This is where it gets hard, not simply because the research student is venturing out into the unknown, but also because selecting the methods through which the research will be conducted will differ hugely between cultures, between disciplines, and between subjects within disciplines. There is no one-size-fits-all template which will allow a pick-and-choose approach to selecting the most appropriate methods. In one sense, this is an easy step, because it will probably be pretty obvious from the outset what methods will be needed in order to answer the research question(s). Almost all academic research methods will involve reading, either to follow-up on what has already been said about the topic or to put it into a wider context. After that, the methods might include interviews, experiments, observations, questionnaires, focus groups, and a host of other activities which will change in emphasis from discipline to discipline. Getting the "correct" mixture of these methods is what will determine the methodology, that is, the system of methods for further research. Here is where high technology can come in. I say "high" technology because even using a pen-and-paper or driving a car to conduct an interview is using technology, but of course we generally mean computer-based technology. In educational circles you will frequently hear the assertion that "the technology should never lead!". This is certainly true, to an extent, but not entirely. For instance, if there are two (or more) ways to record research data, and one way entails using a high-technology solution which makes it easier, more flexible and/or more secure, then surely most sensible people would vote for the use of the technology. Examples might include, the use of RefME to compile the dissertation reference list and store it on the cloud; using Mendeley to store the articles online; the use of SurveyMonkey to conduct a questionnaire online rather than face-to-face, giving time-flexibility, wider geographic coverage, and the ability to utilise automatic data analysis and presentation tools; the use of a free voice-recorder smartphone app to record interviews… The list could go on and on. A crucial factor in all of this is to consider carefully - right at the start - how these methods will allow you to analyse and hopefully make sense of the data which will be gathered. It makes little sense jumping off a high-point without knowing, even approximately, where you might land. Similarly, it makes little sense to gather mountains of data without any ideas how to begin to make sense of it. The supervisor should be able to give some clear directions, but ultimately each situation, each carefully worded question, is slightly different, and will have different constraints on time, resources, and abilities, so the student will need to be fully comfortable with the methodology before even starting the research. Prior studies in a similar area can help to provide some direction, but the precise mixture needs to be decided for each individual research project.

Role-playing is one of the most powerful teaching strategies. It uncovers the complex personalities of your learners, while they engage with each other and the eLearning program within their roles. But we cannot use role-playing in just any eLearning course. What situations allow us to use role-playing in eLearning, then? And what are the varieties of role-playing strategies? Let’s find out in this article. Trainers and instructors have long used role-playing to simulate a workplace scenario. Games used in classrooms also often utilize role-playing. Generally, learners find enacting along storylines a very enjoyable learning experience. Roles encourage them to get into someone else’s shoes and make decisions based on their role (and parameters). But what are the learning situations that warrant a role-play exercise? Situations where trainers want to allow the learners to view events from a different perspective. For example, making a middle manager think like a customer support agent, or making an employee think like a customer. Situations where you want learners to experience in an online environment events which are not possible in a live environment. For example, letting a man experience sexual harassment as a woman. Demonstrate the various stages of a project, from inception to launch. Teach learners effective interpersonal skills. Role-playing games and exercises come in many shapes and sizes! The best type of role-playing in eLearning are the games that create a sense of drama and conflict. Learners may feel stuck, but they’re still motivated to solve the dilemma. The best type of eLearning role-playing games are the ones that create a sense of conflict.Click To Tweet Here are five good examples of role-playing in eLearning: 1. Behavior Criticism: In this type of role-play exercise, you can teach learners the desirable behavior in a particular situation. The eLearning program would model bad behavior, so that learners are able to highlight the mistakes. One learner can enact bad behavior, while their peers react to it. 2. Who am I? Based on a popular game, learners are required to select a popular person in their field and prepare a speech by pretending to be them. They post their speeches on the discussion forum. Peers will comment on each other’s speeches and try to guess the personality. Learners are able to understand and relate in a deeper way to the content and its context this way. 3. Murder Mystery: You can teach investigative and fact-finding skills by playing a murder-solving role playing game. A scenario with characters is described in detail, and learners are required to study it. Each learner gets a role. They are required to solve the mystery with the aid of information they have on their character. Other variations of investigative-style role playing includes: a. Hunt for the treasure b. Learn the cause of an accident or crash c. Discovering the cure or antidote for a disease d. Locating a missing individual 4. Court Trial: This one is quite fun to do! Put a learner, a personality, a historical figure or an organization on trial. Assign roles to your learners like judge, accused, jury and victim etc. 5. Board Meeting: This strategy is popular in training within organizations. Conduct a mock board meeting between CEOs, presidents and other important stakeholders. Each character is described in detail. Their relationships with each other are also defined. An agenda and a time limit is provided. Everyone talks according to their role. Role-playing in eLearning is quickly catching up in the form of character studies and scenario-based eLearning programs. Knowing about these strategies will make planning for such programs much easier. Have you developed a role-play exercise for your eLearners? Please let us know in the comments below! The post 5 Ways to use Role-Playing in eLearning appeared first on TalentLMS Blog.

