Information and digital literacy in education via the digital path

In March 2020, UK higher education embarked on a sudden shift to digital learning. In the vast majority of cases, it wasn’t a designed and fully realised transformation of teaching and learning.

It was an emergency response to an unprecedented situation that relied on upskilling staff rapidly enough to enable them to deliver the remainder of their courses, and assess them, in as effective and equitable way as possible. 

The extent of this digital shift, and the tools, techniques and platforms used, varied not only between universities but also within them, depending on the demands of different departments and the confidence and capabilities of the staff.

If you’ve been paying attention to education news lately, you’ve probably noticed that the conversation around technology in the classroom is shifting. When edtech first burst onto the scene almost three decades ago, access to more technology – devices, broadband – was everything. Educators, policymakers and parents all wanted to know how to get as many devices into the hands of students as soon as possible. How students leveraged technology to support learning would not become a primary focus for many years to come.

In this free course, Take your teaching online, you will gain  knowledge fundamental to delivering effective teaching online.

Amid talk of pandemics and economics, it may seem like a comparatively minor discussion to have: the difference between remote learning and online learning. 

But, with COVID-19 forcing schools around the nation to move their classrooms online and more and more scrutiny leveled at the sustainability of doing so, it’s a conversation that education experts increasingly insist should happen. Making the distinction, some say, could shape the future of online learning for years to come.