• Select a digital resource that you want to modify. This could be a text document, an image, a video, an audio file, or any other type of digital content.

Step 2: Determine Your Purpose

• Clearly define the purpose of the modification. Are you updating information, improving visual appeal, adding new elements, or repurposing the content for a different audience? Understanding your goal will guide the modification process.

Step 3: Review Copyright and Licensing

• Before making any modifications, review the copyright and licensing terms associated with the digital resource. Ensure that you have the legal right to modify and repurpose the content, and respect any usage restrictions or attribution requirements.

Step 4: Choose the Right Tools

• Select the appropriate tools for the type of modification you plan to make. For example, if you're editing text, you might use a word processor like Microsoft Word or Google Docs. For image editing, tools like Adobe Photoshop or GIMP are suitable. For video editing, consider software like Adobe Premiere Pro or iMovie.

Step 5: Make Your Modifications

• Start making the necessary changes to the digital resource based on your defined purpose. This could involve editing text, cropping or resizing images, adding or removing elements, cutting or rearranging video/audio segments, or applying effects and enhancements.

Step 6: Maintain Quality and Consistency

• As you modify the digital resource, ensure that you maintain quality and consistency throughout. Pay attention to factors like grammar and spelling in text, resolution and composition in images, and audio/video clarity and continuity.

Step 7: Test and Review

• Once you've completed the modifications, test the modified digital resource to ensure that it meets your intended purpose and functions as expected. Review the content to identify any areas that may need further refinement or adjustment.

Step 8: Save and Distribute Responsibly

• Save the modified digital resource in the appropriate file format and ensure that you comply with any distribution requirements or restrictions. If necessary, provide proper attribution to the original creator or source.

Step 9: Seek Feedback

• If possible, seek feedback from others on the modified digital resource. This can help you identify areas for improvement and ensure that the modifications effectively meet the intended purpose.

Step 10: Iterate and Improve

• Based on feedback and your own evaluation, consider making further iterations or improvements to the modified digital resource. The modification process is often iterative, and ongoing refinement can lead to better outcomes.

• Increase accessibility for students with special needs by incorporating visual aids and interactive elements.

• Simplify complex concepts and provide multiple modalities for understanding.

• Foster engagement and retention through interactive activities and real-world examples.

I use PowerPoint to add visual aids such as images, diagrams, and videos to illustrate key concepts. I simplify text and language to make it more accessible for students with special needs, using clear and concise language. I incorporate interactive elements such as clickable buttons, quizzes, and drag-and-drop activities to engage students in active learning. I reorganize the structure of the presentation to follow a logical flow and highlight important points.

I document each modification made to the presentation, including the addition of visual aids, simplification of text, incorporation of interactive elements, and reorganization of content. For each change, I explain how it enhances accessibility, simplifies concepts, or promotes engagement and retention for students with special needs.

Here is my example:

I need to edit a video because I found that it is necessary for my lesson goals. I check the copyright first and try to find a video with the appropriate Common Creative License.

My goals are:

- shortening of the video due to the duration of the lesson

- emphasizing certain parts of the video

- achieving the outcomes and objectives of the lesson

- adapting the video to the student's needs.

I choose an adequate digital tool (for example Edpuzzle) and make changes. I pay attention to the quality, composition and clarity of the content. I check the final product or make additional modifications and adequately mark the author of the original video and consistently respect the term of use.

A painting from Van Gogh:  The Artist's Bedroom in Arles

https://www.europeana.eu/en/item/199/item_3KSBVX2VFD3HRARN3RVZFZ53ZUMG5ANJ

https://www.bildindex.de/document/obj00075652

Step 2: IN COPYRIGHT https://rightsstatements.org/page/InC/1.0/?language=en

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

Step 3: Students will be able to:

cultivate linguistic, communicative, digital, intercultural, interdisciplinary objectives

• Use prior knowledge

• Be able to produce oral and written language (depending on the level of language proficiency)

• Understand oral/written language in the foreign language

• Search for information on the internet and choose the most appropriate

• Develop digital skills in the use of digital tools

• Search for information on the internet and choose the most appropriate

• Recognize the importance and importance of Art in all cultures

• To approach the foreign language through Art

Step 4: use Genially(interactive image) Adding Multimedia Elements

Step 5: upload an image and then add interactive elements to it, such as informational tooltips, links to additional resources, or interactive quizzes. This can be particularly useful in educational contexts for enhancing visual learning materials and engaging students in interactive activities.

