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:

  1. 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.
  2. Upload a screenshot of your technology creation or include a shareable link if you completed your work online.
  3. 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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After you complete this activity please share a link to it and a description so it can be added to the responses below. You can add it directly to this site.

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Resources for this Activity

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122 Responses for this Activity

  • It’s Alive!
    by David Schenk (@dschenk)

    I have attached at pdf document for It’s Alive! By David Schenk March 6 2023

  • It’s Alive – Padlet for Philosophy
    by Andrew Molas (@amolas)

    As mentioned in the previous module, the motivation for using this technology is to give students a chance to think critically and formulate their thoughts on philosophical subjects. The idea is for students to use Padlet to records responses and ideas and visualise them, then use Google Docs later to further elaborate on them and more… »

  • It’s Alive – Virtual Reality Tutoring
    by Joanna MacDougall (@Joanna MacDougall)

    In this module I put the Design Thinking process into action. I used the Empathy Map to identify the Pain Points and my learner challenge and narrow in and identify the problem. In the Ideate stage I generated ideas and the features or requirements to help solve the problem. I  turned the idea into an more… »

  • Its Alive
    by Ridhima Bhatia (@Ridhima)

    Process for empathizing and defining your learner challenge

    by Cindy Cheung (@CCheung)

    I chose to use a digital slide software to engage students to be able to keep the students on track with lessons.  Students are able to work at their own pace and more importantly, students who require more time to learn the material will not feel left behind because they are able to access the more… »

  • Its alive!
    by Ana Maria Peric (@anamaria.peric)

    I chose to address the lack of some student engagement, and to help drive more class participation during weekly chats. I understand that learning asynchronously can be challenging for students, as they may feel they are alone, or lack support. As a faculty we decided to include weekly synchronous chats in order to review together more… »

  • Whiteboard for forming project teams
    by Valerie McQueen (@Vmcqueen)

    I enjoyed this activity.  One of the struggles my students have is in creating teams.  It can be awkward, and teams don’t know what to do when they first sit together.  I’ve used Whiteboard before for quick things, but I would not have thought about creating something comprehensive or adding images. I created a Whiteboard more… »

  • It’s alive
    by Heather Melo (@Heather)

    I have had students who have expressed challenges with engaging in class discussions. Some of these students shared that this had not been an expectation in past and that they feared saying something incorrect. I do try to ensure that all engagement is welcomed. I have also noted that some students are busy with technology more… »

  • Putting it all together
    by Lorinda Seward (@Lorinda)

    As I am not (yet) a teacher, I adapted this activity slightly. I chose the Google Docs as the technology enabled solution for learners like my son who has learning disabilities and cognitive delays.  Though he did manage, with a lot of support, to graduate highschool, he continues to express an absolute unwillingness to consider more… »

  • It’s Alive – Backward Design
    by Kelly Brennan (@kmbrennan)

    As part of a backward design workshop that I provide to faculty, one of the challenges that I generally find is how to implement a backward design approach to course planning, teaching, and learning. The purpose of the workshop is to shift teaching emphasis away from the textbook and start with the learning outcomes. This can more… »

    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… »

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

    4 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.

    4. Ridhima Bhatia

      As a part of the open learning reference librarian, I have used this technology-enabled solution for your learning challenge to make it easy for my audience to use open resources with the ease.
      I started by empathizing with what they feel, saw and hear about the open resources, then I defined the main challenge they are facing and ideate what could be the technology solution for the challenge they are facing and got the design feedback. Beautifully breakdown from realizing the problem to creating the solution.


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