Feedback is definitely one of the most neglected areas in trainer/online instructor development. While live feedback environments are easier to control, online environments are relatively challenging for providing feedback, which is important for scaffolding and developing a learner from novice to master. In this article, we will share with you some eLearning feedback tips to create a positive and achievement-oriented online training environment. When we assess learners in an online environment, we provide feedback in many ways. Scoring, for instance, is an incomplete type of eLearning feedback. It rarely provides corrective measures for improvement. Learners often complain of lower scores, if individual feedback is missing along with scores. On the other hand, many online instructors do not have the time to provide individual feedback; they complain of the tedious, time-consuming nature of the task. By focusing on the required feedback strategies, online instructors can be motivated to provide quality, effective feedback for an enhanced eLearning experience. As for learners, they tend to remember instructors by the feedback they provided throughout the course. So, go ahead and use these tips to improve your eLearning feedback and student registrations in your future courses. Research on online collaboration strategies reveals three primary attitudes in an online instructor for writing feedback: Personal: As the eLearning course progresses, the online instructor can maintain a "personality database" of the registered learners for the course. Instructors can also add some specific and distinguishing character traits (try to be positive!) about each learner during their online encounters with them. These encounters can be assignments, emails or discussion board messages. One tip is to use adjectives like "hard working", "needs help", "tries to perform well, but needs guidance", "over-achiever", "helps everyone in need" and something similar to remind you of the learner. When providing feedback, refer to the personality database. Personalize the message by referring to any positive or helpful act demonstrated by the learner in the past. In that vein, encourage them to continue doing better. Also refer to the assessment criteria or rubric that corresponds closely to the current learner performance. Then highlight a step higher, indicating your expectation from the learner in the next assignment. After all, setting up higher expectations has historically paid off in the form of improved achievement and participation. Also, remember that positive comments or positive reinforcement are more powerful that coercive comments or negative reinforcement. Specific: Feedback must also be targeted. Always tie your feedback to the task at hand and the trend you see in the mistakes. Talk about the level and degree of learner effort and the desired direction. Also make sure to comment on whether they are on the right track or need to catch up. Then suggest strategies to catch up, if needed. And always try to tie performance in an assignment to real-world context. Timely: Feedback needs to be consistent, immediate, ongoing, incremental, and formative. Learners have more faith in instructors who provide feedback within 24 hours or within the promised time-frame. Also, timely feedback leads to timely corrections - leading to improvement in the upcoming assessments/assignments. Suggested formats for creating an effective eLearning feedback: Always begin positively: Praise the learner for submitting their work. Include a comment on their learning style that leads to a positive learning environment for them and others. A positive start in your feedback message grabs the learner’s attention and enables them to act upon the upcoming suggestions for improvement. Moreover, learners feel a sense of belonging to the eLearning program. They are motivated to contribute further. Learning with you becomes personal. You can now prepare them to tackle the next challenge. Connect the content assessment with real life: Have students maintain a "private journal" on a weekly basis in which they share how they applied their learning in their personal or professional lives. This activity is actually supported by many learning management systems: simply have the learners share their journals with only one viewer: the instructor. By reading about their course to life connections, you can build more connections within the feedback. Learning with you becomes meaningful. Learners feel connected to the instructor. Rubrics, rubrics, rubrics! Have the learners create a general performance rubric. Use their suggestions to create your own rubric. The more detail you have in your rubric, the higher quality, efficient feedback they will receive on their grading. Rubrics offer quicker solutions than feedback. Simply add personal messages after referring to the learner status in the rubric. Multimedia-based eLearning feedback: Did you know that a study revealed that a hefty 70% of online students preferred audio messages as eLearning feedback! And they are easier to create than text-based feedback! Think about it: you don’t need