Recognize the importance and importance of Art in all cultures/ approach the foreign language through Art

-ytube video: tableaux animés de Van Gogh

-link to Europeana: paintings from Van Gogh

-interactive quiz (promote active participation, and provide immediate feedback to students)

Develop digital skills in the use of digital tools

-collaborative work (google jamboard)

Use prior knowledge and provide help so as students could present orally their room

-ytube presentation

Step 6: https://view.genial.ly/661f301ee6b76d001459e66e/interactive-image-interactive-masterpiecevan-gogh

Step 7: I can always update the content of the selected resource by modifying text, images, or other visual elements using Genially's editing features in order to adjust it and customize it according to my students’ learning needs

First, I select an existing digital resource that aligns with the speech therapy goals and objectives for my students. This resource could be a document, presentation, video, or any other relevant material.

Next, I thoroughly investigate the licensing and copyright information of the chosen resource to ensure that I have the legal right to modify and adapt it for my purposes.

With clear teaching and learning objectives in mind, I define how I aim to modify the digital resource to better meet the needs of my students. This may involve adding visual aids, simplifying language, incorporating interactive elements, or reorganizing the content structure.

Using appropriate tools such as editing software or online platforms, I make the necessary modifications to the digital resource. Throughout this process, I keep a detailed log of the changes I make, documenting the reasons behind each modification and how it contributes to achieving the teaching and learning objectives.

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https://bishopallenenglish.com/wp-content/uploads/2013/02/introduction-to-shakespeare-revised.pdf

Step 2: I've conducted thorough research into the licensing and copyright information associated with the selected resource to ensure adherence to usage rights and permissions. The document contains excerpts from public domain texts, such as Shakespeare's plays and sonnets, along with properly attributed quotations and references.

Step 3: I've clearly defined the teaching and learning objectives aimed at enhancing students' understanding of Shakespearean literature, analyzing themes and motifs, and developing critical thinking skills through textual analysis and interpretation.

Step 4: Utilizing tools like Adobe Acrobat and Google Docs, I've begun modifying the selected resource to align with the defined teaching and learning objectives. This involves updating content with supplementary materials, such as audio recordings of dramatic readings, interactive links to online resources, and discussion prompts to encourage student engagement.

Step 5: I'm maintaining a comprehensive log detailing the modifications made to the original resource, including rationales for each change and how it contributes to achieving the teaching and learning objectives. This log serves as a reference for tracking progress and ensuring alignment with educational goals.

Step 6: I'll share the modified digital resource with colleagues and peers in the educational community, seeking their feedback on the effectiveness of the modifications and suggestions for further improvement.

Step 7: Based on the feedback received, I'll reflect on the effectiveness of the modifications and make any necessary adjustments to optimize the resource for enhanced teaching and learning outcomes. This iterative process ensures continuous improvement and refinement of the digital resource to meet the evolving needs of students and educators.

Let's define the purpose.

Let's update the information, increase the visual appeal, and add new elements.

Let's Examine Copyright and Licensing.

Let's make sure we have the legal right to change and repurpose content.

Let's use the right tools.

Let's make the necessary changes to the defined digital resource.

Let's maintain quality and consistency while changing the digital source.

After completing the changes, let's test the modified digital source.

Let's save the digital source we changed in the appropriate file format and make sure it complies with the restrictions. Let's cite the source appropriately.

If possible, let's ask for feedback on the digital resource we modified.

Let's refresh the digital source we changed.

