Here is where you can sharing your technology enabled creation completed through the Technologist Module.

In your response to this activity, write an explanation of 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 as well as your planned implementation.

Also upload a screenshot of your technology creation or include a link if it exists online.

This activity is part of the Connect to Your Curriculum section of the Technologist Module.

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87 Responses for this Activity

  • It’s Alive
    by Cynthia Gordon (@cynthia.gordon)

    One thing that has been missing for my ACP students is the casual interactions with other learners in the class to build community and support each other as they are returning to school. Because we have a rolling enrollment there are always students in the room who are at different places in the course.  They more… »

  • It’s Alive!
    by Jenn Harren (@j_harren)

    Lesson Plan Course Code: MGMT 6043 Course Name: Recruitment Strategy and Selection Week/Hour/Unit/Module: Total Time for Lesson: ½ hour online Topic/Title of Lesson: Using Google Docs to collaborate in group/pair work Purpose of Lesson: get hands on with Google Docs in the online classroom and understand this is a great tool to help with group more… »

  • It’s Alive! – Final assignment in
    by Wesley Butler (@wbutler925)

    For the final assignment in my “Feature Writing” course, students would interview sources and write a 2,500-word article on a topic presented to them – one they can enhance and to which they can add their own creativity. Using a Padlet board, I would invite students to select the type of topic they would like more… »

  • It’s Alive
    by Brian Percheson (@bpercheson)

    The attachment describes a game plan how technology could best accommodate learning needs. For my student, who struggles to transfer ideas from pen to paper, I suggest a graphic organiser (mindmup) for ideas and dictation software to express those ideas created from the graphic organiser. Thanks to the Technologist module, it’s not a question of more… »

  • Learning Activity – It’s Alive
    by Rhonda Paulsen (@RPaulsen)

    My ‘Steps for Effective Active Reading’ is a link that will be posted on D2L for students to go to for support in meeting the required readings in a course or when taking multiple courses simultaneously. In my experience, students consistently get overwhelmed with the amount of readings they need to complete. This online guide more… »

  • It’s Alive – Digital Images
    by Maria Romios (@MariaR)

    I wanted to use digital images because I find it is the most accessible and easiest way of integrating technology into a course. Personally, I have enjoyed using digital images the most out of all activities from Ontario Extend. I think students’ would find this activity fairly simple, though it would stimulate their imagination to more… »

  • It’s Alive: The SSW Jamboard
    by Karyn Baker (@Karyn Baker)

    I did my best to mock what I think the jamboard might look like – hard to do as it is an interactive tool. I do need to find out some more information about how to use it e.g. can the students move the stickers around; can they add more than one sticky note. I more… »

  • It Alive Activity: Quizlet
    by Karen Burns (@karen.burns)

    I have been trying to find ways to increase engagement for both the synchronized and asynchronized student.  I chose to use Quizlet as it will be of value to both groups.  It is interactive, which makes learning more enjoyable for the independent learner and can also be used for collaborative learners in a virtual class more… »

  • Lots of attention needed before go-live!
    by Julie White (@JulieSLC)

    I’ve started my online collaboration space … it’s going to be a work in progress over the next several weeks before I launch it out to the faculty team for collaboration. But hey, it’s a start! This photo of my extended desktop shows the Notebook and its various “chapters” and also shows the screen for more… »

  • It’s Alive Activity
    by Diana Spear (@Diana S)

    I teach math and chemistry and often find that that there are a limited number of students who participate when I ask questions during our synchronous online sessions. I’d like there to be more interaction in my classes as I feel it would improve the sense of community as well as providing the students and more… »

    1 Resource 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.

    Creative Commons License
    This work by Ontario Extend is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

    3 Responses to “It’s Alive!”


      I used you tube among other technological tools to address my learner challenge. The design thinking process that starts with learner empathy to defining the challenge through to idealization and prototyping has been influential in deciding which technological tool best addressed my learner challenges. Though a number of challenges were met, I believe technological creation for our learning is the way to go.

    2. ichani xavier

      As member of academic staff, I made the option to use technology used by the university, The mode of technology currently under use for online learning is Google meet. My students have access to the chosen technology.
      I decided to used this technology because, the ICT section has put in place mechanisms to assist online learners in the Learning Management System (LMS). All students have access to LMS either while in or off campus.
      To use the LMS students need basic computer skills. It is easier to navigate once you log in. The students are not to purchase the system other than buying internet bundles. Moreover, the institution like KENNET that provide subsidized bundles. In regards to ease of use of the technology, the google meet is easy to use, it is very reliable, it is also stable with low connection like mobile hotspot. The server is backed. There is ever available technical support on sending ticket or phone call.

      In terms of costs. Creating google meet link and sending is relatively easy and quick. The university has heavily invested in e-learning and thus set aside funds for further innovation.
      There digital experts to provide professional support on request.

      In regards to pedagogical skills, the media tools supports learning process. The online technology also provides the sufficient interaction through direct online
      communication as well as discussion forums, charts etc.

      Moreover, the university procured and put in places al the necessary technology prior piloting. The technology makes use and has provisions to integrate social media platforms on it. for instance, it has twitter account and email contacts.
      Finally, the technology is safe and ensures privacy of documents and students privacy.

    3. Dr. Rubai Mandela

      I chose a technology enabled solution because my students were failing to participate in group discussions after failing to watch the long YouTube videos with relevant information. I discovered that that while students could have liked to watch the videos, it was not affordable to them because it involved buying expensive data bundles for them to participate in that activity. After empathizing with the students’ situation of insufficient resources, I thought about sharing links to short youtube video clips or video clips recorded using my phone camera to their whats App group and encouraging them to watch the videos and participate in the discussion that followed. This strategy worked because the students did not need to buy expensive data bundles, hence it became affordable. Consequently, the whtsaApp group discussions became vibrant. My work involved guiding the discussions to ensure that they take the relevant direction. A few challenges were experienced where some of the students were not available in real time to participate in the discussions but they presented their views later on the discussion topics later on. The videos used were all licensed under creative commons.


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