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Literature, Money, and the Art of Seeing Otherwise

Alternative Realities, Human Perception, Human Psyche, Literary Creation, Literary Imagination, Literary Value, Reader-Response 0 comments

 

Beyond the Pages: The Art of Seeing Otherwise

AI-generated picture by Prof. Jonathan Acuña Solano on October 30, 2026

A Note Before Reading

     This reflection began with a brief exchange with my friend and writer Wilbert Salgado. He described a practical trajectory for literary work: publish pieces, receive feedback from readers, select the stronger ones for magazines, submit them to competitions, and, when fortune allows, receive a monetary prize. His final question was simple: “Es la idea, ¿no?”

     The question stayed with me. Not because there is anything wrong with publishing, receiving recognition, or being paid for one's literary work. On the contrary, writers deserve readers, recognition, and fair compensation for their creative labor. What interested me was the larger question hidden inside that apparently simple observation: if money and recognition are possible outcomes of literary creation, are they also the reason we create literature in the first place?

     That question led me somewhere else, to the relationship between literature and perception, between the imagination and the human psyche, and between the lives we actually live and the lives we encounter through reading.

     The following reflection is my attempt to explore that territory.

Jonathan Acuña Solano


Literature, Money, and the Art of Seeing Otherwise

 

Abstract

This reflective essay explores the relationship between literary creation, financial recognition, and literature's capacity to transform human perception. While acknowledging the legitimacy of monetary rewards, publication, and professional recognition, it argues that literature's significance cannot be reduced to its economic or commercial value. Drawing on the literary perspectives of Fernando Pessoa, Jorge Luis Borges, Italo Calvino, Milan Kundera, and Marcel Proust, the discussion examines literature as an exploration of the human psyche, a means of revealing significance in seemingly ordinary experiences, and an imaginative encounter with lives beyond our own. Particular attention is given to the relationship between writer and reader, suggesting that literary meaning emerges through an interaction between textual creation and individual consciousness. Ultimately, the essay proposes that literature's enduring value lies in its ability to challenge habitual perceptions, illuminate overlooked dimensions of existence, and expand our understanding of what it means to be human. Literary creation thus becomes not merely an artistic or economic endeavor but an invitation to experience reality from perspectives other than our own.

Keywords:

Literary Creation, Human Perception, Literary Imagination, Human Psyche, Reader-Response, Literary Value, Alternative Realities

 

 

Resumen

Este ensayo reflexivo explora la relación entre la creación literaria, el reconocimiento económico y la capacidad de la literatura para transformar la percepción humana. Si bien reconoce la legitimidad de las recompensas monetarias, la publicación y el reconocimiento profesional, sostiene que la importancia de la literatura no puede reducirse a su valor económico o comercial. A partir de las perspectivas literarias de Fernando Pessoa, Jorge Luis Borges, Italo Calvino, Milan Kundera y Marcel Proust, se examina la literatura como una exploración de la psique humana, un medio para descubrir significados en experiencias aparentemente cotidianas y un encuentro imaginativo con vidas distintas de la propia. Se presta especial atención a la relación entre el escritor y el lector, y se plantea que el significado literario surge de la interacción entre la creación textual y la conciencia individual. Finalmente, el ensayo propone que el valor perdurable de la literatura reside en su capacidad para cuestionar nuestras percepciones habituales, iluminar dimensiones inadvertidas de la existencia y ampliar nuestra comprensión de lo que significa ser humano. La creación literaria se convierte así no solo en una actividad artística o económica, sino también en una invitación a contemplar la realidad desde perspectivas diferentes de la nuestra.

