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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157 Responses for this Activity
- 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
- It’s Alive
by Afshan Jabeen (@ajabeen)
As I already mentioned in my previous post, I teach heavy concepts-related courses that require students’ participation and engagement throughout the lecturing session to grasp the concepts. I designed this tool to provide clear instructions for all types of assessments. I also use it to explain difficult concepts to students before the lecture session with more… »
- Multiuser marketing research tool improvement
by Oday Aswad (@odayaswad)
The aim of this tool is to make it easier for student groups to use the Passport Database software collaboratively so they can support and improve each other’s decision-making and search criteria. While individual students can use the tool for a single session without the ability to save or share results, I envision the Passport more… »
- Its Alive Acitivity
by Peter Sheedy (@PeterS)
My defined learner challenge was to help students understand and comprehend the concept of relevant information. This is something they typically struggle with and is a skill that is very useful in their business careers. When I considered why they may struggle with this I considered that: This would be a new concept to them more… »
- Continuous engagement and monitoring through slido
by Ryan (@Ryan.wy)
In my clinical microbiology class, I’m using Slido as a tool for fostering active engagement and interaction among students in an online setting. With Slido, students can ask questions, participate in polls, and share feedback in real-time, which keeps them engaged and helps me clarify any doubts immediately. The anonymity feature encourages more students to more… »
- It’s Alive! International class
by Lucas Prestes (@Lucas Plautz Prestes)
Challenge: Transform a face-to-face class into an experience that students want to participate in. Problem: low interactivity, boring class. Adapt the class to different student cultures. kahoot link: https://kahoot.it/challenge/04422086?challenge-id=b4e5472b-88da-47e0-baa7-5fae9f62073f_1705690944530 password: 04422086
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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DR FREDRICK ODONDO OLUM
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.
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.
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.
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.