When digital tools are chosen thoughtfully and serve their intended purpose, they can enhance learning, support teaching and create new opportunities for participation and discovery. This page outlines the key factors to consider when selecting digital tools and helps you choose the most appropriate option.
Goals and purpose
Start by reflecting on the learning outcomes for your course and the intended role of the digital tool. Define the task that the digital tool should support. Some digital tools function as virtual learning environments, integrating multiple features such as course management, learning materials and assignment submission. You can also select individual tools to meet specific needs – such as video creation, collaborative work or demonstrating learning – and to combine them into a coherent, functional system. There is a wide range of digital tools available to facilitate teaching or support independent learning. The page Selecting digital tools for teaching lists the tools available at Tampere Universities, organised by their intended purpose.
Does the tool support the achievement of the learning outcomes defined for the course or individual assignment? Does the tool support individual or group work? Is the tool suitable for in-person, remote or hybrid teaching? Are you looking for a tool that promotes interaction and collaboration among students, facilitates assignment completion and assessment, or provides a clear view of students’ progress during your course?
Target group
The choice of a digital tool depends on the intended users. Identify the target group and any specific characteristics that may influence the selection of the tool. These include, for example, the participants’ organisation, their level of competence and previous experience of using digital tools, and the size of the group. You should also consider the roles of teachers, guest specialists and any student tutors involved in the course. Assess students’ existing digital competence and provide user support, if necessary. Group size is another important factor. Consider whether the tool facilitates effective collaboration within the group, given its size.
Do all the students and teachers have TUNI user credentials? Will visiting teachers or student tutors be involved in course delivery? How large is the group? Should a large group be divided into smaller ones to facilitate learning?
Information security and data protection
When selecting digital tools, begin by reviewing those provided by your institution. These tools have been verified to comply with institutional information security and data protection regulations, and the necessary licence agreements are in place with the service provider. Please note that students cannot be required to register for any external services. If you choose to use external tools, you must read their terms of use and ensure compliance with both these terms and your institution’s guidelines. The user is always responsible for adhering to information security and data protection regulations.
Instructions for staff at Tampere Universities: regulations for using external services to support teaching (intranet).
Your own actions have a significant impact on information security and data protection. Make sure students can only see what they need to see in the virtual learning environment. Your existing course sites may still contain information that was added during previous course implementation rounds and should not be reused as is. Carefully consider who needs access to course details and activities, and check whether your chosen tool allows you to restrict access rights.
After the course, student submissions must be retained for a specific period. Confirm that your chosen tool supports secure storage and the archiving of submissions. Delete student details and any other unnecessary information from the course site once their retention is no longer required.
Can I find a suitable digital tool among those available at my institution? How long will students still need access to the course materials after the course ends? How do I retain student submissions for the required period? How do I delete them afterwards? How can I reuse existing course materials in my future courses without compromising the privacy of former students?
Usability and accessibility
Accessibility is not only a technical requirement but an essential component of equality and a positive user experience. When selecting digital tools, pay special attention to ensuring that online services, applications and digital content are usable and accessible to all learners. Compliance with accessibility standards is monitored during the competitive tendering and procurement processes and the ongoing development of the digital services provided by Tampere Universities. However, you can further enhance the user experience by designing your course content and activities with accessibility in mind.
Consider usability when choosing digital tools. Are students already familiar with the tool? If yes, they will not need to spend time learning how to use it. In some cases, the aim may be for students to develop proficiency in using a specific tool that is widely employed in professional practice, which means that teaching will also focus on how to use this tool.
How can I improve accessibility when creating learning materials and organising content in a virtual learning environment? Will students need instructions or training to use the tool effectively? Is there sufficient contrast between text and background? Is the language clear and understandable? Has the layout also been optimised for mobile devices and smaller screens?
Resources and workload
The choice of a digital tool can affect the workload of both teachers and students. For example, the presentation style and structure of assignments can significantly influence workload. Could you reuse your previous materials or resources that are available online (such as articles, videos) during your course? When creating assignments, consider how time-consuming the grading process will be.
Some tools offer automated features that support assessment and enable the monitoring of student progress. Learning analytics can further support teaching by identifying areas where additional guidance or intervention may be needed.
Does the chosen tool support peer assessment and feedback, especially for large groups? Will continuous input from the teacher be required to support students and organise content? Which processes can be automated? Is it possible to schedule the release of assignments in a specific order and timeline? Can exams be automatically marked? Does the virtual learning environment provide tools for tracking students’ progress?
Digital tools to support teaching at Tampere Universities
The digital tools available at Tampere Universities to support teaching are presented in the Onion Model. This interactive model illustrates the range of tools and their role within our community. Click the information icon next to each tool to access detailed guidance and instructions for its use.
View a full-sized image of the Onion Model
View an accessible version of the Onion Model image
Additional materials
- Read more about the digital tools and services available at Tampere Universities
- Ten instructional elements commonly featured in virtual learning platforms were identified during the Digivision project. See the instructions (PDF, in Finnish) for planning student interaction, guidance and learning materials.
- Tips for using digital tools are available in our Digital Toolkit.