Athabasca University
Assignment 3: SECTIONS Model Analysis
Student: Heather Farmer
Student Number: 2978017
Course: MDDE610a
Professor: Craig Ferguson
Submitted: March 24th, 2014
Overview of The Course
In 2011 Milazzo Cosmetics LLP located in Tampa, Florida began distributing their products in Japan
through the Japanese cosmetic and beauty retail chain The Radiant Group. As a result a comprehensive
training program was developed in order to educate the Radiant Group marketing team in preparation for
the sale of this new line of Mineral Makeup in Japan. The two and a half days of workshops incorporated
a mixture of demonstration and learn by doing activities in order to expose participants to the full line of
collections, skincare and bases, as well as to allow for participants to practice using this unique type of
makeup. The training culminated in a practical exam where models were brought in to allow the
marketing representatives who are also makeup artists.
Given that the context has been defined as providing either a new product or line introduction to
chains of retailers both nationally and internationally. The following learning outcomes have been
identified:
Upon completion of the workshop, students should have the ability to:
1. Describe the product(s) and how they are different from standard make-up lines.
2. List the various product collections and bases which are now available.
3. Apply the mineral powders as makeup using a variety of techniques and bases on themselves
and others.
4. Use the powdered minerals to apply accents to the hair.
5. Create nail-polishes using the mineral powders and bases.
6. Recognize the colours and techniques used in images and face-charts.
The Learning Strategy being employed will be a number of “learn by doing” type activities where
students mimic the skills and techniques being demonstrated in the videos. The learning modules would
follow strategies for psychomotor learning as detailed by Smith and Ragan. Psychomotor skills can be
defined as “tasks that involve learning a new muscular movement” (Smith & Ragan, 2005).
As defined within MDDE610 - Assignment #1:
Defining the student - The learner in these cosmetic stores is often the same as their primary
consumer. Young women ages 17 – 35 in the early stages of their career development. According to the
2006 employment data available from Statistics Canada approximately 730,000 people work specifically
within Retail Sales and Service across the country. The minimum age to work retail in Canada is 14 years
old (Ontario Ministry of Labour, 2011). Table #1 below illustrates the age breakdown of retail sales and
service staff in 10 year increments. The largest category by far is the 14-24 year old category. It can be
assumed that nearly 20% of all of trainees are under the age of 20, without a completed college or
university degree, and quite possibly working in their first or second job.
Table #1
Retail salespersons and sales clerks
age category
# of employees
% of labour force
14-24
273,510
37.5%
25-34
112,410
15.5%
35-44
113,690
15.6%
45-54
125,220
17%
55-64
84,495
11.6%
65+
20,515
2.8%
Total
729,840
100%
2006 Employment data retrieved from Statistics Canada Web site:
www12.statcan.gc.ca/census-recensement/2006/dp-pd/index-eng.cfm
The resulting demographic breakdown shows: Generation Y = 53%, Generation X = 32.6%, and
Baby Boomers = 14.4%. Generation Y, sometimes referred to as Millennials or the Net-Generation are
the “baby-boom echo” as the birth rate rebounded after Generation X. This is the newest generation to
enter into the workforce and are currently studying for or embarking upon their careers. Technologically
immersed, this generation has a need to communicate quickly and keep up with the latest gadgets
(Eisner, 2005; Acart, 2008). A Distance Learning approach could encourage retail sales staff to spend
time online and follow up by interacting with these same products in store. The advantage nevertheless is
that the trainees can learn about new product that they also have an opportunity to interact with
immediately.
Sections Model - The opportunity is to develop an online learning portal which will allow for
training related to new product introductions at a distance. The goal is to convert this three day training
session into a set of Distance Instruction modules. In order to support the implementation, the SECTIONS
model defined by Bates and Poole will be used to assess the various tools and technology to be used
within the course. The following pages implement the University of British Columbia interpretation of the
SECTIONS model in order to review e-mail, list servers, electronic portfolios, Learning Management
Systems, video conferencing and social software.
Make some reference to the importance column
Email
Y
Students



Are transferrable skills being developed?
Does the technology allow for an
appropriate degree of openness to the
community beyond registered course
participants?
Can students show their work via web link
(url)?
N
N/A

Importance
(high,med,low)
High




Will students need to make a major
investment in time to learn how to use the
technology?
Will I need to make a major investment in
time to learn this technology?
Am I comfortable enough with the
technology to guide students?

