A variety of learning and teaching methods are used such as presentations by specialist practitioners, group discussions, case studies, problem based learning activities and participant centred investigations. There is a strong emphasis on activity-focused learning and participants are expected to actively engage in all sessions. In addition, participants are required to engage in independent study so as to consolidate and build upon their learning in taught sessions. This takes the form of undertaking follow-up tasks and work based self-assessments and reading key texts and research papers.

This module provides an introduction to the core issues, strategies and techniques required to facilitate effective learning with hard-to-reach learners through digital technologies. It explores the changing role of technology in supporting student learning and the role and responsibilities of teaching staff in this context. Participants are supported to systematically reflect upon and assess their own approaches to supporting learners through the use of learning technologies. It is suitable for new or experienced teaching staff who have a teaching commitment in the context of leading learning with hard-to-reach learners using digital technologies.

- University Library for a range of relevant texts, e-books and academic journals
- Materials and resources on the module VLE
- Access to academic and library support

Beetham, H. and Sharpe, R. (2013) Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning, 2nd Edition, London: Routledge.
Facer, K. (2011) Learning Futures: Education, Technology and Social Change, London: Routledge.
Gillespie, H., Boulton, H., Hramiak, A. and Williamson, R. (2007) Learning and Teaching with Virtual Learning Environments, London: Learning Matters.
John, P. and Wheeler, S. (2007) The Digital Classroom: Harnessing Technology for the Future of Learning and Teaching, London: Davide Fulton.
Simpson, O. (2013) Supporting Students for Success in Online and Distance Education, 3rd Edition, London: Routledge.

Details - A portfolio of evidence (5000 words) weighted at 100% which shows the participant's:
Critically reflects on own development of leading learning with `hard-to-reach' learners using technology in a teaching and learning environment.

(Details of the specific contents of the portfolio and the assessment criteria are provided in the module handbook.)