1. Introduction & Framing (10 min)

Ask learners: “Have you ever introduced a tool that made things worse instead of better?”

Briefly explain the focus:

• Good digital tools solve real problems, not just look modern

• Identifying needs requires observation, reflection, feedback

• Tools must match learners’ goals, skills, and context

Show a slide with examples of mismatches:

• High-tech LMS for low-literacy users

• Overloaded course with 5 platforms

• Gamified quiz tool for learners with no smartphone access

2. Group Task – Match the Need (35 min)

Divide participants into small groups (3–4).

Each group receives 1–2  learning scenarios such as:

·       “Ana, a mother learning from home with limited data and time”

·       “A volunteer group needs to coordinate tasks asynchronously”

·       “Learners confused by inconsistent deadlines and communication”

·       “Older adults frustrated by password reset processes”

Each group must:

1. Identify the core need(s) of the scenario

2. Use AI tools (ChatGPT, Copilot, Notion AI) to:

·       Generate 2–3 possible digital responses

·       Suggest tools that balance functionality with simplicity

·       Consider accessibility and learner agency

3. Choose ONE solution, and explain:

·       Why it fits

·       How they would introduce it to learners

·       What support learners would need

3. Presentations & Peer Feedback (25 min)

Each group presents:

• Their scenario

• Chosen digital response

• Rationale (functionality, simplicity, inclusion)

Other groups give feedback:“Would this work in your context? Why or why not?”

4. Reflection & Wrap-up (5–10 min)

Facilitator wraps up with key messages:

·       Innovation ≠ complexity

·       Learner involvement improves success

·       AI can assist — but YOU assess and decide

Adaption Tips

Online:

• Share scenarios and personas as editable Google Docs, PDFs, or LMS pages accessible before or during the session.

• Use breakout rooms for group work, assigning clear roles (e.g., tech researcher, AI user, note-taker, presenter).

• Provide each group with a collaborative planning board (e.g., Miro, Jamboard, Notion, or a structured Google Doc).

• Offer a bank of AI prompt examples learners can adapt, such as:

  • “Suggest a simple collaboration tool for learners with low connectivity.”

  • “What’s a mobile-friendly task planner for volunteers working asynchronously?”

• Use a shared Padlet, slide deck, or document for groups to submit and present their solution.

• During peer feedback, encourage groups to leave comments or questions asynchronously in a comment thread or chat.

In person:

• Prepare printed persona/scenario cards in advance with varying levels of digital challenges and contexts (e.g., access issues, usability, motivation).

• Ensure each group has at least one device with internet access to explore digital tools and access AI assistants (e.g., ChatGPT, Copilot, Notion AI).

• If devices are limited, rotate groups through an “AI help station” where they can input prompts and copy results.

• Provide flipcharts, sticky notes, or planning sheets for each group to structure their ideas and document the solution’s justification.

• Display a comparison board or matrix in the room where each group lists the tool they chose, the scenario, and why it fits.

• Use a visual voting system (stickers or dot-voting) for peer feedback to highlight the most adaptable or inclusive tech solution.

• Encourage facilitators to circulate between groups and challenge assumptions (“Is that tool mobile-friendly?”, “Does it require a login?”).

Hybrid:

• Share digital versions of all resources (scenarios, AI prompt guide, planning templates) in advance via cloud platforms.

• Form blended groups with both online and in-person participants. Use a shared document as the main collaboration space.

• In-person learners can manage facilitation and visuals (flipchart, summarising discussion), while online learners input data and interact with AI tools.

• Use a central projector and webcam in the room to display shared documents and allow real-time contributions from remote members.

• Encourage hybrid groups to present jointly — e.g., one in-person presenter and one remote presenter — using shared screen or slides.

• Assign a “Tech Flow Manager” to coordinate the pace, make sure tools are working, and assist with syncing contributions from both formats.