Step 2: The PhET Interactive Simulations are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0), allowing for modification and redistribution with appropriate credit given to the original source.

Step 3: Teaching and learning objectives:

• Enhance students' understanding of membrane transport processes, including diffusion, osmosis, and facilitated diffusion.

• Provide interactive and visual learning experiences to reinforce theoretical concepts.

• Encourage inquiry-based learning and experimentation to deepen comprehension of cellular transport mechanisms.

Step 4: Using appropriate tools, I'll modify the selected resource by:

• Customizing accompanying instructions or questions to align with specific learning objectives.

• Integrating additional explanatory materials, such as annotations or diagrams, to provide context and support understanding.

• Adapting simulation parameters or scenarios to create tailored learning experiences that address students' needs and interests.

Step 5: Log of modifications:

1. Revised introductory instructions to clarify learning objectives and guide student exploration.

2. Incorporated contextual information on cell membrane structure and function to provide background knowledge.

3. Created supplemental questions to prompt critical thinking and application of concepts.

4. Adjusted simulation settings to simulate various scenarios and reinforce different transport mechanisms.

Step 6: I'll share the modified version of the resource with my peers, highlighting the rationale behind each modification and how it contributes to achieving the defined teaching and learning objectives. Additionally, I'll provide guidance on how they can further customize the resource to suit their specific instructional needs.

Step 2: I struggled to figure out what the copyrights of this video were.

Step 3: My goal for this is for students to learn the tools in a different environment, instead of getting a list of tools, they watch a video.

Step 4: I downloaded the video and adapt it to a program that edits videos.

Step 5: I removed certain tools that are not relevant for the students in order to keep them on track with the tools they need to learn. I kept track of this by doing a screen share while working this way, I can go back and check what I did.

Step 6: I shared the video using TEAMS with my colleagues and asked them to review it and give their feedback.

Step 7: I liked the concept but overall it was very time-consuming, I don't know if this is something I would do again.

Step 2: Confirm that the presentation is freely available for educational use and does not violate any copyright restrictions.

Step 3:Students will understand the concept of fractions and their relationship to whole numbers, they will be able to identify and compare fractions using visual representations.

Step 4: Microsoft PowerPoint

Modifications:

I added interactive elements such as clickable buttons and draggable shapes to engage students, incorporate more visual aids, including diagrams and illustrations, to enhance understanding.

Include interactive exercises where students can practice identifying and comparing fractions.

I Embed video clips demonstrating real-life examples of fractions in action.

Step 5: Added interactive elements to increase student engagement and interactivity. Included more visual aids to support visual learners and enhance comprehension.

Embedded video clips to provide real-life context and application of fraction concepts.

Step 6: I would share the modified presentation with fellow teachers and gather feedback on its effectiveness, clarity, and suitability for Grade 3 students.

Step 7: I would make necessary adjustments to the modified presentation to better align with the teaching and learning objectives.

Pearson Computing IGCSE is a digital learning resource designed to support students preparing for the International General Certificate of Secondary Education (IGCSE) in Computing. Developed by Pearson, a leading education company, this resource offers comprehensive coverage of the Computing curriculum, equipping students with essential knowledge and skills in computer science. Here's an overview:

Resource Overview:

1. Curriculum Alignment: The Pearson Computing IGCSE resource is aligned with the Cambridge IGCSE Computing syllabus, ensuring that it covers all the topics and learning objectives required for the examination.

2. Content Coverage: The resource covers a wide range of topics in computer science, including:

   • Fundamentals of computer systems

   • Data representation and manipulation

   • Computer networks and communication

   • Programming concepts and principles

   • Algorithms and problem-solving techniques

   • Ethical, legal, and social issues in computing

3. Interactive Learning: Pearson Computing IGCSE incorporates interactive learning activities, simulations, and multimedia elements to engage students and reinforce their understanding of key concepts. This interactive approach helps to make abstract concepts more tangible and accessible.

4. Assessment Support: The resource provides practice questions, quizzes, and sample exam papers to help students prepare for assessments and build confidence in their abilities. It also offers guidance on exam techniques and strategies for success.