 

 

Resumo

Este ensaio reflexivo explora a relação entre a criação literária, o reconhecimento financeiro e a capacidade da literatura de transformar a percepção humana. Embora reconheça a legitimidade das recompensas financeiras, da publicação e do reconhecimento profissional, argumenta que a importância da literatura não pode ser reduzida ao seu valor econômico ou comercial. Com base nas perspectivas literárias de Fernando Pessoa, Jorge Luis Borges, Italo Calvino, Milan Kundera e Marcel Proust, a reflexão examina a literatura como uma exploração da psique humana, um meio de revelar significados em experiências aparentemente cotidianas e um encontro imaginativo com vidas diferentes da nossa. Dá-se especial atenção à relação entre escritor e leitor, sugerindo que o significado literário surge da interação entre a criação textual e a consciência individual. Por fim, o ensaio propõe que o valor duradouro da literatura reside em sua capacidade de questionar percepções habituais, iluminar dimensões frequentemente despercebidas da existência e ampliar nossa compreensão do que significa ser humano. A criação literária torna-se, assim, não apenas uma atividade artística ou econômica, mas também um convite para contemplar a realidade a partir de perspectivas diferentes das nossas.

 

 

“A literatura, como toda a arte, é uma confissão de que a vida não basta.”

— Fernando Pessoa

 

“Minha alma é uma orquestra oculta; não sei que instrumentos tangem e rangem, cordas e harpas, tímpanos e tambores, dentro de mim.”

— Fernando Pessoa, Livro do Desassossego

 


Literature exists within a curious tension. On the one hand, writing is an intensely personal act through which human beings explore experience, memory, imagination, perception, and the complexities of being alive. On the other hand, literature eventually enters a very concrete world of publications, readers, reviews, prizes, sales, competitions, and professional recognition. There is nothing contradictory about this. Writers need readers, and writers also deserve recognition and compensation for their work. Yet the existence of this literary economy raises a more fundamental question: what is the deeper purpose of literary creation?

Money can certainly be one of the consequences of writing. A literary work can be published, sold, awarded, or even become economically successful. There is nothing inherently problematic about that. In fact, financial recognition can provide writers with opportunities to continue creating. However, it is difficult to believe that the economic value of a literary work completely explains its cultural and human value. A story may win a prize and eventually disappear from collective memory, while another story may reach only a small number of readers and remain with them for decades. Literary value does not always correspond neatly to commercial success.

Perhaps this is because literature does something different from many other forms of human production. Literature is not simply concerned with giving us information about the world. It frequently changes the angle from which we perceive that world. A writer can take an ordinary situation, an apparently insignificant gesture, a private memory, or an everyday encounter and present it in such a way that we begin to notice something that had previously escaped us. The external reality may remain exactly the same, but our perception of it has changed. In this sense, literature does not necessarily give us a new world; sometimes it teaches us to see the world we already inhabit differently.

This capacity to alter perception is closely connected to literature's exploration of the human psyche. Literary works allow us to enter territories that are difficult to access through ordinary observation: the contradictions of desire, the persistence of memory, the experience of loneliness, the ambiguity of love, the anxiety produced by uncertainty, the conflict between what people say and what they actually feel, or the private meanings that individuals attach to seemingly insignificant events. Literature gives form to these interior dimensions of experience. Through characters, narrators, voices, memories, and imagined worlds, it makes visible aspects of human existence that might otherwise remain difficult to articulate.

One of literature's remarkable characteristics is that it can make the insignificant significant. A glance between two people, a forgotten object, a conversation interrupted by silence, a person waiting for someone who does not arrive, or a memory apparently disconnected from the present can become the center of an entire literary universe. These details may appear trivial when considered independently, yet literature has the ability to reveal the meanings that human beings attach to them. What matters is not necessarily the size of the event but the depth of experience contained within it. A literary work can therefore teach us that reality is not composed exclusively of dramatic events. Much of human existence takes place in the spaces between them.

This is perhaps one of the dimensions of ars literaria that deserves particular attention. The literary artist does not simply reproduce reality. The artist selects, transforms, rearranges, and reinterprets it. A familiar experience can become unfamiliar when presented through a different consciousness. A common event can acquire unexpected significance when viewed from another perspective. Literature therefore creates a kind of perceptual displacement: it moves us slightly away from our habitual position and invites us to look again.