to emulate expression and emotion through font sizes and italics or even emoticons. Simple use your natural conversation style to record your feedback. Instructor voice messages sound like personal conversations that aid in fostering a stronger learning community. Text-based feedback with images and badges also offers great feedback options. Images that include a funny message but a hidden suggestion to work harder or read more or even talk more are great ways to guide a learner without patronizing them. Feedback is the soul of an eLearning environment. They add a personal layer of warmth to the seemingly "cold content"! Feedback is the soul of an eLearning environment.Click To Tweet   Strive to produce personalized feedback that is specific as well as timely. Remember, your aim is to convince the learner to act upon your words. So, start positively and end with well-meant advice. And don’t forget to share with us your feedback and experiences from the online environment. References Collier, Katherine & Yoder Brown, Maureen. Successful Online Discussion and Collaboration. Retrieved from: http://www-tc.pbs.org/teacherline/courses/tech525/docs/successfulonlinediscussion.pdf The post The eLearning Feedback Power: Personal, Specific, and Timely appeared first on TalentLMS Blog.

PulseLearning was delighted to attend a number of events in Australia to celebrate St Patrick’s Day last month. In Melbourne’s Eureka Tower, our team along with some Clients attended a business luncheon hosted by H.E. Mr. Noel White, Ambassador of Ireland to Australia and Enterprise Ireland on 16 March. The venue was spectacular. Eureka Tower […] The post St Patrick’s Day Events - Australia 2016 appeared first on PulseLearning.

March was another amazing month of connecting with educators around the globe! We hosted 45 events in six countries, including our 4th Annual Summits in Hawaii and Georgia, Certification Bootcamps around the U.S., and in-district customized professional development such as these GAFE workshops in Saudi Arabia and Australia as well as a student event in Forest Hills, OH. We reported a combined 494 hours of professional development on behalf of 71 different Google Certified Trainers.We are honored to work with so many fabulous trainers and organizations. Thank you for allowing us to share our knowledge and expertise with so many educators and students. Look what's in store for April and as always, feel free to contact us about coming to you! 

Classroom training and studies are often the easy part of finding and obtaining a job in your chosen profession today.  To stand out in the job market, a comprehensive education, coupled with hands-on experience and training can play an essential role in getting the ideal job upon completion of your program. The opportunity to take formal training and put it to practice in an internship, externship, apprenticeship, or even through volunteering can have a huge impact on career and employment opportunities. Internships and externships are both types of work experience that offer participants the opportunity to learn and gain experience in a chosen field. The differences between the two types of hands-on training are subtle; the main differences are often the duration of the training and payment for the positions. Internships are designed to offer hands-on experience, typically near or at the end of your formal training or education.  A good internship can assist with finding permanent employment in a given field. Internships are often part-time opportunities, the duration ranging from few weeks to a few years. These positions are sometimes paid, but can also be unpaid or for-school credit, depending on the program. Internships are beneficial to both the student and employers; they are a great way for students to gain hands-on training and experience while allowing employers to observe and train potential employees inexpensively. Externships are similar in nature to an internship, but are usually shorter in duration and are often more of an opportunity to observe the job duties and skills rather than training and actively doing the job. Externships are typically offered earlier in training programs, which allows you to get a feel for the occupation before fully committing to the career path. Most externships are unpaid positions, and do not include credit toward studies. An apprenticeship is a paid job that offers someone who is new to a profession the opportunity to learn from an individual who is considered an expert in his or her field. Apprenticeships are both a job and an education and typically last over a period of years. Apprenticeships are offered for virtually any job you can imagine and allow an apprentice to become highly skilled in all areas of a profession until they are able to successfully do the job independently. Volunteer opportunities are another important way for students to get hands-on experience in a chosen career field. Volunteers do not get paid, but do learn new skills that can be valuable to a new career or job path. In addition to the hands-on experience to compliment classroom learning; internships, externships, apprenticeships, and