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get students motivated, thinking and encouraged.

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More innovative non screen based activities. Allowing ways to record and share these outcomes through photos, demo recording etc...

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using flipgrid, audio record rather than written feedback. Improving communication, reflection and sharing.
More audio allows for less screen time

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Creating bespoke video tutorials for students to use in and outside lessons. creating a digital library.

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Send a message to all students, by video if possible, to welcome them to online learning and reassure them. Use video chat rather than basic instant message when interacting with students. Get the students talking by beginning discussions in the discussion board, and then contributing rapid, regular, and open responses to questions.

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Send a message to all students, by video if possible, to welcome them to online learning and reassure them. Use video chat rather than basic instant message when interacting with students. Get the students talking by beginning discussions in the discussion board, and then contributing rapid, regular, and open responses to questions.

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Not allowing distance to effect practical outcomes.

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Not allowing distance to effect practical outcomes.

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Students can product digital outcomes, remote 3d printing (possibly can post final outcomes to students)

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Introduce a few steps that can help motivate recalcitrant students. First to make  goals and expectations crystal clear. I will specify when students should show up and exactly what tasks they need to complete. Playing on kids’ FOMO (Fear Of Missing Out) can help. Emphasize how many other students are showing up, or—if that figure is dismal—at least highlight a positive trend (“More students than ever completed the assignment”). It also helps to ensure that students have a clear plan for when and where they’ll engage in schoolwork. Ideally, participating in remote learning will become a habit—although that may take time; on average

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Introduce a few steps that can help motivate recalcitrant students. First to make  goals and expectations crystal clear. I will specify when students should show up and exactly what tasks they need to complete. Playing on kids’ FOMO (Fear Of Missing Out) can help. Emphasize how many other students are showing up, or—if that figure is dismal—at least highlight a positive trend (“More students than ever completed the assignment”). It also helps to ensure that students have a clear plan for when and where they’ll engage in schoolwork. Ideally, participating in remote learning will become a habit—although that may take time; on average

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One of the biggest issue regarding art remote learning is the Materials. Most of the students tend to not have the equipment needed. This is one of the biggest obstacle about teaching art.  So the key now is to change the traditional art learning into a more interactive and discussion base by introducing Art History. Where students are able to do their research, reports and discussion among their classmates about art history. Its more of 70% research and 30% practical

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I had a long conversation with some of my students regarding the work they were receiving. I am trying to make the work we give more authentic and meaningful They were serious in finishing their task as it will be their coursework mark for this term.
-Tried a lot of different type of project with students in this term which gain more attention compared to last 2 terms.

Including projects as their final Term Examinations marks was a good idea as the students are doing it seriously.

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-Making the class more interactive through activities.
-Having students use use apps like Canva to do assignments.
-Using the chat for activities and quiz reviews.

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Planning lessons more effectively using the digital workbook idea and get to know the students on a more personal level. 

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Planning lessons more effectively using the digital workbook idea and get to know the students on a more personal level. 

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Have an open ear to their struggle and frustrations being at home most of the time, improve patience and empathize more with students

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1.	recapping knowledge that I have already taught – allowing deeper exploration of a topic will reinforce.

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1.	recapping knowledge that I have already taught – allowing deeper exploration of a topic will reinforce.

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2. flipped classroom.
3. ask them to read up the factual content, or watch a video, before the lesson and then in the lesson I discuss and explain, rather than deliver the facts.
4. Break the learning up into bite-sized manageable chunks.

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Students using audio, video, presentations. not pigeon holing to one specific method of sharing, documenting, reflecting and feedback. Understanding the physiology of students working online and at home. From a child and parent perspective.

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-Trying to give more activities to engage them all the time.
-Keep reminding to complete the tasks given in Google Classroom.
- Students are excited to participate in all the tasks given.

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Introduce students to few apps that can help them in learning new vocabs such as quizlet,memrise.

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Introduce students to few apps that can help them in learning new vocabs such as quizlet,memrise.

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Its a bit challenging for the first period where students tend to join the class a bit late.

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More responsibility to students to map their progression and achievements digitally. More onus on students, independence.

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-Majority of students have improved with handing in of work during the online period, however, I'm still working on ensuring every student is completing work which has been a challenge because it's very easy for students to ignore messages or emails rather than face to face.

-I've used digital workbooks a lot more this time since going online and even prepared the upcoming assessments using this method as I've found it makes the work more personal to each student and they have more responsibility to complete the tasks given.

-Done more teacher/student role reversal. Giving each student time to research their given topics before coming back and teaching the other students in a way that is student friendly.

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Get information from other sources such as news, papers, latest trends on twitter and connecting it to my current topic. I believe they would be more into it and Info searching compare to just completing homework and exercises.

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Digital tool platform - mobile friendly

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Cover more content with Flipped Classrooms

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Cover more content with Flipped Classrooms

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Send out the materials/notes to students beforehand, enables students to go through them and students anticipate questions/ confidently attempt questions asked. More lesson time used for discussion of complicated theories/calculations.

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Exploring Resources (Videos and Applications)

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Exploring Resources (Videos and Applications)

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Exploring Videos and other Application resources to conduct practical classes online.

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Trying to develop using Padlet for interaction

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Description

Padlet was used for sharing discussions, ideas and resources for a Masters course. The course was being re-developed for mixed mode and Padlet provided a platform for both online and face-to-face students to engage in discussions on weekly topics.