That movement becomes even more significant when literature introduces us to lives that are not our own. Every human being is limited by the boundaries of an individual existence. We have one childhood, one collection of memories, one historical moment, one particular body, one geographical and cultural experience, and ultimately one biography. Literature complicates those limitations by allowing us to encounter other possible lives. Through reading, we can inhabit fictional or reconstructed realities belonging to people who lived centuries ago, people who live in circumstances completely different from ours, or characters who never existed outside the imagination of a writer.

This does not mean that literature allows us literally to experience another person's life. It does something more subtle. It creates an imaginative space in which we can temporarily consider experience from another position. A novel about exile, for instance, does not make the reader an exile. A story about grief does not reproduce another person's grief inside the reader. Yet such works can provide forms through which we begin to understand experiences that would otherwise remain outside our immediate lives. Fiction can therefore enlarge the boundaries of human experience without pretending to eliminate the differences between individual experiences.

This may explain why fictional lives can sometimes illuminate our own lives so effectively. A character who never existed can reveal something that exists very deeply within us. A historical figure can make us reconsider our own assumptions about the present. An imaginary world can expose structures of our actual world that had previously seemed natural or invisible. Paradoxically, what is invented can sometimes help us perceive what is real with greater clarity.

The relationship between literature and recognition therefore becomes more complicated. Publication, readership, reviews, prizes, and financial rewards are meaningful because they establish relationships between the writer, the work, and the wider cultural world. They can encourage writers and provide the material conditions necessary for continued creation. Nevertheless, they are external manifestations of a process whose deepest effects may be much more difficult to measure. A literary work can have enormous significance for a single reader without becoming commercially successful, while a highly successful work may affect different readers in entirely different ways.

The number of readers, therefore, cannot tell us everything about what happens when literature is read. A small audience is not necessarily an insignificant audience. Every reader brings a particular history, a particular sensibility, and a particular collection of experiences to a literary work. The same paragraph can produce indifference in one person, recognition in another, discomfort in a third, and an entirely new question in someone else. The literary work does not simply travel from the writer to the reader as a finished object; something happens between them.

Perhaps this is why the most interesting literary reward is not necessarily the prize that can be placed on a shelf or the money that can be deposited in a bank account. It may instead be the moment in which a reader recognizes something that had previously been invisible. A successful literary work can create a small disturbance in perception: it makes us pause, reconsider an assumption, remember something forgotten, empathize with an unfamiliar experience, or simply look at an ordinary part of existence with greater attention.

Literature, in this sense, becomes an art of seeing otherwise. Its importance does not depend exclusively on whether it entertains us, informs us, receives critical attention, or produces financial rewards. Its deeper possibility lies in its capacity to complicate our perception of human experience. It can transform the familiar into the strange and the strange into something recognizable. It can reveal significance in apparently insignificant things and give us access to perspectives that our individual lives could never contain.

Perhaps this is why literature continues to matter even in a world increasingly organized around speed, measurement, visibility, and immediate results. Literature asks us to slow down and attend to what cannot always be quantified. It reminds us that a human life consists not only of major events but also of fleeting perceptions, private contradictions, unanswered questions, memories, desires, silences, and possibilities. These things may have little measurable economic value, yet they constitute much of what it means to be human.

Financial recognition may be one possible consequence of literary creation, and there is nothing wrong with welcoming it. But the more enduring possibility of literature may lie elsewhere: in its ability to place one human consciousness in contact with another and, through that encounter, alter the way reality is perceived. The writer creates a world; the reader enters it; and somewhere between those two acts, an alternative way of seeing becomes possible.

In the end, literature may not give us another life in any literal sense. We remain ourselves, within the limits of our own biographies. What literature can give us, however, is the opportunity to imagine what existence might look like from somewhere else. And perhaps that is one of its most enduring gifts: not simply telling us more about the world, but allowing us, for a moment, to see the world, and ourselves, otherwise.