High

High


Ease of Use

I need to consider…

High


Medium

High

Medium

Students will need to become comfortable
communicating via email, both in
management and as a makeup artist.
While email can be one to one or one to
many, it is a purposive selection.
Yes, if images or work is posted online they
may share a link to facilitators and peers.
Most in their late teens and early 20’s likely
have been exposed to email before taking
this course.
I have been using email for a couple
decades.
I am comfortable with hotmail, gmail,
outlook and other webmail services. But I
also have experience instructing others in
the use of software.
Costs



Are the time costs relatively low to design a
learning environment using this technology
(or at least cost/benefit ratio is favorable)?
Will students incur additional costs as a
result of incorporating this new
technology/approach?
Are there licensing costs associated with
the hosting/archiving of materials beyond
the life of the course?

Low

High



The likelihood that a complete learning
environment would be developed around
email is rather low.
In the case of the fact that the purpose of
the learning environment is outreach, the
costs would not be extended to the learner.
It depends upon the service learners use, if
they wish to keep old messages and how
long they can archive will vary, but is
typically N/A due to storage capacity.
Teaching and Learning



Does this technology support the learning
goals that I have identified?
Will students be engaged in authentic, realworld learning as a result of implementing
this technology?
Does this technology support peer/self
assessment as well as instructor
assessment?



High

High

High









High

The learning is to be much more visual and
interactive than this. While videos and
images can be shared, it will feel much more
“siloed” than desired.
This form of implementation is limited.
Can be used to solicit feedback and
interation.
Interactivity



Does this technology support interactions
with peers, instructors and others
associated or contributing to the learning
tasks?
Does this technology allow for
sharing/collaboration with learning
communities beyond registered course
participants?
Can people easily interact with the
products/resources developed in the
course?

High
High

Email is an asynchronous system.
Communication and feedback is a primary
function.
Students could reach out beyond classmates
to other experts in the field to learn
techniques. Or possibly with grads who have
skills to share.
Students can share materials via email.
However it is a fairly disjointed method for
the primary delivery.
Organizational issues





Are the support structures in place to
maintain and update this technology?
Is there help available for me or my
students if we need it?
Is there a way for me to retrieve my
material if this technology fails or is
replaced?
Will students need to manage their own
accounts?
Will I need to add students manually into
the online environment?













High
Medium/High
High
Medium/Low



Medium

From a support standpoint email is well
supported and maintained by both private
and public/free services.
Response may be slow from public/free
services.
One must back-up on a regular basis in order
to have access to materials due to outages
or system failure.
Most young folks are comfortable with
email, if they are not Google has an
excellent support system
N/A
Novelty



Will this represent a new approach to
teaching for me?
Will this provide a new and (novel) learning
experience for students?
Are there examples of use in an
educational context?



Medium

High


High

High



Medium
Speed



Can I make changes to content and
learning activities on the fly?
Is this a new (beta) technology or “tried
and true”?
Can I (ultimately) be independent in my
development with the use of this
technology?



High/Medium

I am very comfortable with both trying new
things, and working with technology.
Email will not likely provide the novelty
required to keep learners engaged.
Email has been used for Announcements,
and checking in with learners.
Email is a great way to get information to
individuals and groups. It will be seen at the
next time learners log in to check for
messages. The greatest limitation will be
students who check infrequently.
Freedom to communicate as desired.
Adapted from: (University of British Columbia, 2012)
Email appears to be a weak choice for content delivery given the nature of the learning requirements. In
addition email does not necessarily allow for learners to progress at their own pace without the course becoming
highly taxing on the commitment of the instructor.
Listservers
Y
Students



Are transferrable skills being developed?
Does the technology allow for an
appropriate degree of openness to the
community beyond registered course
participants?
Can students show their work via web link
(url)?
N
N/A
Importance
(high,med,low)






High
High
High


Will students need to make a major
investment in time to learn how to use the
technology?
Will I need to make a major investment in
time to learn this technology?
Am I comfortable enough with the
technology to guide students?



