learn through them. It is based in the first two groups of standards that looks at devices in...

This module takes an overview of the content, issues and strategies that teachers need to understand, adopt and develop when teaching those skills areas in the National Standards for Essential Digital Skills (2019) that relate to working online. Namely: - Communicating - Transacting - Being...

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 why it's worth creating and delivering personalised learning pathways and how to make them work in practice. It follows on from the Personalised learning pathways module.

The culture that we grow up and live in can influence the way we prefer to communicate. This module looks at how we can draw on this rich diversity to improve the learning experience for all.

A fundamental requirement for effective learning is to understand and be understood. Inadequate language skills are a barrier at each stage of the learning journey. This module looks at the ways technology can transform the learning experience and outcomes for ESOL learners and those who...

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...

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...

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...

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 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.

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...

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...

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...

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...

Part of the professional role of teachers is to engage and support the development and CPD of other teachers. Benefits from supporting others flow in both directions, and the acts of supporting others provides insights and development for all involved.

This module looks at the knowledge and skills you need in order to teach Working with digital media at Level 1.

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 Processing numerical data at Level 1.

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

This module looks at the known risks of prolonged physical inactivity in using technology and the possible psychological risks that can also occur in some forms of interaction. It also looks at how these can be mitigated or removed.

This module looks at the knowledge and skills you need in order to teach Protecting devices and data at Level 1.

This module looks at how identify situations where personal information may be stored securely on personal devices as well as online. It includes how to manage the movement of persona data in a secure way and the use of simple methods to protect personal information and privacy.

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 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.

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 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.

This module looks at the types of digital activities that leave a 'digital footprint' and understand the personal implications for the user in having those footprints. It includes considering how to make the most of leaving information in web sites that help form relationships and speed...

This module looks at how learners can create, edit and access contacts in preparation for sending and receiving online communications using four different methods. It also explores communicating text and including other digital content to individual and multiple recipients, and how to initiate...

This module is progression from Communicating and sharing 2 that focuses on Entry Level issues in relation to setting up accounts, sharing, and collaboration.

This module looks at the knowledge and skills you need in order to teach Buying online at Level 1.

This module looks at the knowledge and skills you need in order to teach Buying online at Entry level.

This module looks at the knowledge and skills you need in order to teach Using online services data at Entry level and Level 1.

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 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.

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. In...

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 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 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.

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.

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.

Technology improves productivity through working with others, by accessing and engaging with ideas and in improving the administration of life activities. As a consequence, when done well, it provides more time to pursue higher, perhaps more pleasurable things in life and improved general wellbeing.

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.

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...

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...

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.

A teacher's professional digital skillset consists of two components; technical and vocational knowledge. This requires teachers to develop sound digital pedagogy – applying technologies to best effect in teaching and learning – and to keep up-to-date in the changing role, impact...