The summer course comprises an introductory session and five content modules delivered over a three-week period.
There will be two live tutor-led interactive workshops each week, as well as a number of engaging asynchronous tasks that you complete in your own time.
We anticipate that most live sessions will be held at around 1pm UK time, but we will also take into account the various time zones of participants and deliver the live workshops at times that are convenient for the majority of participants.
The asynchronous part of your course will allow you and your fellow participants to extend the learning from the live sessions. Typically, this will include follow up quizzes, extra readings and materials. You will also benefit from opportunities to discuss aspects of each session with your peers in pairs and in small groups, allowing you to reflect on how you might tailor the content of each session to your own teaching context.
We expect you to devote at least 5 hours each week to your course. Outside the scheduled live sessions, you can study at times that are most convenient for you.
Class sizes are kept small to maximise opportunities for interaction.
During your two weekly live workshops, you will be expected to participate actively in discussions and exchanges with your tutor and fellow participants. You will be encouraged to continue your discussions through additional online interaction throughout your course.
The first day of your course will begin with an introductory session to introduce you to the structure, expectations, and goals of an Oxford Teachers' Academy course. You then follow a series of five modules over three weeks.
Module 1: Building Digital Citizens
- What is digital literacy?
- How digitally literate are you?
- What does digitally literacy mean for a student?
Module 2: Information Overload!
- How do we deal with all the information we have access to?
- What can we do to teach our students to better search the internet?
- How to digitally curate information
Module 3: Fake news – distinguishing fact from fiction
- How can we develop our students' information literacy skills?
- How can we teach our students to recognise fact from fiction?
- What tools can help us to distinguish fact from fiction?
Module 4: Isn’t that educational use? Copyright and the classroom
- Isn’t everything online 'fair game'?
- What are the rules of what you can and can’t use?
- How can we dissuade our students from copying and pasting indiscriminately?
Module 5: A digital toolkit
- Pulling it all together
- Reflecting on the framework for digital literacy
- Exploring a toolbox of apps and online tools we can use to help our students develop strong digital literacy skills