Ease of Use

I need to consider…





High
Medium

High

The popularity of listservers as social tools alone
have somewhat diminished with the introduction
of Web2.0 social media sites.
I was able to retrieve several Makeup related
listservers associated with events and
publications.
Often publications will have a theme for followers
to share or post, this is a great way to gain
exposure and get feedback from peers outside of
class.
There will be some learners that have not
been exposed to RSS feed and Listservers,
there will likely be a learning curve
associated with this form of interaction.
While I am familiar with the concept and am
subscribed to some publications, I will need
to learn how to manage the use of a
listserver as an interactive tool.
I am wary of the potential to overwhelm
some less digital learners with this tool.
Costs



Are the time costs relatively low to design a
learning environment using this technology
(or at least cost/benefit ratio is favorable)?
Will students incur additional costs as a
result of incorporating this new
technology/approach?
Are there licensing costs associated with
the hosting/archiving of materials beyond
the life of the course?

Medium




Low
High
Teaching and Learning



Does this technology support the learning
goals that I have identified?
Will students be engaged in authentic, realworld learning as a result of implementing
this technology?
Does this technology support peer/self
assessment as well as instructor
assessment?







Does this technology support interactions
with peers, instructors and others
associated or contributing to the learning
tasks?
Does this technology allow for
sharing/collaboration with learning
communities beyond registered course
participants?
Can people easily interact with the
products/resources developed in the
course?







Listservers can be managed via an email group or
an RSS type feed via a Blog both can be done with
Low/No costs.

N/A - There is no anticipated additional costs to
students anticipated

Same issues as related to email, if there is a limit
for space with their server this may be an issue.
However most services provide ample room to
maintain past messages.

While this system may be useful for asking
questions of their peers or mentors. It may
be more useful to be able to have something
more media rich given the tactile nature of
the desired learning.

As a system for providing real time and rich
feedback this has some interesting opportunities.
However there will be some who do not engage,
while others may be overwhelmed by the sheer
volume of posts.
If learners engage in listservers beyond that of the
individual course, learners can gain from the
experiences of other instructors, mentors and
graduates.
For an experienced user there is a great wealth of
information available once the listserve is going. A
new user may be challenge to find what they seek
in the
High
High
High
Interactivity


High
High
High


Organizational issues





Are the support structures in place to
maintain and update this technology?
Is there help available for me or my
students if we need it?
Is there a way for me to retrieve my
material if this technology fails or is
replaced?
Will students need to manage their own
accounts?
Will I need to add students manually into
the online environment?





?



High
Medium/High

High
Medium/Low
Medium
Novelty



Will this represent a new approach to
teaching for me?
Will this provide a new and (novel) learning
experience for students?
Are there examples of use in an
educational context?




Medium


Can I make changes to content and
learning activities on the fly?
Is this a new (beta) technology or “tried
and true”?
Can I (ultimately) be independent in my
development with the use of this
technology?




High

High


 

High
Speed





Medium
High/Medium


While this technology is likely one of the earliest
modes of networked communication, there is a
learning curve as it relates to sorting through
messages and information.
Many of these systems are self managing, which
puts much of the administration on the
facilitator/instructor.
Much like email it will be necessary to back up the
data generated in the listserver via curation or
other method.
Generally created through the addition of email
addresses yes I will need to take the time toad
students to the listserve.
I have not used listservers before so this would be
a new way of managing the communication within
the course.
This would likely be novel for many learners,
however similar to that which they are likely
exposed to within Facebook and Twitter.
Definitely University of Toronto has a website
dedicated to the administration of Listservers.
This is difficult to confirm, typically no, one is
unable to remove old messages and replace
content. However new VERSIONS can be
transmitted immediately. However if someone is
working off an old version this can prove to be
troublesome.
Listservers have been around since the beginning
of the internet.
One can create content independent of a
developer.
Adapted from: (University of British Columbia, 2012)
http://www.oise.utoronto.ca/ec/Services/Internet_Email/Mailing_Lists/
Electronic Portfolios (Blogs or Website based)
Y
Students



