The 3E framework assists teachers with the practical implementation of technologyin their classes. It is based on a continuum which includes the following elements:

  1. Enhance - Adopting technology in simple and effective ways to actively support students and increase their activity and self-responsibility
  2. Extend - Further use of technology that facilitates key aspects of student’s individual and collaborative learning and assessment through increasing their choice and control
  3. Empower - Developed use of technology that requires higher order individual and collaborative learning that reflects how knowledge is created and used in the professional environment

The examples provided in the U of S version of the 3E learning technologies framework include the six key components of our digital information literacy initiative.

6 Components of Digital Information Literacy:
S - Searchers - Strategically searching for information
Com - Communicators - Sharing information that you have collected, evaluated and / or created
Cur - Curators - Collecting, organizing, and managing information
Col - Collaborators - Working with others to evaluate, manage, create, and build upon information
Cre - Creators - Creating new or building upon existing information
Con - Consumers - Consuming information after evaluating for accuracy, bias, credibility, and other factors

 

Essays / Research Papers

 

Enhance

Student Example

Students will search for and collect initial information for their essay. Students will post a list of initial resources in the LMS by the end of the week.
SConCur


Instructor Example

Instructor will create a series of short weekly announcements in the learning management system that tell students where you expect them to be in the essay research/writing process by the end of that week.

Extend

Student Example

Students will complete the self-check quizzes to receive immediate feedback.
Con

Students will provide peer feedback to each other via the learning management system.
Com


Instructor Example

Instructor will create a short 4 or 5 item self-check quizzes on a particular topic that ‘releases’ an example of a good essay on successful completion.

Instructor will provide online spaces for formative tutor and peer review of drafts.

Empower

Student Example

Students will engage critically and directly with the public knowledge base in their area by writing accurate scholarly pieces for online sources like Wikipedia.
ComCurColCreCon


Instructor Example

Instructor will access existing supports at the U of S to assist students growth in digital information literacy and arrange for access to appropriate public forum for student contributions (e.g. wiki).

Student Group-work

 

Enhance

Student Example

Students create and post summaries of the work they have completed that week, increasing accountability, but also potentially greater understanding of the group work.
ConCom


Instructor Example

Instructor will set up groups in the learning management system to make the group work more manageable and ‘visible’. Groups will be instructed to post a weekly update of progress to a private discussion board visible to only the group and tutor.

Extend

Student Example

Students produce content that can be shared with others in the class for formative feedback, but also built upon in future terms.
CreCom


Instructor Example

Instructor will set up of wikis for the authoring of group reports to aid version control, provide a space for formative feedback, and be able to see the pattern of individual student’s contributions.

Empower

Student Example

Students will produce content for the wiki and then play a role in the assessment of work by providing feedback in a format that can be integrated to improve the existing materials.
ConColCre


Instructor Example

Instructor will use wikis and other online spaces to allow peer review and assessment of group reports (e.g. reviewing a report online, then completing an online peer review survey).

Lectures

 

Enhance

Student Example

Students access the questions before class to to focus their learning during class. After class, student review and reflect on the questions.
Con


Instructor Example

Instructor will, prior to class in the learning management system, post a set of self-assessment questions that relate to the upcoming lecture topic.

Extend

Student Example

Students respond to questions on their web-enabled devices throughout class and receive immediate feedback from the instructor.
Con


Instructor Example

Instructor will, during class using Top Hat, pose questions to students to assess their learning. Display and discuss cumulative results.

Empower

Student Example

Students respond to questions that require them to apply and synthesize recently learned concepts to a new problem. After seeing poll results, students try to convince their classmates of their reasoning.
ConCom


Instructor Example

Instructor will, during class using Top Hat, pose questions that require students to apply and synthesize their learning. After showing initial poll results, provide the opportunity for students to debate and convince their classmates. Re-poll.

Student Presentations

 

Enhance

Student Example

Students integrate the use of a student response system, such as TopHat as part of their presentation to the class. This enhances the presentation by providing feedback to the presenters and to the other students.
ComCre


Instructor Example

Instructor provides guidelines for the presentation and includes the use of a student response system, such as Top Hat, as part of the student presentations.

