This next activity is to “identify a challenge that could be solved with the purposeful use of technology” (eCampus Ontario, 2019). We started by filling in an empathy map. I considered my Student’s Appraisal of Teaching (SATs), one minute papers that I have conducted in the past, Critical Incidence Questionnaires (CQIs), Key Performance Indicators (KPIs) and verbal feedback that I receive regularly from my students.

I have been using the concept of the one minute paper and modifying as a technique to be responsive to my learner’s needs. This was a technique I learned through my B.Ed. Papers take less then one-minute to complete typically you ask students what is the muddiest point and what is the clearest point in the lesson. I have modified the questions to include what is the biggest barrier to your learning, to your success, and to attending class regularly etc..

eCampus Ontario Extend mOOC empathy map

One of the biggest challenges my students have is how overwhelmed they become due to outside commitments. Many of my students are single parents, in the sandwich generation (looking after parents and children, and/or have part-time jobs (greater then the recommended 15 hours/week).

My institution has worked hard to address these stressors by providing course based registration (CBD) which allows students to build their own schedules. The goal is students may build a schedule around their outside commitments. This in my opinion, has been a purposeful use of technology.

One of the challenges is first-come-first choice nature of CBD. This leaves the students at the end with the left-overs and this may not be a schedule that works with their outside commitments. So, it is here that I ponder if I could do more within my individual classes.

Coincidentally, this week school was closed for a snow day. So with my coach @jesslyndw (see her article below), some willing students and advice from my new learning community (Ontario Extend mOOC participants) I gave an online lesson using Zoom and recorded my screen to post for students who could not make the online meeting. It was out of my comfort zone but turned out to be a positive experience for myself and my students. It is opportunities like this that make me think maybe more lessons could be done this way. I imagine a parent home with a sick child watching my online lesson and maybe feeling a little less stressed about missing a class.

Check out jesslyndw’s article Educators are Like Coaches @

eCampus Ontario (2019). EXTEND 101 – EN.1 – Extend MOOC. Module 2: Technologist.

2 thoughts on “Solving Challenges With Technology (amended from original posting)

  1. Good to see you are already getting input from the student appraisals and one-minute papers (might be nice to see an example prompt for the latter).

    And everything you describe here seems to me reflective of you consider the challenges students face outside of your class. And also pleased to see you considering cases for using Zoom to make up for missed class. If seeing content is not necessary, often audio is much more flexible for busy students (they can listen while doing other things like driving, laundry, etc).

    It is a tough balance to keep being this flexible, but the rewards of seeing the success are worth it.

    1. Thank you for the nudge about a sample for the one minute-paper. I should mention as a program team we review Key Performance Indicators (KPIs) during our annual program review (APR). Your nudge reminded me to consider the KPI data for student satisfaction information. KPI data is a requirement of the Ministry of Trades, Colleges and Universities (MTCU) that collects data each year of a program and then contacts students six-months post program for graduation satisfaction results. For anyone interested in learning more please click the following link:

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