Are transferrable skills being developed?
Does the technology allow for an
appropriate degree of openness to the
community beyond registered course
participants?
Can students show their work via web link
(url)?
N
N/A
Importance
(high,med,low)
I need to consider…






High

High
High
High

Through the development of a portfolio students
learn several transferrable skills, from layout and
design, to navigation of online communications. In
addition to this, learners are also encouraged to
make connections and display examples of
learning through a variety of means.
Many if not most online portfolios are essentially
web pages which allows them to show content to
those be it inside the course our out. For makeup
and cosmetics a portfolio is an essential tool for
employment
Ease of Use



Will students need to make a major
investment in time to learn how to use the
technology?
Will I need to make a major investment in
time to learn this technology?
Am I comfortable enough with the
technology to guide students?

Medium

High


The development of a portfolio will be a key way
for learners to collect images as examples of
learning as well as for future reference after the
course.

I have taught website development and created
several blogs, I am well equipped to support the
learners in the development of their portfolios.

There are several free hosting options for
websites and blogs such as Blogger,
Wordpress, Drupal and Wix.

Most of these blogs have no additional fees.

Ultimately learners will need to create images of
the makeup work they have done. A portfolio is a
great way to allow them to describe what they
have done and post images or videos to show the
specific skills being taught.
A portfolio is an essential tool for getting a job in
makeup artistry in the industry today.
Learners have an opportunity to reflect on their
collection of images and videos which can be
assessed through peer votes or faculty.
Costs



Are the time costs relatively low to design a
learning environment using this technology
(or at least cost/benefit ratio is favorable)?
Will students incur additional costs as a
result of incorporating this new
technology/approach?
Are there licensing costs associated with
the hosting/archiving of materials beyond
the life of the course?


 
 


Medium





High







High
Low
High
Teaching and Learning



Does this technology support the learning
goals that I have identified?
Will students be engaged in authentic, realworld learning as a result of implementing
this technology?
Does this technology support peer/self
assessment as well as instructor
assessment?
High

High
Interactivity



Does this technology support interactions
with peers, instructors and others
associated or contributing to the learning
tasks?
Does this technology allow for
sharing/collaboration with learning
communities beyond registered course
participants?
Can people easily interact with the
products/resources developed in the
course?



High
High

A portfolio built within a blog allows for
learners to receive feedback and comments on
the specific posts/artifacts that are made.
Absolutely, the purpose is to put examples of
your abilities together to be seen by others. It
can also be used for acquiring a job.
Yes, if learners are following the structure/blog
for learning purposes. Then they can
respond/leave comments or images in reply. –
As a learning tool, the curation of the best
examples and comparing to examples and
others is a great learning opportunity.
Organizational issues





Are the support structures in place to
maintain and update this technology?
Is there help available for me or my
students if we need it?
Is there a way for me to retrieve my
material if this technology fails or is
replaced?
Will students need to manage their own
accounts?
Will I need to add students manually into
the online environment?



? 


 

High
Medium/High

High

Medium/Low
Medium


Will this represent a new approach to
teaching for me?
Will this provide a new and (novel) learning
experience for students?
Are there examples of use in an
educational context?


Novelty





? ?
Medium

High

 


High

High

If we are to use a blog space to host the site there
are typically FAQ and forums to help build a
support network of users.
If material is developed online, it may be
necessary to safe local copies of documents and
artifacts for archiving purposes.
Because portfolios will be something students can
use after the course for collecting examples of
their ability and gaining employment. They should
develop something they can use and access after
the course is complete.
N/A
I pretty much live on FB and have used Twitter to
play “air traffic control” for supporting learners at
a distance.
Some may already be blogging or uploading
images of makeup to facebook so it may not be
novel, but the structure may be new.
Absolutely. These are how makeup artist get
hired. Agencies have portfolios posted for all of
their talent.
Speed



Can I make changes to content and
learning activities on the fly?
Is this a new (beta) technology or “tried
and true”?
Can I (ultimately) be independent in my
development with the use of this
technology?