Extend

Student Example

Students create video presentations that can be shared with students in future course offerings. Students can create their videos using Panopto or upload their completed files to Panopto.
ComCre


Instructor Example

Instructor provides students with the opportunity to create a video presentation in lieu of an in-class presentation. The instructor needs to set up a location for students to submit their videos, such as Panopto.

Empower

Student Example

Students create videos or podcasts, which can be shared publicly as part of a collection for future students and the general public to learn from.
ComCre


Instructor Example

Instructor provides students with the opportunity to create a video presentation or a podcast in lieu of an in-class presentation. The presentations are then compiled as part of a public collection.

Posters / Info Graphics

 

Enhance

Student Example

Students use appropriate tools to create posters / info graphics to share their work with their instructor, classmates, and for possible display on campus.
CreCom


Instructor Example

Instructors provide students with links to online resources and in-person supports to learn how to use applications to design posters and info graphics.

Extend

Student Example

Students share the learning materials that they create either with students within the course, through a repository available to future students in the course, or openly available to learners outside of the course.
ComCre


Instructor Example

Instructors provide students with either a common site for posting the digital files or a directory of links to student-created posters / info graphics.

Empower

Student Example

Students build upon existing openly licensed learning materials created by students in previous offerings of the course or from other sources to improve upon those materials or create new learning resources.
SComCurCol


Instructor Example

Instructors provide students with the opportunity to build upon existing openly licensed learning resources, including those created by previous students, to create new materials.

Blogs / Editorials

 

Enhance

Student Example

Students compose blog posts related to the content covered in the course and share them privately within an ePortfolio tool. Students will also comment on the posts of others in the course.
Com


Instructor Example

Instructors provide students with summaries of content covered in class including questions to consider on a course blog (allowing people from outside of the class to learn as well, and maybe even contribute to the conversation).

Extend

Student Example

Students compose blog posts related to the content covered in the course and share them through a class blog run by the instructor. Students will also comment on the posts of others in the course.
Com


Instructor Example

Instructor creates and manages a course blog for sharing student work.

Empower

Student Example

Students use individual blogs where they can add posts related to the course content, as well as other writings and reflections they wish to share with others. Students will also comment on the posts of others in the course.
CreCom


Instructor Example

Instructor creates a webpage or blog to act as a hub for connecting individual student blogs related to the course content.

Student Created Questions / Self-testing

 

Enhance

Student Example

Students create potential exam questions and submit them to the instructor as an assignment in the LMS.
Cre


Instructor Example

Instructor creates an assignment and provides guidelines for students to create potential exam questions. Set up the assignment for students to submit electronically in the LMS.

Extend

Student Example

Students create potential exam questions and post them in a discussion forum, wiki, blog, or shared document for the rest of the class to use as a study aid.
ComCre


Instructor Example

Instructor creates an assignment and provides guidelines for students to create and share potential exam questions. Set up a discussion forum, wiki, or other method for students to share the questions.

Empower

Student Example

Students create exam potential exam questions and post them in a discussion forum, wiki, blog, or shared document for the rest of the class to comment on, revise, and use as a study aid. Some of the questions will be chosen to be included in the exam.
ComCre


Instructor Example

Instructor creates an assignment and provides guidelines for students to create and share potential exam questions. Set up a discussion forum, wiki, or other method for students to share the questions. When creating exams, select some of these questions.

Tutorials

 

Enhance

Student Example

Students explore the cases studies prior to the tutorial.
Con


Instructor Example

Provide links to online case studies for students to explore ahead of discussion in class.

Extend

Student Example

Students work individually or in pairs in sourcing relevant case studies to be shared online (via a discussion board, wiki, or social bookmarking) prior to a tutorial.
SComColCur


Instructor Example

Provide guidelines for what makes a relevant case study. Set up submission details and location, such as a discussion board, wiki, or social bookmarking site. During the tutorial, explore the submitted cases.