Some Literary Companions Behind This Reflection

The ideas explored here did not emerge in isolation. They grow out of a long personal relationship with literature and, more specifically, with works that have made me think about consciousness, perception, memory, imagination, and the strange relationship between fiction and reality.

Fernando Pessoa has perhaps been particularly important in this regard. In Livro do Desassossego, the boundaries between observing the world and observing oneself become remarkably porous. Bernardo Soares's reflections repeatedly turn ordinary perception into an investigation of consciousness. Pessoa's writing has therefore encouraged me to think of literature not simply as an account of external reality, but as a way of exploring the interior experience through which reality becomes meaningful.

Borges takes this displacement even further. In works such as Ficciones and El Aleph, literature becomes a space in which realities, perspectives, times, and possibilities can coexist. His fiction repeatedly invites the reader to question the apparently stable boundaries between the real and the imagined. For the purposes of this reflection, Borges helps illuminate the idea that literature can create alternative spaces from which reality itself becomes newly visible.

Calvino's If on a Winter's Night a Traveler contributes another dimension: the reader. The act of reading becomes part of the literary experience itself. The reader is not merely the passive recipient of a finished object but participates in the construction of meaning. This is particularly relevant to my understanding of the relationship between writer and reader, because a literary work ultimately acquires another life when it enters another person's consciousness.

Milan Kundera's reflections in The Art of the Novel also resonate with this perspective. His understanding of the novel as a form of exploration rather than simple narration reinforces the idea that literature can investigate possibilities of human existence that cannot be reduced to straightforward answers. Fiction can ask questions that reality itself does not always formulate clearly.

Proust offers yet another path into the same territory. In In Search of Lost Time, seemingly insignificant sensations and memories can open enormous spaces of meaning. A taste, a sound, an object, or a fleeting recollection can suddenly connect the present with a forgotten dimension of the past. His work reminds us that what appears insignificant from the outside may contain an entire interior world.

These writers do not provide a single theory of literature, nor do they necessarily agree with one another. They are simply some of the literary companions that have helped shape the questions behind this reflection. What follows, therefore, is not an attempt to establish a theory of literary creation, but rather to think aloud about why literature continues to matter: not only because it tells stories, receives recognition, or sometimes generates income, but because it gives human beings another way of seeing, remembering, imagining, and experiencing existence.

San José, Costa Rica

Saturday, October 31, 2026

Blog Post #598

📚 Works and Ideas in the Background

Fernando Pessoa, Livro do Desassossego — especially relevant in consciousness, perception, interiority, and the insufficiency of ordinary experience.

Jorge Luis Borges, Ficciones and El Aleph — useful for the idea of alternative realities, infinite perspectives, and literature destabilizing our ordinary conception of reality.

Italo Calvino, If on a Winter's Night a Traveler — particularly interesting for the relationship between writer, reader, text, and the act of reading itself.

Milan Kundera, The Art of the Novel — valuable for his conception of the novel as a form of exploration of existence rather than merely storytelling.

Marcel Proust, In Search of Lost Time — the transformation of apparently insignificant experiences into profound discoveries about memory and consciousness.

Análise de Autores e Obras Literárias Mencionadas


Click to enlarge the infographics: Literatura, Dinero, y Percepción



Continue the Conversation: Watch the Explainer Video

Thank you for taking the time to read this article. If you would like to revisit its central ideas from a different perspective, I invite you to watch the accompanying explainer video.

Designed to complement—not replace—the essay, the video highlights its main arguments, provides additional context, and offers a concise visual journey through the themes explored in La Buenaventura. I hope it helps you see Alarcón's story from a fresh perspective.

If you enjoy the video, feel free to explore my YouTube channel, where I share more explainers and reflections on literature, English language teaching, linguistics, mythology, culture, education, and related topics.

📺 Visit my YouTube channel:

https://www.youtube.com/channel/UCflH3o-0ZoYauP8t5fcCM4Q

Thank you for reading, watching, and joining me on this ongoing journey of learning and discovery.





