Bridging the Gap
etf:3446
Engaging learners with diverse needs and disabilities to access components of the Essential Digital Skills (EDS) qualification.
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Information and communication technology
Supporting learners to develop their knowledge of digital terminology
etf:3444
Supporting Entry Level 3 digital learners to develop their knowledge and understanding of digital terminology.
Flipgrid for ESOL language development
etf:3443
Utilising the video discussion platform Flipgrid to empower and develop ESOL learners’ language development in speaking and listening.
Supporting the Essential Digital Skills of ESOL and low-level English students
etf:3441
Testing an inhouse resource aimed at supporting ESOL and lower-level English learners to develop their knowledge and confidence in the application of Essential Digital Skills (EDS).
Can language learning apps enhance the classroom experience for ESOL learners?
etf:3440
Exploring a digital language learning package to support ESOL learners in the city of Bristol.
‘Teaching nuggets’: go-to resources for supporting ESOL and low-level literacy learners with digital skills
etf:3439
Promoting digital and literacy teaching practice.
Development of IT skills within the ESOL classroom
etf:3431
Developing IT skills among low-level ESOL students enabling them to access aspects of IT to enhance their learning.
Arresting the digital tundra a study in adult digital skills evolution
etf:3418
Supporting adult learners returning to education to study EDS.
English and digital tools in the prison classroom
etf:3414
This project explored how to improve the embedding of digital tools within English sessions across Novus’ provision. The project set out to research, design, and deliver a bespoke training offer for teachers of English across prisons in the West Midlands.
Using simulations to build essential digital skills in prison learning
etf:3413
This project evaluates the use of simulations to support learners in developing digital skills in practical contexts previously excluded in prisons, for example, performing online transactions, accessing social media. It also considers how prisoners with digital design skills can be involved as ‘learner-designers’ in the production of simulation prototypes.
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