Using Visualization to create lessons about educational platforms 

 by Brittany Jackson 

 Challenge 

 I am a high school Spanish teacher . The challenge I selected was how to create effective online 

 lessons for seventh graders . During the 2013 - 2011 school year , following emergency situations 

 in my country caused by earthquakes and COVID-19 , online education became the teaching 

 method of the public system . I could see how parents and guardians of students complained 

 about the lack of time and mastery of skills , both technological and content , to help their 

 children . Similarly , the students claimed not to have achieved the desired academic 

 performance due to a lack of interest and knowledge in the use of educational tools . This 

 situation showed me the need to create online lessons on the use of different educational 

 technological tools , aimed at middle school students . 

 Selection and Application 

 I decided to use Visualization to create the lessons . First , I applied several projective techniques 

 since they use ambiguous stimuli to achieve a projection and delve into the user 's thoughts 

 ( Nahed , Design Thinking for Innovation Module 3 , n.d . ) Projective techniques would allow me 

 to know the needs of the students regarding the technology , as well as their skills and 

 preferences to create a course that is attractive and enjoyable . A group of twenty seventh 

 grade students was sampled . They were assigned to create a mind map in which they presented 

 personal data , technological skills , abilities , hobbies , future plans , among others . They were 

 also assigned existing digital presentations from different educational platforms with short 

 exercises and a journal in which they had to reflect on their experience using each platform , 

 identifying strengths and areas of opportunity . The data obtained from the mind map and the 

 journals would serve as the basis for creating technological lessons on the use of the different 

 platforms , according to the age , abilities and areas of opportunity of the students . 

 The next step was to apply the Visualization . According to the designer Brittany Jackson 

 ( Visualization Tool , Design Thinking for Innovation , Module 1 ) , visualization allows the user to 

 capture information , think about it and analyze it visually , achieving the development and 

 synthesis of the concept . Therefore , it was necessary to integrate the visualization so that the 

 student could understand the content of the lesson , obtaining meaningful and lasting learning . 

 Visualization was used in the creation of the lessons , presenting the information through 

 infographics and videos showing the use of each tool on the platforms . Visualization was also 

 used to present exercises and execution tasks in which the student had to respond by creating 

 diagrams , inserting photos or drawings . The lessons were administered to the students , who 

 demonstrated mastery of the educational platforms through a game in which they had to pass 

 different levels that simulated the use of the platform 's tools . Students completed the lessons 

 in less time than stipulated , indicating that the visuals , topics and exercises were relevant , 

 attractive and easy to understand . 

 Insight 

 Using Visualization and projective techniques I was able to gain an in - depth of the specific 

 needs of students regarding their experience , knowledge and perception of educational 

 technology tools . I did n't know why a middle school student could n't understand a tutorial 

 despite being from the tech age . Through the data obtained , I understood that the seventh 

 grade students of the public educational system in my country have not been exposed to the 

 different educational platforms , so they have very vague knowledge about them . Furthermore , 

 they do not fully understand the integration of technology into education because they 

 associate it with playful games . In addition , I could see that the existing tutorials on the market 

 are created for an adult user , without thinking about the learning capacity of a preteen and the 

 visual tools that they need . Using these tools , I was able to see the problem from the student 's 

 point of view and understand that their success in an online class largely depends on their 

 mastery of the educational platform and how the content is presented to them . This allowed 

 me to create lessons aimed at meeting his need . 

 Approach 

 Due to the need to quickly solve the challenge , I was only able to sample seventh graders . 

