The “Define” step is about narrowing in and identifying a problem, or in our case, a challenge, based on what you know and have discovered about your learner. This is key to the design process as it is the focal point that you will use to build your solution. It is tempting to start BIG, but it is actually more productive and yields better results if you start with something small.
To Do:
- Define a learner challenge. Write it down and put it front and center. You will be using this for the next steps of the design thinking process.
- Add your challenge as a post to the collaborative Learner Challenge Bank padlet. This can be done anonymously, without logging in. Sharing here may help other spark more ideas!
- Take a screenshot of the area of the Padlet with your post.
- Edit the image to indicate which one is yours and insert it into a document. You can also add it to a Google doc and get a shareable link to it.
- Upload your saved image or add your shareable link with your explanation in your response to the Learner Challenge activity.
- 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 Define your learner challenge section of the Technologist Module.
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215 Responses for this Activity
- Assessing Reading Comprehension and Writing
by Rebecca MacAlpine (@rebecca.macalpine)
Please see my attached padlet.
- Posted Learner Challenge
by winton cape (@winton)
link to shared doc https://docs.google.com/document/d/1johUPmMR1G3_cZ2NW0bLCtWw89WJMl83mHaZn77eHxo/edit?usp=sharing
- Learner Challenge – Writing for an Asynchronous Format
by anh lam (@anhlam)
For this activity, I had a hard time posting so I took a screenshot of my second attempt before clicking publish.
- Learner challenge activity – memory retention
by Sam Gennidakis (@SGennidakis)
My padlet entry (see attachment): Students have difficulty with organizing their studying and notes and being able to memorize the various organ systems, components and functions within the body as well as physiology. Many students are noting in support meetings that they are having trouble with retention specifically ( names, location, function and how they more… »
- Change Resistant
by winton cape (@winton)
Students, like everyone else, resist change. They are accustomed to powerpoint presentations.
- Learner Challenge Activity
by Ani Amirmooradian Malhami (@Ani)
I could not open the Pallet, so I am sending my learner challenge activity as a PDF document attached.
- Learner challenge activity- Engagement on heavy topics
by Afshan Jabeen (@ajabeen)
My challenge as a teacher is to engage students while teaching the heavy topics in Pathophysiology and Biomedical Chemistry courses. I posted this on the Padlet.
- In-Class interaction
by Oday Aswad (@odayaswad)
To enhance the learning experience, I use active learning techniques through in-class activities that encourage small and large group participation. I have observed that students who miss classes often struggle to grasp the topic, as well as those who attend the sessions, even if they can access the recorded lecture.
- Learn Challenge – Relevant Information
by Peter Sheedy (@PeterS)
This is my learn challenge posted on padlet. How can students better understand and decipher relevant information from irrelevant?
- Learner Challenge – Carolyn Nesbitt-Larking
by Carolyn Nesbitt-Larking (@Carolyn)
Going through the empathy map it became clear some students will use a lot of behaviours etc. to try to hide their basic fear that they may not / can not connect with the material.
1 Resource for this Activity
- LEARNER CHALLENGE
shared by Cindy Cheung (@CCheung)
Creating the Empathy map allowed me to narrow down specific challenges that the students face in my course. As an instructor, it is my goal for all students to reach a level of competence at the end of the course. My goal is not to make the learning a difficult and arduous journey, but a more… »
(3 votes, average: 3.67 out of 5)
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Ahmed Mukhlis
Students facing difficulties in completing the lab works using simulation, they need face – to – face class to collaborate with the teacher and real physical devices
Natalia Trubochkina
Here is my Learner Challenge Take 1 and Take 2:
https://stuconestogacon-my.sharepoint.com/:w:/g/personal/ntrubochkina_conestogac_on_ca/EfnKo9XlmAxAswYAQXzQjgQBBnz2csTaKzvlc_jW5TFnrw?e=STa79Q
Tom Honey
With group work in class, or on-campus I am looking to understand how to set up groups in teams and use/train the students with a steep learning curve in the using software to complement the information being provided in the LMS. Teams will be pivotal in ensuring success for a large project, using the file-sharing feature, and presenting remotely as a team.
ming quan fu
Great presentations. Thanks a lot.