5. Teacher Support: In addition to student resources, Pearson Computing IGCSE includes support materials for teachers, such as lesson plans, teaching notes, and assessment tools. This support enables teachers to effectively deliver the curriculum and track students' progress.

6. Flexibility: The digital nature of the resource allows students to access the content anytime, anywhere, using various devices such as computers, tablets, or smartphones. This flexibility accommodates different learning styles and preferences.

7. Alignment with 21st-Century Skills: Pearson Computing IGCSE aims to develop not only subject-specific knowledge but also transferable skills such as critical thinking, problem-solving, collaboration, and digital literacy. These skills are essential for success in the modern digital age.

Overall, Pearson Computing IGCSE is a comprehensive digital learning resource that provides students with the knowledge, skills, and support they need to excel in the IGCSE Computing examination and beyond. It offers a rich learning experience that prepares students for further studies and careers in the field of computer science.

The resource will be used in a preschool setting with 4-6-year-old children. It supports activities for the eTwinning project focused on learning Olympic and Paralympic sports. The resource helps children stay engaged while reinforcing knowledge through interactive play.

2: DESCRIBING YOUR DIGITAL RESOURCE

"Sport – power!" is an interactive LearningApps game where children reveal images of various sports disciplines. After completing the game, they find a reward – a fun sports activity video to encourage movement and active participation. The resource is designed to be visually engaging, easy to use, and accessible to all learners.

3: CREATING YOUR DIGITAL RESOURCE

The resource was created using LearningApps.org, selecting copyright-free images and video links. No personal data is collected. All materials used follow Creative Commons licenses. The game is shared via a secure link accessible to participants in the eTwinning project.

4: IMPLEMENTATION

The game will be used during physical education and thematic project activities. Children will play the game together on an interactive whiteboard or tablets, completing the task and following up with the physical activity from the video.

5: FINAL REFLECTION

Creating the game was easy because LearningApps provides simple templates. The most challenging part was selecting appropriate, safe content for preschoolers. Feedback from peers helped improve the clarity of images and task instructions.

Step 1: choose a resource

Select a collection of images from Europeana that depict artifacts, posters, or machinery from the Great Exhibition (or a similar cultural event)

Step 2: licensing and copyright

Images on Europeana typically include metadata with licensing information, often marked as Creative Commons (CC0, CC BY, etc.), allowing reuse with attribution—ideal for classroom adaptation.

Step

Action

3. learning objectives

Improve students’ historical and visual literacy, foster critical thinking, and enhance descriptive language skills.

4. resource modification

Use Canva or Google Slides to compile selected images into a visually engaging presentation. Add captions in English explaining historical context and prompt students with exercises like: "Describe the technology you see" or "Imagine you’re there—what sounds or smells might you notice?"

5. log of modifications

Added images with captions helps contextualize content
Embedded discussion prompts encourage language use and engagement with the material.

6. peer feedback

Share the presentation with colleagues (via Teams or Padlet) for insights on clarity, accessibility, and language level.

7. reflection and adjustment

After testing with students, reflect on what worked, .g., did they feel more connected to the history? Did the prompts generate thoughtful discussion? Adjust wording or add glossary terms if needed.

When modifying a digital resource, my process is systematic.

Step 1: Resource and Copyright Check I first choose a useful resource, like an article or a presentation. Then, I must check the licensing and copyright to make sure I can legally change and use it in class. Open licenses like Creative Commons are best.

Step 2: Defining Objectives and Modification I clearly define my teaching and learning objectives. For example, I might need to adapt a video to be shorter or modify a presentation to simplify text for students with special needs. I would use tools like Canva, Google Slides, or Edpuzzle to add captions, images, or interactive elements.

Step 3: Feedback and Final Adjustment I keep a log of all changes and share the modified resource with colleagues (e.g., via Padlet or Teams) to get feedback on clarity and effectiveness. I then make final adjustments based on that feedback to ensure the resource is as accessible and useful as possible.