volunteer work will allow you to enhance your resume and make valuable connections with others in your chosen industry. These experiences allow you to establish contacts for networking, receive letters of recommendation from professionals in the field, and make a substantial contribution to overall job potential. Not all programs offer internships or hands-on experience with the training, so sometimes you just have to create the opportunity or find one on your own. The internet is always a great place to start. Search for local postings in your field and contact agencies or businesses. Often times, telling them about your training and goals to work within the industry to gain some experience can lead to internship opportunities and/or volunteer work. Charities and community service programs can also be a great resource to make connections locally and they may be willing to assist you in finding opportunities that are not openly advertised. Many employers give preference in hiring individuals who have previous internship experiences in their respective fields. Showing potential employers you stand out in your field can be directly related to any internships, externships, apprenticeships, and volunteer work you have completed in your field of study. The key is to highlight the knowledge, skills and experience you gained from your training and hands-on experiences. Below are some resources you may find useful in your search for an internship: How to Get an Awesome Internship http://www.forbes.com/sites/francesbridges/2012/05/31/how-to-get-an-awesome-internship/ Defining the Six Most Common Internship Types https://www.wetfeet.com/articles/defining-the-six-most-common-internship-types 5 Most Common Internship Interview Questions and How to Answer Them http://www.vault.com/blog/interviewing/5-most-common-internship-interview-questions-and-how-to-answer-them/ 8 Questions to Ask in an Interview for an Internship http://www.monster.com/career-advice/article/8-questions-ask-internship-interview The 6 Most Important Internship Tips & Takeaways http://www.rasmussen.edu/student-life/blogs/main/6-most-important-internship-tips/   References How to Find Community Volunteer Opportunities http://www.ehow.com/how_2131153_community-volunteer-opportunities.html What is an Internship? http://www.internships.com/student/resources/basics/what-is-an-internship What is the Difference Between an Internship and an Externship? http://www.wisegeek.com/what-is-the-difference-between-an-internship-and-an-externship.ht   SSee more at: https://ed4online.com/blog/hands-experience-value-internships-krista-maxwell-guest-blogger#sthash.PA4w4aze.dpuf        

  We understand what cloud-based software companies need from a learning management system - because we are a cloud-based software company! From the beginning, our relationship with a similar company, KeyedIn Solutions, was built on what we share - similar products, values, and a trajectory that has brought us both rapid international growth. As two young companies, we’ve quickly established reputations by developing software that helps customers to achieve their goals. Because KeyedIn are experts in cloud-based software, they set the bar for a learning management system very high. The team sat through more than 30 demos in their search for a training platform that was as sophisticated yet simple as their own solutions. That search for a flexible, scalable and affordable LMS brought them to LearnUpon, where they’ve since learned to love our customer support. Here’s what every great software company should demand from a learning management system.   The KeyedIn story KeyedIn was founded in 2011 by George and Lauri Klaus, business leaders who achieved enormous success with the sale of their previous venture, Epicor. KeyedIn was inspired by a belief in the power of cloud technology to help clients achieve unprecedented results. A leadership team with decades of experience in building and delivering value through enterprise solutions was appointed. The solutions they began to create were developed in the cloud and delivered through a Software-as-a-Service (SaaS) model. The company’s rapid growth has since been built on the recognition that businesses need solutions that are affordable, easy to implement, and quickly deliver a return on investment. That’s also what KeyedIn needed from a learning management system that was flexible enough to manage internal training and offer clients eLearning tools that added real value.   1. Choose an LMS vendor that makes the process easy From the beginning, KeyedIn knew they wouldn’t settle for just any option. As B2B software experts, they were as rigorous in their search for a learning management system as their clients needed them to be. That search was exhaustive, taking in 30 product demos of varying quality. The demo itself became a useful tool for the selection team, delivering insights about LearnUpon’s LMS and culture that helped them to reach their decision. The demo also proved to be the start of the relationship they value today. Shelly from KeyedIn says: After such an exhaustive search, we were somewhat weary. But our experience with LearnUpon was different from the beginning. Our Account Manager was so pleasant and accommodating. And we loved what the demo revealed about the LMS. The interface looked like it would be really easy-to-use for our audience. And the great value price plan confirmed our decision.   