Reflection on the Use of TimeToast in Adult Vocational Education

 

Learning Objectives of the Activity

The main learning objectives of this activity were:

• To develop reading comprehension skills through the identification of key information.
• To reinforce metacognitive strategies such as planning, self-regulation, and self and co-evaluation.
• To promote cooperative learning and shared responsibility.
• To improve digital competence through the use of an online tool.
• To connect reading tasks with real-world professional contexts.

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Advantages of Using TimeToast

TimeToast proved to be a highly effective tool for this activity. Its visual and chronological format helped students organise information clearly and logically. Unlike a traditional summary, a timeline requires students to prioritise relevant events and structure them coherently.

In addition, the digital format increased motivation, especially among adult learners in vocational training, who often value practical and technology-based tasks. The tool is simple, intuitive, and does not require advanced technical skills.

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Steps Followed to Set Up the Activity

1. I introduced the tool and demonstrated how to create a simple timeline.
2. Students were divided into small groups of three.
3. Each group received a short biographical text related to leadership, entrepreneurship, or innovation.
4. Groups first planned their work: they read the text, selected key events, and distributed roles.
5. They created the timeline using TimeToast.
6. Finally, groups exchanged their timelines and carried out a brief co-evaluation using clear criteria.

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Problems and Solutions

One challenge was that some students initially tried to copy large sections of the text instead of selecting key events. To solve this, I reminded them that a timeline should include only essential milestones.

Another difficulty was time management. Some groups spent too long discussing minor details. I addressed this by setting clear time limits for each stage.

A few students were unfamiliar with the tool, but peer support within the groups helped them overcome technical difficulties quickly.

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Students’ Reaction

Overall, students reacted positively to the activity. They appreciated working collaboratively and felt more engaged than in traditional reading tasks. Many commented that organising information visually helped them understand the text more clearly.

They also valued the connection between the texts and real professional contexts, which made the activity more meaningful.

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Things I Would Improve Next Time

Next time, I would provide a brief model timeline as a reference before starting the task. I would also allocate more time for the co-evaluation stage, as this part encouraged valuable reflection. Additionally, I might include a short oral presentation to reinforce speaking skills.

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How TimeToast Helped Achieve the Learning Objectives

1. It encouraged planning, as students had to decide which events were relevant before creating the timeline.
2. It promoted self-regulation, since students continuously reviewed and adjusted their work.
3. It facilitated co-evaluation through peer feedback.
4. It strengthened digital competence in a practical and meaningful way.
5. It improved comprehension by requiring students to organise information chronologically.