Yes, portfolios are like living documents.
Learners can modify contents if now
products are introduced to demonstrate the
Medium
new skill/technique.
High/Medium

Blogging platforms have been around for
quite some time.

Yes, each can be developed and maintained
independently.
Adapted from: (University of British Columbia, 2012)
Learning Management Systems (LMS) (Open - Moodle, Canvas)
Students



Are transferrable skills being developed?
Does the technology allow for an
appropriate degree of openness to the
community beyond registered course
participants?
Can students show their work via web link
(url)?
Y
N
?





N/A
?
Importance
(high,med,low)
High


Will students need to make a major
investment in time to learn how to use the
technology?
Will I need to make a major investment in
time to learn this technology?
Am I comfortable enough with the
technology to guide students?
High


Are the time costs relatively low to design a
learning environment using this technology
(or at least cost/benefit ratio is favorable)?
Will students incur additional costs as a
result of incorporating this new
technology/approach?
Are there licensing costs associated with
the hosting/archiving of materials beyond
the life of the course?








High
Medium
High



Costs


High
Ease of Use

I need to consider…






Medium
Low


High
There are a great number of LMS systems out
there, each one is somewhat different. The
transferrable skill would be the self directed
learning and digital literacy. However even within
the same LMS like Moodle each course may be set
up differently…
The LMS is typically structured to allow foronly
registered participants to have access.
Yes the students can share links to external pieces
like ePortfolios.
A well structured course should not require
a tremendous amount of effort to learn how
to navigate or use.
I have developed learning modules or
courses in Moodle, Blackboard, and Canvas.
Yes Absolutely.
With open source resources such as Canvas and
Moodle the costs can remain relatively low. Cost
benefit should remain low, especially with video is
done via youtube or other external sites to reduce
bandwidth.
If the purpose is for ensuring employee training
and engagement additional costs is not
recommended.
The only exception would be if new modules were
to be added. However hosting costs are rather low
in contrast to the cost of paying travel and hotel
for a trainer.
Teaching and Learning



Does this technology support the learning
goals that I have identified?
Will students be engaged in authentic, realworld learning as a result of implementing
this technology?
Does this technology support peer/self
assessment as well as instructor
assessment?





High



?



High
High


High

The modules can guide the learning and contain
assessments and quizzes to help assess
foundational knowledge.
The LMS is not going to provide the authentic
elements, however it will contain them. Videos,
and links and videoconferencing can all be
addressed and accessed through the LMS.
Yes, Moodle has an excellent peermark tool
embedded within it. As well Canvas can allow for
learners to rate eachother’s posts.
Interactivity



Does this technology support interactions
with peers, instructors and others
associated or contributing to the learning
tasks?
Does this technology allow for
sharing/collaboration with learning
communities beyond registered course
participants?
Can people easily interact with the
products/resources developed in the
course?

High

High

Yes, email, wikis, discussion board and other
chat tools are in both LMS systems. The
option to share, compare and assess the
work of others will be key in reflecting on
the acquired skills.
Scheduled external guests can be is getting
broadcast to the class, however it is a closed
environment so external interaction is
limited.
Yes, the modules should be chunked and
learners click through. Quizzes tests
knowledge and learners can interact with
other tools embedded by the designer.
Organizational issues





Are the support structures in place to
maintain and update this technology?
Is there help available for me or my
students if we need it?
Is there a way for me to retrieve my
material if this technology fails or is
replaced?
Will students need to manage their own
accounts?
Will I need to add students manually into
the online environment?



 



High
Medium/High
High




Medium/Low

Medium
Medium
Novelty



Will this represent a new approach to
teaching for me?
Will this provide a new and (novel) learning
experience for students?
Are there examples of use in an
educational context?




High


Can I make changes to content and
learning activities on the fly?
Is this a new (beta) technology or “tried
and true”?
Can I (ultimately) be independent in my
development with the use of this
technology?

 






No, I have been teaching online for 7 years.
For some learners this may be new, however
this number is quickly reducing as more and
more highschools adopt LMS systems.
Yes hundreds.
High
Speed



Yes most of these tools have an FAQ and
tech support forum.
See previous
Once courses have been designed you are
able to back these up in zip files for
transferability.
Students accounts must be created for
Canvas by the individual. In Moodle they are
added by the administrator.
It is possible to do batch adding to both
systems.