Let LearnUpon help with your selection process. Schedule a demo now.   2. Choose an LMS that grows with you Flexibility and scalability were essential criteria for KeyedIn. The learning management system they chose had to multitask: training staff and partners on core products - Projects, Signs, Manufacturing, and Konfigure - and providing eCommerce functionality. The LMS needed to work for them but also to represent them, adding value to partnerships by delivering tools their clients needed to be successful. Given KeyedIn’s culture of growth, it was essential that the LMS would make partners aware of other products that might interest them. Like all ambitious software companies, they needed an LMS that not only fit them today but would adapt to the business they were becoming. Shelly says: We needed an LMS that could grow with us. We were already growing quickly and the learning management system needed to support that growth. There were specific features the LMS had to offer: multiple child portals, and a platform that was easy to brand, customize and white label. The platform also had to have an intuitive interface that was simple to use. From the start, cost was a real challenge. It was our first time in the market for an LMS so it had to deliver everything at a really reasonable price point. And that’s what we got! LearnUpon has also helped us to make big savings by reducing travel and labor expenses. The LMS has allowed us to deliver a much better customer experience. Our clients can now communicate with us about their training 365 days a year. We also know the financial value of excellent support. It’s saved us labor and resources that would otherwise impact the profitability of our programs.   3. Choose a company you like working with While KeyedIn knew the LMS had to fit their specific requirements, they also wanted to choose a company that suited them in less obvious ways. LearnUpon easily won out in both from the demo onwards. Shelly says: Our experience with the LearnUpon team has been so positive; it’s been a joy. Our Customer Success Manager Carrie has been a treat since day one! She’s understanding and demonstrates amazing customer service. Lisa in Customer Support gets right to the point and understands us so well. Just in case it’s not obvious, LearnUpon’s customer service is impeccable! Because they’re so great to work with, I look forward to chatting with them. Oh, and the LMS is pretty amazing too.   We love a good success story! We’re sure we’ll be hearing a lot more from KeyedIn very soon.   Try LearnUpon free for 30 days .learnupon.com Agree to Terms of Service Start my free trial The post What every software company needs in a learning management system appeared first on LearnUpon.

Instructional Design relies heavily on educational psychology. That’s why it’s essential for eLearning professionals to have a good grasp of the basics of psychology and understand how the human mind thinks and learns. In this article, Christopher Pappas from eLearning Industry highlights 10 educational psychology terms that every Instructional Designer should know.   Whether you are working with an eLearning team or meeting a potential client, it’s always wise to have a few key psychology principles and terms locked away in your long-term memory banks. After all, educational psychology can help you to better understand learning behaviors and cognitive processes. It will also help you to design more powerful and practical eLearning courses for online learners. Here are 10 psychology terms you may want to add to your eLearning professional glossary, as well as 3 tips that can help you take full advantage of educational psychology in your next eLearning course design. Pedagogy: A discipline that centers on the theory and practice of educational pursuits, both online and in face-to-face learning environments. Pedagogy in eLearning involves studying the best methods to convey information to learners, as well as how online facilitators can teach their audiences. It covers a wide range of concepts, from more comprehensive educational endeavors, such as developing a curriculum, to projects with a smaller scope, like developing an effective scenario-based online training. Assimilation: Incorporating new ideas, concepts, or experiences into the existing mental schema. This may also involve tying new information to preexisting knowledge. There are a variety of factors that can influence the rate of assimilation, such as distractions, emotional states, an online learner’s characteristics, and learning motivation. For example, an online learner with a short attention span may not assimilate information as rapidly or effectively as an online learner who is completely focused. Constructivism: A cognitive development approach that relies on the active participation