Reflection – Experimenter Module
In the OntarioExtend Experimenter module, we were challenged to experiment with three new pieces of learning technology from the Extend toolkit. While I have previously used many of the programs and or applications (either as a student or an educator), I decided to immerse myself in three platforms I have not previously used as an educator: h5p, GIPHY, and Padlet. Of note, I did also attempt Quizlet but found it to be very restrictive without purchasing a teacher’s license.
I have previously attempted to use h5p and, although there is a significant amount of content creation available, I have found the authoring to be less intuitive than other programs I have used. I frequently use catchy music videos from Youtube in my Anatomy and Physiology class and wanted build some engagement questions in to these videos. Using the Interactive Video builder, I was able to create a 7 question MCQ and T/F quiz within one of the videos I use. This is titled Circulatory System Rap Video with Questions [hyperlink] and is available within the h5p catalogue. Now that I have used this once, it will be easier to develop educational content in the future. I would like to continue to develop my skills using the other types of content available from h5p.
I found Padlet to be incredibly author-intuitive. I took some time (and by time I mean less than 20 minutes because it’s so easy to use!) to develop a class community board [hyperlink] where students can ask content-related questions to their peers to be answered. I’m hoping this contributes to an asynchronous peer tutoring community. I’m interested to see if students will engage with the Padlet board, or if it is easier or more convenient for them to create a discussion board within my already-existing Brightspace page. Hmmmm SoTL research question?
Related to convenience, GIPHY is the application that I chose to use on my mobile device. It was relatively easy to use and the app walks the author through the steps to create a GIF. Similar to how I use memes in the classroom, I think this could provide a current and trendy way to illustrate or highlight a concept that you want to make sure stands out to the students. I created a GIF which illustrates the nerve impulse travelling through a neuron [hyperlink]. I will be keeping my eye open for content within my courses that could use some emphasizing via a catchy GIF.
I believe that checking the accessibility of your learning tools on a mobile device is incredibly important. While I personally find the images too small, and the touch screen inconvenient, students frequently report that they are always on the go and, if a learning tool is accessible from their mobile device, they are more likely to engage with it. Our facility has a “minimum requirements” clause in their student acceptance contract however I personally don’t feel like technology should be a limiting factor in a student’s education. I will be more intentional in my classes in the future about providing options for students without access to internet, technology or a quiet space to do work. I have previously recommended students access the learning commons at our facility (tablets and desktop computers available) or the public library or coffee shops for internet access, however this is usually when students approach me with a barrier to completing work. I would like to present these options up front to the whole class in the future so that no one individual feels they have to disclose details that they may feel uncomfortable sharing.
The Experimenter module has encouraged me to use other resources to create engaging educational content for students. While I have always been open to exploring learning through technology, this has provided me with several other options which I may not have previously considered. I have also enjoyed reading others’ responses and seeing examples of what fellow educators are using technology for in the classroom.
Thank you for the support engaging with new technology for the classroom.
Melissa Sherrer
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Example for "Reflection – Experimenter Module":
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