Saturday, October 31, 2026


Location: San José, Curridabat, Freses, Costa Rica

Choosing Digital Tools With Purpose: Agency, Trust, and Responsibility in the Online Classroom

Adult Learners, Digital Tool Selection, ISTE ASCD, online learning, Reflective Practice, Student Agency, Student Data Privacy 0 comments

 

Where Purpose Meets Possibility
AI-generated picture by Prof. Jonathan Acuña Solano on October 25, 2026

Introductory Note to the Reader

     After more than thirty years in English language teaching, I still appreciate those moments when a course makes me pause and reconsider something I thought I understood. My ongoing learning with ISTE+ASCD has brought several of those moments. Exploring student agency encouraged me to examine how much ownership my students have over their learning. Looking at digital tools has now prompted another question: How carefully have I examined the tools I ask them to use?

     Teaching college young adults and corporate working adults online has made technology part of my everyday practice. Some tools help me organize assessments; others come with the programs my institutions adopt. Yet familiarity can leave certain questions unasked. Why this tool? What does it contribute? Can everyone access it? What information are we asking students to share?

     This essay grows from that self-examination. It continues my reflection on agency while acknowledging that teachers, too, need to revisit assumptions and make better-informed decisions. Through an example from my own lesson planning, I explore how a small change can give students greater ownership without adding another application. I invite you to consider your own classroom alongside mine, with curiosity and a willingness to keep learning.

Jonathan Acuña Solano

 

Choosing Digital Tools With Purpose: Agency, Trust, and Responsibility in the Online Classroom

A companion essay to “Supporting Student Agency Through Intentional Design”

 

Abstract

Selecting digital tools for online learning involves decisions about educational purpose, student participation, access, and trust. Drawing on Jonathan Acuña Solano’s reflections during an ISTE+ASCD course, this essay examines these decisions in the teaching of college young adults and corporate working adults online. Reflections on Google Forms and Cambridge One reveal the importance of distinguishing practical convenience, institutional requirements, and verified knowledge about student data. The discussion connects responsible tool selection with technological pedagogical content knowledge and self-determination theory, emphasizing alignment with learning objectives and meaningful opportunities for student agency. A proposed redesign of an innovation role play illustrates how learners can select or suggest challenges, negotiate roles, and reflect on their performance while working toward shared language outcomes. This example demonstrates a design possibility rather than measured learning gains. The essay argues that purposeful online teaching depends on thoughtful task design, accessible participation, and informed professional judgment. Familiar tools, used carefully, can support greater student ownership without introducing unnecessary technological complexity.

Keywords:

Student Agency, Online Learning, Digital Tool Selection, Student Data Privacy, Adult Learners, Reflective Practice, ISTE ASCD

 

 

Resumen

Seleccionar herramientas digitales para el aprendizaje en línea implica tomar decisiones sobre el propósito educativo, la participación estudiantil, el acceso y la confianza. A partir de las reflexiones de Jonathan Acuña Solano durante un curso de ISTE+ASCD, este ensayo examina estas decisiones en la enseñanza en línea de jóvenes universitarios y personas adultas del ámbito corporativo. Las reflexiones sobre Google Forms y Cambridge One destacan la importancia de distinguir entre la conveniencia práctica, los requisitos institucionales y el conocimiento verificado sobre los datos estudiantiles. El análisis relaciona la selección responsable de herramientas con el conocimiento tecnológico, pedagógico y del contenido y con la teoría de la autodeterminación, resaltando la coherencia con los objetivos de aprendizaje y las oportunidades para ejercer la agencia estudiantil. Una propuesta de rediseño de una dramatización sobre innovación ilustra cómo los estudiantes pueden seleccionar o sugerir retos, negociar roles y reflexionar sobre su desempeño, manteniendo objetivos lingüísticos comunes. El ejemplo constituye una posibilidad de diseño, sin presentar mejoras de aprendizaje medidas. El ensayo sostiene que una enseñanza en línea con propósito requiere actividades cuidadosamente diseñadas, participación accesible y criterio profesional informado. Las herramientas conocidas, utilizadas con cuidado, pueden favorecer una mayor apropiación del aprendizaje sin añadir complejidad tecnológica innecesaria.