Step 2: Licensing Check:
The resource was available under a Creative Commons (CC BY-NC-SA) license, allowing adaptation and reuse for non-commercial educational purposes with attribution.

Step 3: Teaching Objectives:

• Help students understand sustainable farming practices and their environmental impact.

• Promote critical thinking about soil management and biodiversity conservation.

• Strengthen digital literacy through interactive learning.

Step 4: Modifications Made:
I updated the content with local examples and images of Greek farming landscapes, added a short PhET soil simulation link, and included an interactive quiz created in Genially at the end for formative assessment.

Step 5: Log of Modifications:

• Added visuals to make the content more relatable and context-based.

• Embedded simulation to encourage hands-on, inquiry-based learning.

• Added quiz to support reflection and feedback.

Step 6: Peer Feedback:
Shared the updated version with colleagues through TwinSpace for comments on clarity and engagement.

Step 7: Reflection:
Feedback suggested improving navigation and contrast, so I adjusted layout and colors for accessibility.

I chose an existing Google Slides presentation on “Musical Dynamics and Tempo” created by another educator and shared online. It covers key terms, definitions, and examples but lacks multimedia elements and interactive components for student engagement.

Step 2: Licensing & Copyright Check

The presentation was published under a Creative Commons Attribution-NonCommercial (CC BY-NC) license. This allows me to remix, adapt, and build upon the material, as long as I credit the original author and do not use it commercially. I included proper attributions on the final slide.

Step 3: Teaching & Learning Objectives

• Students will recognize and describe different dynamic markings and tempo indications.

• Students will connect vocabulary to audio examples.

• Students will engage more actively through interactive prompts and practical listening tasks.

Step 4: Modifying the Resource

Using Google Slides, Canva, and royalty-free audio resources, I made the following changes:

• Added audio clips demonstrating each dynamic level and tempo.

• Replaced low-quality images with high-resolution symbols for clarity.

• Introduced interactive questions (“Guess the dynamic!”) using linked slides.

• Reorganized the sequence: from definitions → examples → practice activities.

• Updated the color scheme and layout to improve accessibility and readability.

Step 6: Sharing & Collecting Feedback

I shared the modified presentation with peers on Padlet. Feedback highlighted that the audio examples made the biggest difference and that the new structure felt more intuitive. One suggestion was to add a short formative quiz at the end.

Step 7: Adjustments After Feedback

Based on peer suggestions, I added a five-question exit quiz using Google Forms linked at the end of the presentation. I also included brief instructions for students with headphones to ensure smooth use in class.

Step 8: Final Version for Portfolio

I included the final, revised version of the presentation in my digital portfolio under the section “Modified Learning Resources – Music Education.” This artifact demonstrates my ability to evaluate existing materials, enhance them using digital tools, and align them with learner needs and pedagogical goals.

Step 2: The video is under Creative Commons license, allowing educational reuse with attribution.

Step 3: Objective: Help toddlers learn letters and sounds while staying engaged with interactive elements.

Step 4: I used Canva and iMovie to add colorful visuals, simple animations, and a follow-along song.

Step 5: Modifications log:

• Added animations → to attract attention.

• Included voiceover → to support letter recognition.

• Added pause sections → for children to repeat sounds.

Step 6: Shared with colleagues via email; received feedback suggesting slower pacing and clearer visuals.

Step 7: Adjusted timing and simplified graphics based on feedback.

Step 8: Final video is included in my digital portfolio as an interactive, age-appropriate learning resource.

Presentation editing: Microsoft PowerPoint – used to create and deliver presentations on construction projects, structural designs, or engineering concepts.

Image editing: Canva – an intuitive, browser-based tool with templates for diagrams, project layouts, posters, and visual reports.

Audio editing: Audacity – a free, open-source software for recording and editing audio explanations, site walkthroughs, or lecture content.

Video editing: OBS Studio – a free tool ideal for recording tutorials, site demonstrations, or lessons on engineering projects, developed by the OBS Project.