High
Medium

High/Medium

Changes can be made, however it is important to
inform students of these changes in the event
they miss the update.
These two systems have both been around for
quite some time.
Yes, however some technical savvy would be
useful for the addition of other modules in
Moodle.
Adapted from: (University of British Columbia, 2012)
Video Conferencing (Skype, Big Blue Button)
Y
Students



Are transferrable skills being developed?
Does the technology allow for an
appropriate degree of openness to the
community beyond registered course
participants?
Can students show their work via web link
(url)?
N
N/A





Importance
(high,med,low)
High
High
High
Ease of Use



Will students need to make a major
investment in time to learn how to use the
technology?
Will I need to make a major investment in
time to learn this technology?
Am I comfortable enough with the
technology to guide students?
I need to consider…
Yes, at some point they may find it useful to
receive or give direction via video. Many are
using it socially and the new context may be
useful.
Language barriers may be harder to interpret in a
live video, a shy student may have trouble.
Yes these allow for links to be shared and chat
and screen sharing.





High

Medium
High



 



Medium


High

Many young people in the anticipated students
will likely have used something like Skype, MSN or
Gchat before.
I am very fluent with these and other video
conferencing software such as WebEx and
Blackbaord collaborate.
Yes I train faculty in the use of these tools.
Costs



Are the time costs relatively low to design a
learning environment using this technology
(or at least cost/benefit ratio is favorable)?
Will students incur additional costs as a
result of incorporating this new
technology/approach?
Are there licensing costs associated with
the hosting/archiving of materials beyond
the life of the course?
Low

High

If used computer to computer Skype and Big
Blue button are free to use for the user. The
Premium accounts which allow conferencing
with video is still very affordable approx
$3.50 per month.
Students will only need an account, no costs
to sign up.
N/A
Teaching and Learning



Does this technology support the learning
goals that I have identified?
Will students be engaged in authentic, realworld learning as a result of implementing
this technology?
Does this technology support peer/self
assessment as well as instructor
assessment?




High


High

This is an excellent way for learners to practice
with the guidance of a peer or facilitator.
The face to face time replaced by these video
meetings can allow for the same kind of sharing
and collaboration that would have been gained
during the workshop. Smaller groups could be
used, if the travel time of facilitators is no longer
an issue.
Yes absolutely great face to face time via video.
Interactivity



Does this technology support interactions
with peers, instructors and others
associated or contributing to the learning
tasks?
Does this technology allow for
sharing/collaboration with learning
communities beyond registered course
participants?
Can people easily interact with the
products/resources developed in the
course?








High
High



High
There may be some learners with less exposure to
this kind of interaction online and may find the
video element in their home invasive and new.
Must be cognisant of that.
As a transferable skill learners can reach out to
makeup artists in New York, LA, Paris… it shrinks
the world for them if they can become
comfortable with it.
Organizational issues





Are the support structures in place to
maintain and update this technology?
Is there help available for me or my
students if we need it?
Is there a way for me to retrieve my
material if this technology fails or is
replaced?
Will students need to manage their own
accounts?
Will I need to add students manually into
the online environment?


High
 

 


 
 
Medium/High

High
Medium/Low
Medium
Novelty



Will this represent a new approach to
teaching for me?
Will this provide a new and (novel) learning
experience for students?
Are there examples of use in an
educational context?

Medium


Can I make changes to content and learning
activities on the fly?
Is this a new (beta) technology or “tried
and true”?
Can I (ultimately) be independent in my
development with the use of this
technology?


