Award in Digital Resources for Learning

MQF Level: 6

ECTS Value: 5 ECTS

Duration: 10 Sessions

Contact Hours: 25

Self Study Hours: 60

Assessment Hours: 40


Course Description

This module will equip educators with the necessary knowledge, skills and competences to effectively identify, assess, select and plan the use of digital resources to meet specific learning objectives and enhance the learning experience according to the context, pedagogical approach, and learner group. Furthermore, educators will also develop the necessary skills to create/co-create, modify, manage, protect and share digital resources, when made available to learners, parents and educators

Overall Objectives and Outcomes

By the end of this module, the learner will be able to:

Entry Requirements

Applicants interested in following this programme are to satisfy one of the minimum eligibility criteria: 

1. A first degree at MQF Level 6 (minimum of 180 ECTS) in Education; OR
2. A first degree at MQF Level 6 (minimum of 180 ECTS) and a Postgraduate Certificate in Education (MQF Level 6, 60 ECTS) or equivalent. 

Applicants are to also have a basic level of digital competences to follow this programme.


a. Create and co-create suitable digital resources to support and enhance the learning experience;
b. Manage and protect digital resources in terms of intellectual property and Creative Commons licences;
c. Develop a research-based approach on the benefits and timings of when to use digital resources during the teaching and learning process;
d. Implement and guide others in using a variety of digital resources which support curriculum subjects that will also address inequalities and promote inclusion;
e. Design and carry out effective lessons that engage and motivate learners supported by digital resources and artefacts which are inclusive in meeting the true needs of users.
f. Manage digital content and distribution to learners, parents and other educators.


a. Critically discuss the use of digital resources in teaching and learning that reduce inequalities and promote inclusion;
b. Demonstrate an understanding of privacy, intellectual property, and Creative Commons licences;
c. Demonstrate an understanding of the use and creation of open licenses and open educational resources including their proper attribution;
d. Examine challenges faced in managing digital resources to provide solutions in reducing inequalities and promoting inclusion;
e. Identify digital resources that help reduce inequalities and that effectively facilitate learning.


a. Assess and select digital resources for teaching and learning;
b. Modify and build on existing openly-licensed resources and other resources;
c. Create or co-create new digital educational resources that can reduce inequalities and promote inclusion;
d. Effectively protect sensitive digital content;
e. Respect and correctly adhere to intellectual property and Creative Commons licences;
f. Modify digital resources where permissible to meet curricular requirements;
g. Select, adapt and use digital resources in teaching and learning that best meet the individual learner’s needs.

Suggested Readings

Core Reading List
1. Fioravera, M. et al. (2019) Alignment of Content, Prerequisites and Educational Objectives: Towards Automated Mapping of Digital Learning Resources.
2. Boyle-Jones, C. (2019) “Technology Brings Learning to Life”: Planning Writing Opportunities through Multimodal and Digital Resources
3. Camilleri, M. and Camilleri, A. (2017) Digital Learning Resources and Ubiquitous Technologies in Education
4. Molyneux, P. and Godinho, S. (2012) “This is my thing!”: Middle years students’ engagement and learning using digital resources

Supplementary Reading List

1. Vaikutytė-Paškauskė J., Vaičiukynaitė J. and Pocius D. (2018) Research for CULT Committee – Digital Skills in the 21st century, European Parliament, Policy Department for Structural and Cohesion Policies, Brussels
2. Schindler, L.A., Burkholder, G.J., Morad, O.A. et al. (2017) Computer-based technology and student engagement: a critical review of the literature. Int J Educ Technol High Educ
3. Manzuoli, C. et al. (2019) School Engagement for Avoiding Dropout in Middle School Education. International Education Studies.
4. IFC Consulting Ltd., (2015) Literature Review on the Impact of Digital Technology on Learning and Teaching. The Scottish Government.
5. Eady, M. J. and Lockyer, L. (2013) Tools for Learning: technology and teaching strategies. Australia: University of Wollongong.

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