of the learner. In essence, learners are encouraged to construct their own understanding and perception of reality by drawing upon their personal experiences and belief systems. Intentionality: Refers to the act of doing something with dedication and purpose. For example, an employee may intentionally complete an online scenario because they know it will improve their work performance. Or an Instructional Designer might include interactive simulations in an eLearning course design in order to engage the audience. Every action and choice is geared towards achieving a specific outcome. Self-regulation: This is one of the primary components of self-guided eLearning courses. Self-regulation involves thinking and acting without relying on the thoughts or opinions of others. It typically requires a great deal of determination, mental focus and self-control, as the online learner must be able to overcome challenges and apply the knowledge they have learned in order to achieve their objectives. Theories of development: A term that encompasses two sub-categories which take two opposing viewpoints on human development: Continuous: suggests that humans develop gradually as they age. This is a slow process that does not have any distinct stages. Discontinuous: human development takes place over time as a sequence of events or stages. These stages are dictated by a variety of traits and other factors that are present at birth. Self-concept: An individual’s perception of their own talents, skills, and abilities. This also relates to values, belief systems, and strengths or weaknesses. Self-concept can be used in eLearning experiences to inspire online learners and drive them to succeed. For example, if a learner believes that they are good at mathematics, they will go above and beyond to improve upon their weaknesses so that they live up to their perception. Knowledge construction: Making online learners aware of how their knowledge absorption is influenced by their belief system, personal values, experience, and background. In essence, online learners can only truly benefit from the experience if they are able to apply their preexisting knowledge. Scaffolding: Support resources that are given to an online learner in order to help them achieve their goals. This might involve praise, dividing a task into more manageable steps, or offering tips that can help them overcome an obstacle. As the online learner progresses, resources are slowly removed. The primary goal is to give the online learner the guidance they need to eventually become self-confident and empowered. The result is that they will be able to participate in self-guided learning activities without any assistance. Multiple intelligences: A theory first introduced by Dr. Howard Gardner, which stipulates that there are eight distinct types of intelligence, including: logical-mathematical, musical, spatial, bodily/kinesthetic, linguistic, interpersonal, intrapersonal, and naturalist intelligences. Instead of viewing intelligence as an all-encompassing ability, the theory of Multiple Intelligences suggests that different learners can excel in different modalities. 3 educational psychology tips for every Instructional Designer Allow learners to go at their own pace. As an Instructional Designer, you need to remember that all online learners absorb and assimilate information at different rates, and in different ways. This is why it’s often beneficial to create self-guided activities that allow them to go at their own pace. Use positive reinforcement to boost motivation. Positive reinforcement is one of the most effective ways to boost learner motivation. Offer learners personalized praise when they perform well, as well as constructive criticism for those who might be struggling. Immediate feedback is always best. Offer variety of eLearning activities. There are number of different learning methods an Instructional Designer needs to consider. While one online learner might be more visual, another may absorb information more rapidly when it is in written form. Incorporate a wide range of learning activities to accommodate every member of your audience. You can determine their preferred learning need through surveys, eLearning assessments, and interviews.   Keep in mind that these psychology terms are just a small snippet from the educational psychology dictionary. So, why not take a few minutes every week to commit a few more to memory and research the ones that pique your curiosity. You might be surprised by what a difference a word makes, especially if you discover a new Ιnstructional Design theory or idea that you can integrate into your eLearning course design.   Now that you’ve added 10 new psychology terms to your ID vocabulary, consider reading some psychology books that every eLearning professional should have on their shelves. Read the article Top 10 Psychology Books That eLearning Professional Should Read to learn more about how the brain works and why learners absorb certain pieces of information more rapidly than others. The post 10 psychology terms every Instructional Designer should know appeared first on LearnUpon.