 

 

Resumo

Selecionar ferramentas digitais para a aprendizagem on-line envolve decisões sobre o propósito educativo, a participação dos estudantes, o acesso e a confiança. Com base nas reflexões de Jonathan Acuña Solano durante um curso da ISTE+ASCD, este ensaio examina essas decisões no ensino on-line de jovens universitários e adultos que atuam no ambiente corporativo. As reflexões sobre o Google Forms e o Cambridge One destacam a importância de distinguir conveniência prática, exigências institucionais e conhecimento verificado sobre os dados dos estudantes. A discussão relaciona a seleção responsável de ferramentas ao conhecimento tecnológico, pedagógico e do conteúdo e à teoria da autodeterminação, enfatizando o alinhamento com os objetivos de aprendizagem e oportunidades significativas de agência estudantil. Uma proposta de reformulação de uma simulação sobre inovação ilustra como os estudantes podem escolher ou sugerir desafios, negociar papéis e refletir sobre seu desempenho, mantendo objetivos linguísticos comuns. O exemplo representa uma possibilidade de planejamento, sem apresentar ganhos de aprendizagem medidos. O ensaio defende que um ensino on-line com propósito exige atividades cuidadosamente planejadas, participação acessível e discernimento profissional informado. Ferramentas conhecidas, utilizadas com cuidado, podem ampliar a participação dos estudantes nas decisões sobre sua aprendizagem sem acrescentar complexidade tecnológica desnecessária.

 


 

“The criteria that matter most are not about features or novelty; they are about fit.”

—ISTE+ASCD, Selecting the Best Tools for Online Learning (n.d.)

 

“Better online teaching can begin with a modest change in a lesson already worth teaching.”

—Jonathan Acuña Solano, Choosing Digital Tools With Purpose (2026)

 


From Designing Choices to Choosing Tools

A lesson can be carefully planned and still leave an important question unanswered: why are students using this particular digital tool? In my previous reflection on student agency, I examined how learners could influence the path toward a shared learning objective. This second reflection takes that discussion further. If students are to assume greater ownership of learning, the tools surrounding them deserve the same attention as the activities they complete.

The ISTE+ASCD module “Selecting the Best Tools for Online Learning” begins with an uncomfortable observation: “Most digital tool adoption decisions are made too quickly, for the wrong reasons, and without asking the questions that matter most” (ISTE+ASCD, n.d., opening section, para. 1). It is easy to recognize the temptation. A colleague recommends an application, a demonstration looks impressive, and suddenly another platform enters the classroom. Yet a promising feature does not explain what students will learn, whether everyone can participate, or what happens to their information.

Looking Honestly at Familiar Tools

The course journal invited me to examine tools already present in my teaching. About Google Forms, I wrote, “It was chosen to create graded assessments that can be later on shared with students” (Acuña Solano, 2026b, Google Forms entry, para. 1). My explanation emphasized grades and answer analytics rather than a particular language objective.

That admission deserves reflection rather than embarrassment. Collecting assessment evidence is a legitimate purpose, but collecting it efficiently does not automatically improve learning. A quiz becomes more useful when its results help students identify difficulties, revise an explanation, or decide what to practice next. The teacher's convenience and the learner's progress can support each other, provided the connection is deliberately designed.

Mishra and Koehler's (2006) technological pedagogical content knowledge framework helps explain this connection. Sound technology integration involves relationships among subject matter, teaching approaches, and technology. Knowing how to operate a form is therefore only part of the work. The more important question is how its use supports the language learning taking place.

