{"id":5253,"date":"2015-11-12T10:00:13","date_gmt":"2015-11-12T10:00:13","guid":{"rendered":"https:\/\/altc.alt.ac.uk\/blog\/?p=5253"},"modified":"2015-11-11T08:51:26","modified_gmt":"2015-11-11T08:51:26","slug":"padlet-digital-walls-for-sharing-learning-and-teaching","status":"publish","type":"post","link":"https:\/\/altc.alt.ac.uk\/blog\/2015\/11\/padlet-digital-walls-for-sharing-learning-and-teaching\/","title":{"rendered":"Padlet – digital walls for sharing, learning and teaching."},"content":{"rendered":"

Several staff at the University of Sussex are using the free <\/span>Padlet<\/span><\/a> tool in their teaching. This post focuses on two examples. Padlet is an online board or \u2018wall\u2019 where multiple users can post text, documents, images, videos, music, and weblinks in one of several visually appealing formats. You can read more about Padlet and how to use it in this <\/span>blog post by Vicki Davis<\/span><\/a> (@coolcatteacher). <\/span><\/p>\n

Accompanying hardware:<\/span><\/h3>\n

No specific hardware or software download is required. Padlet can be used in any web browser, with the <\/span>iOS app<\/span><\/a> or one of a range of <\/span>apps and plug-ins<\/span><\/a>. <\/span><\/p>\n

Brief description of project scenarios:<\/span><\/h3>\n

Dr Lucy Robinson (History, University of Sussex) used Padlet as part of an innovation project, \u2018DIY Digital: Doing Punk Online\u2019. Students on the Special Subject module \u2018Post-Punk Britain\u2019 developed their own open educational resources on a topic related to the module. \u00a0These were then shared with students on related courses at Sussex, nationally and internationally. Read more about Lucy\u2019s project on her ‘Now That’s What I Call History’ blog<\/a>.<\/span><\/p>\n

Dr Rebecca Webb (Education, University of Sussex) used Padlet as a ‘Sharing Wall’ for postgraduate students of International Teacher Education. All the students were from Kazakhstan, \u2018high achieving\u2019 in maths and science subjects and fluent in both Russian and Kazakh but with limited academic and social English (especially at the start of the course). Padlet provided ways to actively engage them in teaching sessions in order to record interactions, thoughts, outcomes and to find ways to expand understandings of \u2018learning\u2019 to more informal contexts beyond the classroom too.<\/span><\/p>\n

Skill sets required and developed by learner:<\/span><\/h3>\n

Padlet takes pretty much no training and helped students to develop their skills in online curation, collaboration and reflection.
\n<\/span><\/p>\n

\"Padlet<\/a><\/h3>\n

Artefacts created as a result:<\/span><\/h3>\n

The versatility of Padlet is evidenced by the range of walls created by the students:<\/p>\n

DIY Digital <\/span><\/h4>\n

One group used colour coding and numbered titles on the different objects to guide the user through them in order. The second group provided a very simple guide based on one of our original sources. \u00a0It told the users to pick one each from a variety of different types of object (podcasts, Powerpoints and media sources) to come up with their own individual combination. One of the groups also set up a Padlet as a public space where users could leave their feedback on the OER.<\/span><\/p>\n

Kazakhstan Sharing Wall<\/span><\/h4>\n

With a little encouragement, students began to post their own materials: photos, video clips, short extracts of text, post-it notes; and messages which became arranged in chronological order. \u00a0One student put together an animation towards the end of the first term by way of a review. \u00a0<\/span><\/p>\n

\"Padlet<\/a><\/h3>\n

What did the technology enable that could not be accomplished without it? What were the outcomes and aims realised?<\/span><\/h3>\n

With the Sharing Wall students could see \u2013 at a glance \u2013 the way in which their cumulative experiences of \u2018learning\u2019 were expanding all the time. Rebecca also found the Padlet tool invaluable as a source of course evaluation: \u00a0when she spoke to the students at different points on the course, she used the \u2018Sharing Wall\u2019 as an aide memoire. \u00a0Rebecca felt that it seemed to ease discussion to have something \u2013 other than themselves \u2013 to direct their gaze towards and it gave space for greater reflection and thought.<\/span><\/p>\n

For DIY Digital, Padlet was a great space to share and store possible links and resources. \u00a0Its lack of imposed structure or order helped us find surprising and unexpected relationships between different sources, documents and digital objects.<\/span><\/p>\n

Underpinning learning theory or pedagogy applied:<\/span><\/h3>\n

The key elements to punk pedagogy are: make it open, make it fast and Do It Yourself. \u00a0Padlet was perfect for this. <\/span><\/p>\n

For the Kazakh students it was about seeking high challenge, inclusive pedagogies to support and scaffold teaching and learning.<\/span><\/p>\n

Main positives and negatives about the technology:<\/span><\/h3>\n

Because it is easy to use and allows have multiple posters and editors Padlet is a democratic platform which visually gives different types of links and sources the same significance or value.<\/span><\/p>\n

After Padlet was used to collate the DIY Digital resources, staff and students spent some time deciding whether to continue with Padlet as a way of presenting the online seminar, (OER). \u00a0But each challenge Padlet threw up brought its own intellectual pay-offs. \u00a0The aim was to produce resources that didn\u2019t close down the possibilities of being used in totally different ways by students from different institutions and resources. \u00a0How then could we guide our users through our resources without imposing our conclusions on them? \u00a0The unstructured form of Padlet helped us to communicate this tension. \u00a0Different groups of students came up with different ways of guiding users through their OERs. \u00a0<\/span><\/p>\n

<\/span><\/p>\n

Dr Lucy Robinson,\u00a0<\/span>University of Sussex,\u00a0<\/span> l.robinson@sussex.ac.uk<\/span><\/p>\n

Dr Rebecca Webb, University of Sussex,\u00a0r.c.webb@sussex.ac.uk<\/p>\n

<\/p><\/span><\/p>\n

 <\/p>\n

If you enjoyed reading this article we invite you to <\/span>join the Association for Learning Technology (ALT)<\/span><\/a> as an individual member, and to encourage your own organisation to join ALT as an organisational or sponsoring member<\/p><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"Several staff at the University of Sussex are using the free Padlet tool in their teaching. This post focuses on two examples. Padlet is an online board or \u2018wall\u2019 where multiple users can post text, documents, images, videos, music, and weblinks in one of several visually appealing formats. You can read more about Padlet and […]","protected":false},"author":11,"featured_media":5262,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[1059,7,99,163],"tags":[],"class_list":["post-5253","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-app-review","category-case-studies","category-innovative-practice","category-technology-reviews"],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2015\/10\/cc-5001.png?fit=500%2C358&ssl=1","jetpack_sharing_enabled":true,"jetpack-related-posts":[{"id":10494,"url":"https:\/\/altc.alt.ac.uk\/blog\/2021\/03\/webinar-11th-march-2021-the-student-voice-on-active-blended-learning\/","url_meta":{"origin":5253,"position":0},"title":"Webinar 11th March 2021: The Student Voice on Active Blended Learning","author":"Christina Vines","date":"17 March 2021","format":false,"excerpt":"The ELESIG Webinar Series are back! 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