?
High

High

High


Medium

High/Medium


Speed




These tools are well equipped with support and
often ask for feedback at the end of each call for
continuous improvement.
Yes there are FAQs, email support and Community
pages.
Students in remote areas or with slower internet
may be challenged with connecting via live video
feed. It is important to provide another option in
order for learners to get the visuals provided from
live stream.
Students will need to be a part of the presenters
network via skype. Big blue buttonoperates
similarly.
I have delivered workshops that are both face to
face and online at the same time. Working with a
facilitator at the computer were able to interact
and collaborate with students in both
environments.
Some students may find this new. They could have
experience with one on one environment but not
one to many.
I topics can change and flow at the pace of the
participants. If the sessions is one on one, then it is
truly personalized learning.
Both technologies have been around for some
time. And operate well.
You may be as free as a conversation may take
you.
Adapted from: (University of British Columbia, 2012)
Social Software (Pinterest)
Y
N
N/A
Students



Are transferrable skills being developed?
Does the technology allow for an
appropriate degree of openness to the
community beyond registered course
participants?
Can students show their work via web link
(url)?





Importance
(high,med,low)
High
High
High
I need to consider…
There are several curation applications out there,
however Pinterest provides learners with a
change to try collecting samples of what they like
and sharing what they produce. Posting things
they have tried to see how much they get liked or
pinned can give them a “public view” of what is
thought of their designs and work.
Ease of Use



Will students need to make a major
investment in time to learn how to use the
technology?
Will I need to make a major investment in
time to learn this technology?
Am I comfortable enough with the
technology to guide students?





High

Medium








Medium
High
The tools are incredibly easy to use. And
there are several videos already made to
show how to use.
I have been using pinterest for years.
I am very well prepared to help learners use
it too.
Costs



Are the time costs relatively low to design a
learning environment using this technology
(or at least cost/benefit ratio is favorable)?
Will students incur additional costs as a
result of incorporating this new
technology/approach?
Are there licensing costs associated with
the hosting/archiving of materials beyond
the life of the course?
Low
Pinterest is free
High
Teaching and Learning



Does this technology support the learning
goals that I have identified?
Will students be engaged in authentic, realworld learning as a result of implementing
this technology?
Does this technology support peer/self
assessment as well as instructor
assessment?






High







High

High

High

High

The curation and collection aspect helps to
plan for their portfolio, and to review and
evaluate the work of others.
This is an hyper realistic… they can see the
work of people they would never have been
able to see if they were only in a classroom.
The chance to look at and compare to the
work others it a key feature pinterest
provides.
Interactivity



Does this technology support interactions
with peers, instructors and others
associated or contributing to the learning
tasks?
Does this technology allow for
sharing/collaboration with learning
communities beyond registered course
participants?
Can people easily interact with the
products/resources developed in the
course?
High

Highly interactive and dynamic. Although It
is asynchronous, it CAN operate
synchronously. And through notifications
dialogs can be made on specific images.
Pins can be picked up and travel well beyond
the learning group. The popularity of specific
posts can help learners to determine what is
popularly desirable from their potential
clients.
Uploading links and images to discussion
boards can easily connect pinterest to LMS
Organizational issues





Are the support structures in place to
maintain and update this technology?
Is there help available for me or my
students if we need it?
Is there a way for me to retrieve my
material if this technology fails or is
replaced?
Will students need to manage their own
accounts?
Will I need to add students manually into
the online environment?




?

High
Medium/High
High


Will this represent a new approach to
teaching for me?
Will this provide a new and (novel) learning
experience for students?
Are there examples of use in an
educational context?


Medium


?
Medium


Can I make changes to content and
learning activities on the fly?
Is this a new (beta) technology or “tried
and true”?
Can I (ultimately) be independent in my
development with the use of this
technology?

 



While I am sure there is something that
exists for Pinterest. I’ve never visited it. The
tools is rather intuitive.
There are FAQ pages.
This is not really the case. If Pinterest closed
down tomorrow, learners would lose those
links. If there are images that are truly
important they may want to make a list of
links to the pages in another location.
Students are responsible for creating and
maintaining their own accounts.

I have not taught with Pinterest before, however I
have put a lot of thought into it as it is something I
have used myself for quite some time for home
decoration, and crochet projects.

The learning activity can be updated,
however learners are curating over time. It
might not be appreciated.
This is something that has been in use for a
few years. It is constantly being updated and
they have improved the “similar images”
feature.
The tool operates in one way, and we can
make suggestions to learners on how to
operate with the tool.
High
High
Speed



Medium/Low
Novelty


High
Medium

High/Medium

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