Recognizing the Limits of What I Know

My journal also recorded an informal explanation suggesting that Google Forms collected information mainly about me as its user. That was my understanding at the time; it should not become a factual assurance to students. Google Forms stores submitted responses and can collect email addresses depending on the settings selected (Google, n.d.). Information entered into a form may itself identify a learner.

Recognizing this distinction changes the reflection. I need to separate what I have heard, what I have verified, and what remains uncertain. A conversation with someone knowledgeable can begin an inquiry, but it cannot replace examining the relevant settings, institutional arrangements, and documentation.

This is also a matter of modeling responsible learning. Teachers regularly encourage students to check claims before accepting them. We should be willing to do the same when an assumption makes our own professional routines feel comfortable. Revisiting a journal entry can demonstrate growth rather than undermine credibility.

Institutional Selection and Shared Responsibility

Cambridge One presents a different situation. As I explained, “I didn’t choose this tool; it was chosen by the university I work for” (Acuña Solano, 2026b, Cambridge One entry, para. 1). Many teachers recognize this reality. We often teach within systems selected through institutional processes over which we have limited influence. However, limited influence does not make classroom decisions irrelevant. I still determine which exercises to assign, how much practice is reasonable, how students use feedback, and how platform work connects with communication during class.

My initial understanding of data collection also needs expanding. Cambridge One's privacy notice identifies categories including identity, technical, usage, and learning data; learning data can include student work, scores, progress, grades, and feedback (Cambridge University Press & Assessment, n.d.). These categories describe possible processing across the service, rather than proving that every category applies to every learner. Institutional approval matters, but informed teaching still requires knowing enough to ask useful questions.

Fit Before Features

The course identifies four questions for evaluating a tool: its connection to learning objectives, institutional approval, reliable student access, and data practices. Its central reminder is direct: “The criteria that matter most are not about features or novelty; they are about fit” (ISTE+ASCD, n.d., “What to Evaluate When Choosing a Tool,” para. 1).

For my online classes, fit begins with the communication students need to develop. College young adults may need to explain an idea, defend a position, or collaborate on a project. Corporate working adults may need to negotiate priorities or recommend a solution. Neither group benefits simply because an activity uses a fashionable application.

Access also deserves a practical interpretation. A student may own a smartphone without finding a complex task manageable on its screen. A working adult may attend after a demanding shift or share an internet connection. Before adopting a tool, I should consider readability, navigation, accessibility, and a workable alternative when participation becomes difficult.

Returning to Unit 12: Invention or Innovation

The lesson example from my earlier essay makes these principles concrete. Unit 12, “Invention or Innovation,” includes discussion of frugal innovation and opportunities to negotiate ideas using adverbials. Originally, pairs received the same scenario, roles, prompts, and conversational progression. My earlier reflection identified the limitation: students were “almost always making linguistic choices” but “not making many learning decisions” (Acuña Solano, 2026a, “Choosing the Right Structure for My Own Teaching,” para. 2). They could decide what to say, but the route through the task had largely been settled.

The proposed choice board opened several routes: analyzing an unsuccessful innovation, recommending a solution with limited resources, designing an improvement, or debating a patent decision. Students would pursue shared language outcomes through different challenges. This remains a proposed instructional improvement, not evidence that learning gains have already been measured.

The present module adds another insight: this redesign does not require another application. Clear instructions in the existing course space and the class's familiar conferencing environment may be sufficient.

A Small Redesign With Meaningful Agency

Consider a practical version of that task. The objective remains to negotiate an innovation proposal, justify recommendations, and use at least five target adverbials accurately. Pairs select a challenge from the board or propose an equivalent challenge for approval. They explain why their choice is relevant and agree on the roles they will take.

College students could improve an aspect of campus life or design an affordable study resource. Corporate learners could address a fictional scheduling difficulty or propose a service improvement. These options recognize different experiences without assuming that every young adult has professional knowledge. Workplace examples should use invented details rather than confidential company information.