Empower

Student Example

Students work individually or in small groups to produce an online case study on an allocated topic. Present the case to the class for face-to-face or online discussion.
CurColCre


Instructor Example

Provide guidelines for what makes a relevant case study and assign topics. Set up submission details and location, such as a discussion board or wiki, to allow the entire class to read it.

Seminars

 

Enhance

Student Example

Students post comments and questions related to the week’s seminar on an online discussion board.
Com


Instructor Example

Instructor provides a discussion board for students to post follow-up comments and questions related to that week’s seminar. These comments and questions can be reviewed in person during the first part of the next week’s lecture.

Extend

Student Example

Students (in pairs or small groups) produce a summary of the seminar and a follow-up question. These are posted to an online discussion board. All students then participate in a discussion around the follow-up question.
ComCol


Instructor Example

Instructor encourages more  engagement in seminars by having one group of students produce a summary of that week’s seminar. The instructor provides guidelines for the summary and sets up a discussion board to host the summary and follow-up discussion.

Empower

Student Example

Students (in pairs or small groups) design and lead online seminars. The seminars could be synchronous or asynchronous. Other students could be responsible for providing a summary and follow-up questions.
ComCol


Instructor Example

Instructor has student groups design and lead online seminars for particular units. Guidelines, on the topic and format, and the online technology are provided by the instructor. Synchronous seminars could be done using a tool, such as WebEx. Asynchronous could take place on a discussion board.

Finding and Curating Resources

 

Enhance

Student Example

Students collect resources, evaluate, store, and annotate them in a private folder or note-taking tool such as Evernote, sharing either a final list or certain key resources with the instructor and other learners through the LMS.
SComCur


Instructor Example

Instructor shares resources related to the course that they have curated and annotated. The resources can be shared via email, posted in the LMS, or using a different online tool.

Instructor creates guidelines for the types of resources students should be searching and how to annotate those resources.

Extend

Student Example

Students collect resources, evaluate, store, and annotate them in a shared folder, note-taking tool such as Evernote, or through a private group within a social bookmarking tool such as Diigo.
SComCur


Instructor Example

Instructor creates a shared folder or private group where they and students can share curated and annotated resources related to the course with learners within the course. These could also be available to those same learners even after the course is over. This could be set up using a social bookmarking tool, such as Diigo.

Empower

Student Example

Students collect resources, evaluate, store, and annotate them using a note-taking tool such as Evernote, a social bookmarking tool such as Diigo, or a collaborative document such as a Google Doc or wiki.
SComCur


Instructor Example

Instructor creates a public folder or group where they and students can share curated and annotated resources related to the course with learners within and outside of the course. This could be set up using a social bookmarking tool, such as Diigo. Or the instructor could set this up using a collaborative document, such as a Google Doc or wiki.

Engaging with Guest Experts

 

Enhance

Student Example

Students read and explore the provided resources.
S


Instructor Example

Instructor provides links to the websites of relevant professional groups and the private websites or blogs of noted experts in the field for exploration online and as part of class activities.

Extend

Student Example

Students participate in the session and submit questions to be discussed via a student response system, such as Top Hat.
Com


Instructor Example

Instructor arranges online guest expert sessions via a video-conferencing tool, such as WebEx or Skype.

Empower

Student Example

Students connect with or interview an expert in the field via video-conferencing tools, such as WebEx or Skype, and report back the relevant findings to the class on a collaborative document such as a wiki.
ComCol


Instructor Example

Instructor provides links to the websites of relevant professional groups and noted experts in the field. Provide a brief tutorial on video-conferencing tools. Set up a class wiki to collect the student findings.

Laboratory or Field Work

 

Enhance

Student Example

Students view the provided tutorial resources on their own time and complete the self-tests.
Con


Instructor Example

Provide links to video or narrated visual tutorials of safe laboratory and field work procedure as a means to prepare effectively. Provide short online self-tests to help students gauge their readiness for practice.

