1. Reflect on what works best in your teaching and learning to meet the diverse needs of learners - The project team utilised the electronic resource with a wide variety of learners, gathered feedback in various contexts and reflected on that feedback to inform how they could best meet future needs of similar groups of learners. For example, noting that an option to allow some learners to receive instruction in their mother tongue aided some learners (but not the majority who preferred the simplicity of having both instructions and learning in English as the language being learned.) 

5. Value and promote social and cultural diversity, equality of opportunity and inclusion - The project involved learners from a range of backgrounds including age, gender, ethnicity, disability etc. All were supported to participate and those who struggled with the technology were provided with additional support. When the learners were brought together at the end of the project, they were able to socialise and meet people from other classes usually based on other campuses. The team managed to connect three learners who had come from a minority ethnic group within Afghanistan who swapped numbers and have become friends.

15. Promote the benefits of technology and support learners in its use - Not all of the teachers involved were keen users of technology in the classroom. One in particular used it very little. This project has given this teacher the confidence to reflect on her practice and to work with more ‘techy’ colleagues to trial new things in her classroom. While the teachers work in the same department, it is very large and they didn’t know each other so it has provided the opportunity to share practice and resources. One of the other teachers sits in the middle and uses some tech but, during the project, she applied for an internal position of ‘digital champion’ to support college staff with developing their digital skills.