Moodle logo by Oliver TackeMoodleMoot is the annual conference for users of Moodle and the 22nd-24th March saw the UK event take place in Dublin. Falmouth’s Learning Space, like the majority of VLEs in the UK is built upon Moodle, so it is an excellent opportunity to find out more about upcoming features and how other HEIs are using the platform.The first day usually takes the form of a HackFest, where participants explore and develop with Moodle functionality. Key themes for this year were Learning Analytics, Assessment and MOOC Design.The main conference begins on day two with themes including Adoption where Middlesex University talked about inclusive learning, academic and professional service partnerships and analytics tools like Tableau to monitor and drive engagement. Within the Develop strand, the Open University presented on their new theme and also developing a tool to deliver VLE material in multiple formats which provides better accessibility for students. Check out the OU #Mootie16 write up for more. The importance of User Experience (UX) design and usability testing was also raised. Administration covered Southampton Solent’s approach to rollover and why they don’t undertake it (each module having a start and end date, students and staff can then access old modules up to 3 years).Other interesting presentations came from Dublin City University on their measures of Blended Learning in moodle which include; content transfer, assessment, interaction and collaboration. UCL have been trialling ‘My Feedback’ to present students with one source of feedback across assessed activities. Cranfield University are using Open Badges to improve TurnItIn Inductions and Portsmouth are looking at ways to manage large file submissions for creative subject areas. Portsmouth’s current approach is to use Google Classroom in conjunction with moodle, something we had also demonstrated for Falmouth last year.The Moodle website documents some of the major features of the platform. Contact the team if you are interested to use these within your course. In addition, twice a year the community runs a the Learn Moodle MOOC that helps educators create courses and learning activities and peer review the work of colleagues across the globe.

In this series of articles, the Educational Technology team will be providing an insight into existing practice using technology for learning and teaching at Falmouth University and various projects being undertaken within the sector.This week is World Autism Awareness Week and in deference our lens shifts to Inclusivity and Inclusive Educational Practice. The effects of recent cuts to funding for Disabled Students (DSA) mean that institutions must re-appraise the ‘reasonable adjustments’ that the Equality Act (2010) requires to be be in place.Inclusivity, by definition, means that everyone regardless of origin, background or ability is included in whatever activity it is that is being delivered. So, inclusive practice is about making sure that technology is used to create activities and materials that everyone can access and make use of. But it is also about using pedagogical techniques that ensure everyone can get involved and their contributions are valued equally, whilst making the most of individual strengths for the benefit of the whole group.Inclusive practice within teaching may include providing online course content in a variety of formats and making this accessible on a variety of devices. The Open University have recently implemented a system to present VLE content in accessible formats and tools such as Gitbook facilitate publishing material in web, pdf and ebook formats. You might also find our post on re-designing learning content for online delivery useful in this regard.Where large amounts of text are used, Educators might consider a screen capture using Snagit or an audio recording with Vocaroo. A transcript should also be provided and for video, services like Youtube and Vimeo provide automated closed captioning. For presentations, recording a Movenote to accompany the powerpoint will enable students to refer back to the lecture material and you might encourage your students to make use of tools like Cogi to record their own notes.The JISC/NUS Digital Experience Benchmarking Tool provides examples of institutional inclusive practice that ranges from ‘developing to ‘outstanding’.Key to an ‘outstanding’ institutional approach is to involve students with a diverse set of needs in developing the digital environment and that all technological investments consider the impact on access, inclusion and equality.JISC have also published some helpful guides on getting started with accessibility and providing an inclusive HE experience. The inclusive HE would; ensure that lecture/seminar materials are available online prior to the lecture, provide an institutional means of lecture capture, support students in note taking and in their own lecture capture and provide policy on the creation of learning materials and accessibility standards.Many universities have already made progress in promoting inclusion, Oxford Brooks, Plymouth University and the University of Sheffield are just some of the institutions who have provided guidance for staff to help develop better academic practice in this area. At Falmouth, the team are working with our BA (Hons) Business Entrepreneurship staff and students to reimagine large text resources, traditionally given as core reading. Learners are co-creating video, audio and interactive images formats that make the learning more accessible and facilitate development of new skills in media production.Accessibility is also a core consideration for Moodle, the software behind Falmouth’s Learning Space and the Moodle community publish information on how the platform meets particular global standards for access and inclusion. Birmingham City University have also added some guidelines for accessible Moodle courses.If you are interested in developing your inclusive digital practice, please check out our good practice principles from this IDPD post and contact the team. Further ReadingWhat equality law means for you as an education provider - further and higher education (2010) Equality and Human Rights CommissionBhagat, D & O’Neill, P (2011) Inclusive Practices, Inclusive Pedagogies: Learning from Widening Participation Research in Art & Design Higher Education CHEAD/ Ukadia CroydonInclusive curriculum design in higher education (2011) - Higher Education AcademyExemplars of inclusive digital practice from the JISC Digital Student Project (2015)