Extend

Student Example

Students participate in lab and field work and complete activities that utilize mobile applications. This could include using their phones to record and submit videos.
Com


Instructor Example

Increase engagement in lab and field work by including the use of mobile applications including:
  • QR codes for ‘point of use’ information and explanation of equipment and field samples
  • personal technologies such as cameras, video and mobile phones to record lab and field work
  • applications which employ GPS and ‘pin drop’ features to record locations

Empower

Student Example

Students work in small groups to prepare a ‘virtual field trip’ or ‘virtual lab tour’ that will bring together a range of relevant resources (e.g. documents, websites, video clips) that can be assessed as an output of their lab or field work and used as a learning artefact for future students on the same module.
ComColCre


Instructor Example

Have students work in small groups to prepare a ‘virtual field trip’ or ‘virtual lab tour’. Provide guidelines for the assignment and clear submission details that will allow the artefacts to be shared with future students.

Undergraduate Research

 

Enhance

Student Example

Students share their research with others in the class through online discussions and links to their work.
SCurComCre


Instructor Example

Instructor sets up a location for students to share their research outputs. This could be a discussion board.

Extend

Student Example

Students are given the option to share their research through a variety of technologies including video, podcast, poster, or other tools appropriate for disseminating the results.
SCurComCre


Instructor Example

Instructor provides assignment guidelines that allow students to share research in a wide variety of formats.

Empower

Student Example

Students contribute research to a shared, collaborative resource such as a blog, wiki, or textbook so that learners in future iterations of the course may benefit and build upon the research.
SCurComCreCol

Students make connections with experts in the field to improve their research. The connections are made using communication technologies, such as email, social media, phone, or video-conference (e.g., WebEx).
SCurComCre


Instructor Example

Instructors provides assignment guidelines that allows students to create research artefacts that contribute to collaborative resources, such as a blog, wiki, or textbook.

Instructor facilitates student-researchers making connections with other experts in the field. Set up online opportunities for the students to connect with these experts via email, social media, phone, or video-conference (e.g., WebEx).

Online Discussions

 

Enhance

Student Example

With the instructor facilitating, students respond to the questions posed by the instructor and to the responses of others.
Com


Instructor Example

Instructor facilitates online discussions, providing students with the questions they will need to answer, as well as guidelines related to the expectations for the student contributions.

Extend

Student Example

Students facilitate the online discussions, initially using the questions provided by the instructor, but building on the answers from other students.
Com


Instructor Example

Instructors provide students with the questions they will need to answer as well as guidelines for the expectations for students to facilitate and contribute to the online discussions. Instructors engage in the discussions as they see appropriate.

Empower

Student Example

Students take turns creating questions relevant to the course content and facilitating the online discussions.
ComCre


Instructor Example

Instructors will provide students with guidelines related to the expectations for question creation, discussion facilitation, and student contributions to the discussion.

Reflection

 

Enhance

Student Example

Students will write or create video or audio reflections to be shared digitally with the instructor.
ComCre


Instructor Example

Instructors will write or create video or audio reflections about their teaching or research to share their practices privately with students in the course to serve as a model for student reflection.

Extend

Student Example

Students will write or create video or audio reflections to be shared digitally with the instructor, others in the class, and possibly outside mentors via discussion boards or through an ePortfolio tool. Students will also respond to the reflections of others in the class.
ComCreCon


Instructor Example

Instructors will write or create video or audio reflections about their teaching or research to share their practices for feedback, for others to learn, and to serve as a model for student reflection.

Empower

Student Example

Students will write reflections to be shared publicly through an ePortfolio tool or blog. Students will also respond to the reflections of others in the class.
ComCreCon


Instructor Example

Instructors will create a public site where student and instructor reflections can be shared with others within and outside of the course.

Getting Help

Gwenna Moss Centre for Teaching and Learning

Ryan Banow and Heather Ross in the GMCTL can provide consultation and advice if you would like to incorporate learning technologies into your teaching practice.

Information and Communication Technologies

ICT provides support for the various e-learning tools available on campus. Support is available for PAWS Course Tools, Blackboard, and Top Hat, as well as support for technologies related to quizzes, examinations and final grade entry, as well as course evaluations.

Media Production

Provides support and service in media development and capture for teaching, research, and events.

Training Services

Offers effective and up-to-date technology training solutions for the entire campus community.