Collaboration and content organization: Padlet – an online platform for sharing project ideas, collaborative planning, and organizing engineering resources.

My main learning objective was to help students improve their listening comprehension and vocabulary, while also encouraging discussion and active participation.

To better align the resource with my students’ needs, I modified it using simple tools. I shortened the video to focus only on the most relevant parts, and I added guiding questions and vocabulary tasks to support understanding. I also created a short follow-up quiz using Quizizz to reinforce key concepts and provide immediate feedback.

Throughout the process, I kept a record of the changes I made. For example, I reduced the length of the video to avoid cognitive overload, added visual prompts to support weaker students, and included interactive elements to increase engagement.

After sharing the modified resource with colleagues, I received feedback suggesting that I include clearer instructions for students and more support for lower-level learners. Based on this, I further improved the resource by adding step-by-step guidance and simplifying some tasks.

Reflecting on this process, I realised that modifying digital resources is essential for making them more accessible, relevant, and effective. It is not enough to use existing materials; they need to be adapted thoughtfully to match students’ learning needs and objectives.

Step 2 : The terms permit personal or direct classroom use only. They prohibit redistributing the material, hosting it elsewhere, and altering the digital versions in any way. So two things were true at once: the rework I had already done was outside the licence, and the resource could never be uploaded to e-me or published as part of a teaching scenario. The finding changed the task. The honest modification was not to edit the file further but to rebuild it from sources that permit editing, and to keep only what was mine to begin with, namely the lighthouse idea and the sequence of the puzzles.

Step 3 : Students apply what they concluded from the torch experiment to solve five puzzles: identifying natural and artificial sources, deciding whether light passes through a given material, and explaining why the room went dark. To produce a resource I can legally adapt, translate, upload to our LMS and share with colleagues, and to remove the reading and time barriers that the original imposed on seven-year-olds.

​Step 1: Chosen Resource

I selected an open-source slide deck titled "Daily Routines and Time," originally designed for English language learners and sourced from OER Commons.

​Step 2: Licensing & Copyright

I verified that the resource is licensed under CC BY-NC-SA 4.0 (Creative Commons Attribution-NonCommercial-ShareAlike). This license explicitly permits me to remix, adapt, and build upon the material non-commercially, provided I credit the original creator and publish my modified version under the identical terms.

​Step 3: Teaching & Learning Objectives

​To improve 6th-grade students' vocabulary retention regarding daily activities.

​To break down communication barriers and build student confidence in speaking English.

​To provide multi-sensory support (visual and auditory) for diverse learning needs within the classroom.

​Step 4: Modifications & Tools Used

I imported the original presentation into Canva to redesign the visual layout, replacing text-heavy slides with clear infographics. To support auditory learners, I utilized CapCut to embed short, subtitled audio clips of the vocabulary pronunciations. Finally, I integrated a Padlet link at the end of the lesson for an interactive speaking activity.

​Step 5: Modification Log

​Change 1: Simplified the text and added relatable visual icons. Reason: To reduce cognitive load and support visual learners.

​Change 2: Embedded audio pronunciations. Reason: To model correct pronunciation and support students who struggle with reading out loud.

​Change 3: Added a Padlet QR code/link. Reason: To transition students from passive viewing to active participation, asking them to record a short voice note describing their own morning routine.

​Step 6: Peer Feedback

I shared the modified draft with my colleagues and project partners. The feedback was highly encouraging; however, one colleague pointed out that some students might struggle with the technical steps of recording audio on the Padlet platform.

​Step 7: Reflection & Readjustment

Reflecting on this valuable feedback, I realized the interactive task could cause unnecessary technical frustration. I readjusted the resource by adding a brief, highly visual "Step-by-Step Guide" slide right before the activity, showing exactly which buttons to click to record a voice note on Padlet.

​Step 8: Final Result

The finalized, digitally enhanced, and inclusive lesson is now successfully documented in my digital portfolio and ready for classroom deployment!