 However , after knowing the need for students to successfully pass the online classes , I want to 

 repeat the exercise with students from fourth to eighth grade since they are the ones who 

 depend most on an adult as a study guide , especially if they do not know the educational 

 platforms . I will continue to use Visualization as a tool to create effective lessons , but I will 

 integrate the Learning Launch Tools to iterate and reinforce the lessons each year so that more 

 students can benefit and take their distance learning into their own hands . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: Brittany Jackson
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Using Visualization to create lessons about educational platforms 

 by Brittany Jackson 

 Challenge 

 I am a high school Spanish teacher . The challenge I selected was how to create effective online 

 lessons for seventh graders . During the 2013 - 2011 school year , following emergency situations 

 in my country caused by earthquakes and COVID-19 , online education became the teaching 

 method of the public system . I could see how parents and guardians of students complained 

 about the lack of time and mastery of skills , both technological and content , to help their 

 children . Similarly , the students claimed not to have achieved the desired academic 

 performance due to a lack of interest and knowledge in the use of educational tools . This 

 situation showed me the need to create online lessons on the use of different educational 

 technological tools , aimed at middle school students . 

 Selection and Application 

 I decided to use Visualization to create the lessons . First , I applied several projective techniques 

 since they use ambiguous stimuli to achieve a projection and delve into the user 's thoughts 

 ( Nahed , Design Thinking for Innovation Module 3 , n.d . ) Projective techniques would allow me 

 to know the needs of the students regarding the technology , as well as their skills and 

 preferences to create a course that is attractive and enjoyable . A group of twenty seventh 

 grade students was sampled . They were assigned to create a mind map in which they presented 

 personal data , technological skills , abilities , hobbies , future plans , among others . They were 

 also assigned existing digital presentations from different educational platforms with short 

 exercises and a journal in which they had to reflect on their experience using each platform , 

 identifying strengths and areas of opportunity . The data obtained from the mind map and the 

 journals would serve as the basis for creating technological lessons on the use of the different 

 platforms , according to the age , abilities and areas of opportunity of the students . 

 The next step was to apply the Visualization . According to the designer Brittany Jackson 

 ( Visualization Tool , Design Thinking for Innovation , Module 1 ) , visualization allows the user to 

 capture information , think about it and analyze it visually , achieving the development and 

 synthesis of the concept . Therefore , it was necessary to integrate the visualization so that the 

 student could understand the content of the lesson , obtaining meaningful and lasting learning . 

 Visualization was used in the creation of the lessons , presenting the information through 

 infographics and videos showing the use of each tool on the platforms . Visualization was also 

 used to present exercises and execution tasks in which the student had to respond by creating 

 diagrams , inserting photos or drawings . The lessons were administered to the students , who 

 demonstrated mastery of the educational platforms through a game in which they had to pass 

 different levels that simulated the use of the platform 's tools . Students completed the lessons 

 in less time than stipulated , indicating that the visuals , topics and exercises were relevant , 

 attractive and easy to understand . 

 Insight 

 Using Visualization and projective techniques I was able to gain an in - depth of the specific 

 needs of students regarding their experience , knowledge and perception of educational 

 technology tools . I did n't know why a middle school student could n't understand a tutorial 

 despite being from the tech age . Through the data obtained , I understood that the seventh 

 grade students of the public educational system in my country have not been exposed to the 

 different educational platforms , so they have very vague knowledge about them . Furthermore , 

 they do not fully understand the integration of technology into education because they 

 associate it with playful games . In addition , I could see that the existing tutorials on the market 

 are created for an adult user , without thinking about the learning capacity of a preteen and the 

 visual tools that they need . Using these tools , I was able to see the problem from the student 's 

 point of view and understand that their success in an online class largely depends on their 

 mastery of the educational platform and how the content is presented to them . This allowed 

 me to create lessons aimed at meeting his need . 

 Approach 

 Due to the need to quickly solve the challenge , I was only able to sample seventh graders . 

 However , after knowing the need for students to successfully pass the online classes , I want to 

 repeat the exercise with students from fourth to eighth grade since they are the ones who 

 depend most on an adult as a study guide , especially if they do not know the educational 

 platforms . I will continue to use Visualization as a tool to create effective lessons , but I will 

 integrate the Learning Launch Tools to iterate and reinforce the lessons each year so that more 

 students can benefit and take their distance learning into their own hands .
### Output: 