During the discussion, students question each other's suggestions and agree on a recommendation. Assessment uses shared criteria for language use, supporting reasons, interaction, and task completion. Students then identify one strength and one improvement for their next discussion. Agency enters through the challenge, roles, and reflection; rigor remains visible through common expectations.

Why This Is More Than Offering Options

A choice board can still become a menu whose limits students never influence. Allowing an equivalent proposal creates room for learners to help shape the task. Their suggestions must meet the objective, but their experiences can contribute to the design. Ryan and Deci (2000) identify autonomy, competence, and relatedness as important psychological needs.

This framework helps explain the value of a relevant challenge, clear expectations, and collaboration. It does not establish that any choice board will improve motivation. Rather, it offers a reason to examine whether students experience their participation as meaningful. The next step is to listen. Which choices helped students communicate? Which instructions caused confusion? What would they change? Their answers can inform the next version of the lesson. Shared ownership develops when student contributions influence what happens afterward.

Fewer Tools and More Attention

Under the heading “Fewer Tools, Used Well,” the course warns that unfamiliar interfaces can compete with learning for students' attention (ISTE+ASCD, n.d.). The practical lesson is persuasive: each additional platform should earn its place. However, the suggested toolbox of three to five tools is best understood as guidance, rather than a universal number that guarantees stronger learning. Different courses have different requirements. The more useful principle is to avoid unnecessary complexity and invest time in tools that serve a clear purpose.

For my students, familiarity can leave more room for language practice. Time spent resolving another login is time unavailable for negotiating an idea or receiving feedback. A familiar tool becomes educationally valuable through the quality of the activity it supports, not simply through repeated use.

Teaching With Purpose and Care

This second reflection brings agency and responsible tool selection into the same conversation. Students need meaningful opportunities to influence their learning, and teachers need sound reasons for the digital environments they require students to enter.

My journal has made both strengths and gaps visible. I can explain why I use certain tools, but some explanations need a clearer connection to learning, and some assumptions need verification. That is useful professional learning. The improvement to Unit 12 offers a manageable place to begin: keep the language objective clear, invite students to shape the challenge, use familiar tools, and examine their responses. Better online teaching can begin with a modest change in a lesson already worth teaching. The essential work is to make participation more purposeful, more accessible, and more worthy of students' trust. 

San José, Costa Rica

Friday, October 30, 2026

Blog Post #597 



📚 References

Acuña Solano, J. (2026a). Supporting student agency through intentional design: Moving from understanding agency to building it in the online classroom [Unpublished reflective essay].

Acuña Solano, J. (2026b). Reflections on selecting the best tools for online learning [Unpublished course journal].

Cambridge University Press & Assessment. (n.d.). Privacy notice. Cambridge One. Retrieved October 25, 2026, from https://www.cambridgeone.org/privacy

Google. (n.d.). View & manage form responses. Google Docs Editors Help. https://support.google.com/docs/answer/139706

ISTE+ASCD. (n.d.). Selecting the best tools for online learning [Course module]. In Designing online learning experiences. [Course excerpts supplied in the author's notes.]

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68


Análise de Ferramentas Digitais para Aprendizagem Online


Click to enlarge the infographics: Selección de herramientas digitales educativas



Continue the Conversation: Watch the Explainer Video

Thank you for taking the time to read this article. If you would like to revisit its central ideas from a different perspective, I invite you to watch the accompanying explainer video.

Designed to complement—not replace—the essay, the video highlights its main arguments, provides additional context, and offers a concise visual journey through the themes explored in La Buenaventura. I hope it helps you see Alarcón's story from a fresh perspective.

If you enjoy the video, feel free to explore my YouTube channel, where I share more explainers and reflections on literature, English language teaching, linguistics, mythology, culture, education, and related topics.

📺 Visit my YouTube channel:

https://www.youtube.com/channel/UCflH3o-0ZoYauP8t5fcCM4Q

Thank you for reading, watching, and joining me on this ongoing journey of learning and discovery.





Friday, October 30, 2026


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