Unit 2 - Step 3 - Identify Key Insights (adapting a current prototype for more effective use by EFL students)(Focus)

Goal: Identify insights from users that are most helpful for creating an engaging learning activity.
Take a look at your notes post-interview (or post reading the student profile) and identify some key insights that seem especially important. These user insights will be important as you develop your lesson idea. Think about the following:

• What stood out to you in terms of learner values, preconceptions, opportunities and constraints?
• opportunities 
• students are genuinely open to and supportive of seeing the prototype - digital lesson plan - further developed
• the digital lesson plan offers them 
• much richer selection of resources to choose from to learn about concepts outside of class
• an opportunity to recreate a sequence of in class activities outside of class
• students provided some insightful feedback on how the prototype could be improved (addition of certain resources to address perceived needs)  
• preconceptions 
• anything tech is seen by default, as an improvement on the traditional ways of learning in the classroom; they are either naively open to using tech for learning.. even if they may not see a return on their "investment" .. or .. being overly friendly
• constraints 
• students do not know a lot of the basics of what is possible with edtech; they count on instructors to show leadership and model what is possible 
• student perception of needs tend to be focused only on access to resources (simple perceptions of how they think it is best to learn become apparent)
• .... but they are still perceptive ( i.e. the suggestion that they have new vocabulary practice made available to them prior to a class, perhaps even the day before if possible) 
• students are often limited to viewing the digital lesson plan on the small screen of their mobile phone   
• learner values? 
• anytime, anywhere access to vetted resources 
• have experienced engagement and competition in their studies and want more of it
• some students will hunt for and explore what is put in front of them ... even if they are not directed to do so (i.e.how they discovered the listening activities on the lesson plan without direction from me) 
• Is there anything that seems particularly important or unimportant?
• specific observation
• students think nothing of sharing the digital lesson plan with their friends
• students will explore all resources (intended or not intended) that are made available to them on the digital lesson plan
• general observation
• how important it is to have end users validate or check one's design assumptions .. or in other words ... to have one's design assumptions tested by end users 
• Did the discovery process reveal anything surprising?
•  yes
• student request for access to an index of digital lesson plans
• students discovered the links to listening practice activities (in my reading class)  and are using them 
• students are using the digital lesson plan 
• to recall announcements 
• to recall / recreate sequence of learning activities outside of class to help them study 
• to go back to practicing vocabulary exercises 
• Was there something the user (meaning the student) said that especially resonated with you?
• students perceived many of the same values that I assumed the digital lesson plan was addressing