YOU DID IT! You’ve done a ton of work to complete the Technologist module and now’s the time to share your technology enabled creation with your colleagues.
To do:
- In your response to this activity, explain the context and reasons why you choose to use a technology-enabled solution for your learning challenge.
- Include your process for empathizing with your learners,
- What you defined as your learner challenge,
- The steps you took in ideating and prototyping your technology creation,
- Include your planned implementation.
- Upload a screenshot of your technology creation or include a shareable link if you completed your work online.
- After you make your submission, save the web address to your response (found in the green confirmation box) so you can use it later for your badge submission form.
This activity is part of the Connect to Your Curriculum section of the Technologist Module.
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Resources for this Activity
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162 Responses for this Activity
- Activity: It’s Alive!
by Danielle Menezes (@dmenezes)
This activity allowed me to explore a new technology that I hadn’t use prior. It was free, easy to use and interactive. My goal is to facilitate engagement with the theory they would have just learned in a live session to be able to tie in the application and theoretical concepts in real time. This more… »
- Response to the
by Aaron Goldt (@agoldt)
I choose to pursue a technology based solution to our grading of metaphase chromosome analysis. This will ease the burden on faculty to grade, provide more detail records of student performance, provide opportunities for more consistent feedback for students. I think students want a better form of feedback that this can provide. In terms of more… »
- It’s Alive!
by Adam Zalewski (@azalewski)
Hello everyone I chose to use Microsoft Teams for this module to address an issue with class time. Normally we would have debriefs after each clinical rotation which would be 1 week long. Even with a small class size, it was a rush to get through in a synchronous session together online or in person more… »
- Activity #6: It’s Alive!
by Tam Visser (@t_visser2)
Learning about your students starts with communicating with them. By creating relationships with my students and regularly checking in with them, I felt like I was able to capture their thoughts and ideas during the Empathy activity. To be sure I didn’t miss anything, I checked with my students and they were able to identify more… »
- It’s Alive –> TP Case Scenarios!
by Rahul Mohla (@rmohla)
Empathizing with our learners is the work of any educator. I reviewed our course evaluations, received feedback from students, as well as sought feedback from my colleagues. An empathy map was created and which highlighted a few learner challenges. An overarching theme amongst students seems to be being able to connect the dots. This is more… »
- Perusall for Reading Comprehension
by Rebecca MacAlpine (@rebecca.macalpine)
When I began this work I wanted to address that students were not gaining the skills I was hoping from my paper and pen exercise that accompanied their weekly reading. This log was time consuming and was challenging for many students to understand what critical engagement with the reading meant in this context. I also more… »
- IT is a GO!
by winton cape (@winton)
https://docs.google.com/document/d/1nzRKoKQI8NXfUnyaDT8sflImjI9KTE-YOfq-JPOXwsw/edit?usp=sharing In order to improve learning and retention of students while fostering critical thinking, I chose to leverage a technology-enabled solution in the form of a browser-based mind mapping tool – modified open source tiddlywiki. The decision to integrate this technology stemmed from my experience in continuous education in the IT Sector. Recognizing more… »
- It’s Alive
by anh lam (@anhlam)
Brainstorming for an asynchronous module development. The learner challenge here is developing an asynchronous module. Many subject matter experts are familiar with teaching a class synchronously whether it’s virtually or in-person. Transforming this content into an asynchronous format where they are not going through content slide by slide can be challenging. My prototype is something more… »
- It’a alive – Anki presentation
by Sam Gennidakis (@SGennidakis)
My learner challenge was to find a digital technology to support students with knowledge retention that can be used in anatomy and physiology to assist with test preparation. Given the breadth of information and number of singular items and concepts in anatomy and physiology courses to remember, it can be challenging for students to prepare more… »
- It’s Alive!
by Ani Amirmooradian Malhami (@Ani)
Here is the link to the technology creation: https://coggle.it/diagram/Ze9MMbxGjUG8WasF/t/revising-your-5-paragraph-essay-how-to-write-a-concession
2 Resources for this Activity
- It’s Alive!
shared by Carrie Barrett (@Carrie)
Description of my technology-enabled learning activity with screen cap of the technology that I created.
- Make a pdf
shared by Lori Strauss (@lstrauss)
Faculty are unable to open assignments submitted to D2L from students who use Mac and submit as pages. We can’t open it. Our students are given free office suites and can upload it to word but they don’t do it. A video re how to do this exists. Students don’t access this free resource, so more… »
(2 votes, average: 4.50 out of 5)
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