The purpose of this post is to apply SECTIONS model to the selection of an educational technology for the 7 Habits of Highly Effective People Program identified in Part 1 of the Applied Project.
The sections framework for assessing technology can be found here:
Selection of Educational Technology:
Based on the thorough analysis of my fellow classmates in my University of Manitoba Program for Adult Learning and Development Technology in Learning course I was able to narrow down the following three technologies to consider for the program.
Microsoft Teams – In Microsoft Teams, teams are groups of people brought together for work, projects, or common interests.
Teams are made up of two types of channels — standard (available and visible to everyone) and private (focused, private conversations with a specific audience). Each channel is built around a topic like “Team Events,” a department name, or just for fun. Channels are where you hold meetings, have conversations, and work on files together.
1Huddle – 1Huddle is a mobile game platform. It’s simple. Imagine everything you need your employees to know to do their job, in whatever format it lives today (manuals, videos, presentations, LMS, emails, etc) converted into quick burst mobile trivia games. The amount of time people have for training is more and more limited.
Padlet – A free web/app based tool and platform where a virtual wall can be create. The walls function as a whiteboard where one can “pin” communication and different types of files (word documents, images, audio files and so on). The creator has control of the content and visual design of the wall.
Analysis & Selection
SECTIONS Analysis of the 3 Technologies HERE on Google Drive
Rationale for selection of Padlet
Appropriate rationale with strong arguments and well documented evidence:
Reported in this study is an academic’s exploration with Padlet to support the teaching of Communication Skills to second year Degree students.
An example of cognitivism being created with the use of Padlet is a simple question posted on the virtual board asking the participants in the program what would prevent them from applying the newly learnt behaviour. This would require analyzing their responses which is considered a level 5 in complexity and specificty in BLOOMS Taxomony.
An example connectivism in Padlet is simply asking the learners in the classroom (typically 8-15) to engage in a question such as “Share your time management best practices”. Learning occurs through the connection with the other learners posting on the board and their ideas being written down.
Deni, Ann & Zainal, Zainor. (2018). Padlet as an Educational Tool: Pedagogical Considerations and Lessons Learnt. 10.1145/3290511.3290512.
B, S. (n.d.). Padelt. Retrieved May 10, 2020, from https://ditchthattextbook.com/
SECTIONS. (n.d.). Retrieved May 10, 2020, from https://wiki.ubc.ca/images/1/19/
Vanderbilt University. (n.d.). Blooms taxonomy. Retrieved May 10, 2020, from