Challenge

The 'Sociolinguistics for Second Language Teachers' course in the M.TESOL program was being re-developed for mixed mode delivery. The course covers many different topics related to Sociolinguistics and classroom discussions are an integral part of the learning. Students enrolled in the course have many unique experiences to share so I wanted to find ways to encourage discussion, sharing of ideas and resources that could be accessed by both online and face-to-face students.

I was working with Karin Barac, L&T consultant in the AEL group, who suggested incorporating Padlet into the course.

Approach

As part of the mixed mode delivery, weekly readings, videos and discussion questions were part of the pre-session activities students were expected to complete. Initially, Padlet was used as a place for students to address specific discussion questions related to the readings and videos. They could share their reactions to the topics and questions, share their related experiences, share any resources they knew of related to the topic, and even pose questions to the other members of the course.

One Padlet wall was used for all topics as there were overlapping ideas and relevance to all topics in the weekly discussions. Having one page meant that the topics were not regarded as completely separate from each other.

The link to the Padlet was embedded in the course L@G site for easy access and I spent some time explaining its purpose and how to post content during the first session. The trial version we had access to at the time showed posts as being anonymous, so students were instructed to write their names on any posts.

From the very first week, students posted frequently on the Padlet. There were no expectations for 'perfect English' or a specified length, in the hopes to create a welcoming and inclusive space for all students to simply share.

When Covid-19 forced all classes online, our Padlet space became even more vital for discussions. When we had discussions in Break-out rooms, students would write their group's ideas and responses on the Padlet wall. Often, during an online session, I would also ask students to write their individual responses to a question or topic on the Padlet wall. We would often discuss some of the responses back in the main room and I could share my screen to highlight particular responses. As responses were recorded in a single space, we could also return to them easily in future classes to add to those discussions and use the content and ideas for assignments.

As we began to experiment further in the Padlet space, other media was used in the Padlet tool. For example, during the linguistic landscapes topics, students used PowerPoint slides to share photographs with each other in break out rooms. They discussed each photograph and took notes on the PowerPoint slides, then posted their PowerPoints to the Padlet. Back in the main room, I shared some of the PowerPoints with the whole class and discussed them. Students then had the opportunity to look at all the PowerPoints in their own time, and students who had not attended the synchronous session also had access to them. Performing these functions on Padlet are relatively simple and so only required brief instructions or reminders to students on how to add the content.

Outcomes

The Padlet wall was a great space to encourage sharing of ideas and resource. The students shared stories from their own experience as teachers, learners and members of communities. They shared resources they thought might interest other students, such as newspaper articles.

Using the Padlet to record classroom discussions was an excellent way to record the ideas and to have easy access to them in the future for further reflection or for assignments. Once posted, everyone in the course could benefit from the sharing of others, and not be limited to the ideas discussed in their own group. Padlet was a way to conduct group work and sharing between groups similar to group work activities in the face-to-face context. Similarly, writing individual responses to questions posed in class provided a means for all students to contribute an answer and increase participation in the class discussion. Those who didn't attend the synchronous session could add their responses at a later time and read the responses of others.

Students in the class commented that it was a useful to have all the ideas in one place in order to refer back to for their assignment preparation. They found the platform very easy to use and navigate.

Implement

Padlet is very simple to set up and easy for students to engage with - it is very intuitive - and yet offers many options for different types of engagement. I suggest introducing Padlet to students early in the course and providing time for them to play with the various options for sharing.

Now that numerous padlets are an option, the Padlet can serve as a suppository of ideas and resources, or you could have different Padlets set up for different activities or different topics of discussion. It can also be useful for group work, such as brainstorming activities.

The use of Padlet is only limited by your imagination: There are numerous options on the visual set up - tiles appearing horizontally or vertically, new posts appearing at the end, or at the beginning, a timeline, a world map, and a brainstorming mind map option.

It is important for instructors to also be present in the Padlet space and be valuing it as a tool in the classroom. I regularly commented on students posts or asked questions. I also incorporated content and comments from Padlet into class discussions. I believe this contributed to the ongoing engagement on the platform.

Next Steps

I will continue to use Padlet in this course as a platform for shared discussion. I would like to incorporate more visuals - images and video content - to enhance the interactions and add an extra dimension to the engagement and the sharing capabilities. I also think that providing options for recording voice might take the pressure off some students to write academically.

I would love to know ways that Padlet is being incorporated in other courses, there seem to be endless possibilities and so many creative applications of the tool.

Licence

© 2021 Griffith University.

The Griffith material on this web page is licensed under a Creative Commons Attribution NonCommercial International License (CC BY-NC 4.0). This licence does not extend to any underlying software, nor any non-Griffith images used under permission or commercial licence (as indicated). Materials linked to from this web page are subject to separate copyright conditions.

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Using Padlet for increased communication

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Padlet was used for sharing discussions, ideas and resources for a Masters course. The course was being re-developed for mixed mode and Padlet provided a platform for both online and face-to-face students to engage in discussions on weekly topics. The 'Sociolinguistics for Second Language Teachers' course in the M.TESOL program was being re-developed for mixed mode delivery.

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Backward planning from objectives back to lesson resources and activities

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.