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Qual o contexto atual das queimadas no centro oeste do Brasil? Isso afeta os povos indígenas?

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I have often used Padlet in this kind of way (ie questions topics at the top and people add thoughts in the relevant column) so (different devices aside) I am not surprised it works well for essentially the core aspect of the tweetchat which is Q&A. I suppose what is different here is the other stuff - seems there is a stronger sense of 'eventedness' of the tweetchat on twitter because you really see the new messages pouring in in real time. Threaded coversations in twitter as well as more random tweets with the hashtag also enable little down the rabbit hole discussions, asides and irreverences that somehow the padlet format is a little less conducive to. But maybe it just takes some getting used to. I think the introduce yourself column is very important and could provide the informal space rather than adding a separate one if it was named 'introductions and asides' or similar - so people can kind of use it for any other business as it were.

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Pros: I can see all answers at the same time, good structure of all the answers, I can write more (an issue may be long comments), I can add links, images, youtube videos.
Cons: difficult to reshare some comments in social media (retweets), difficult to identify if someone replied to your comments, difficult to find some persons and follow them on social media (X = twitter), difficult to find and select GIFs (for a strange reason, it only gives me an option to select some suggested GIFs (maybe the issue was the padlet settings) but in other padlets I can search GIFs based on different topics.

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Late to the party but just wanted to say I think #LTHEpadlet is looking good!! 

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Late to the party but just wanted to say I think #LTHEpadlet is looking good!! 

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I’ll make the effort to bring my laptop to it. I found using a tablet difficult, things kept disappearing from view, so it was hard to check what I’d written and edit. Posts like this work fine, but, I’d rather answer someone else’s comments than start a thread.
Someone commented that this seemed a bit slower, is that because posts have to be approved?

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This was just an excuse to try the "I can't draw" feature of Padlet.

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It will be interesting to see thoughts from those unable to make the chat that posted earlier and said they would catch up.

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I liked this format - the questions and answers stay together nicely and I think that makes it feel a bit less hectic! I’m on my phone and found it easy to read, follow and respond. Just need to remember I can include gifs and the like.

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* it provides a backup in case Twitter stops working well (I refuse to use daft new name)
* you can write good long answers
*seems likely to be able to provide an easy way to capture the whole conversation for subsequent perusal

BUT
* it’s a pain to use on screen
* I find it harder to scrol back  and forth to read others comments
* I don’t seem to be seeing so much qUickfire  interaction
* no real space for the silly asides and off topic  comments i enjoy so much in Twitter

Question
We know now how to cite #lthechat tweets in blogs ad publications but can we cite pallet chats

On balance : I would prefer to stick with a tweet chat until Twitter implodes

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- Less easy to 'connect' with those involved afterwards
- Vastly different experience device dependant
- Change clearly put off a few 'regulars' unfortunately

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Thank you for your work in experimenting with this method!

My feeling would be +1 for the experience of engaging with each chat point, but -1 in peer-to-peer interaction, and run-off discussions.

The notification features aren't quite as good as Twitter / X - but that could be considered an affordance of that tool.

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Using Padlet on iPad - I prefer the Twitter format as you can scroll up and down without having to go sideways.
Think Padlet works much better on big screens.
The only advantage I can see with Padlet for this context is it can allow longer posts

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Had to spend quite a time refreshing screen.
Not sure if somethings were missed
Difficult on phone

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Having it all on page, makes it much easier for me to follow and I could easily engage with all posts. Thank you

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- Longer format messages
- Easier (personally) to follow and everything being in one place
- Tidier to recap and reflect on later!

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I like the fact that the question is always in sight, and the responses appear very quickly. I also like that the whole picture can be see at  once.
It doesn't really work on twitter though.

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Teams is being used more and more now to send a quick message.
Sending an email first to see if an individual wants a catch up.
Sharing case studies
Video how to guides
Asking them what they would like help with
Drop in break out rooms

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It is easy to knock on a door and walk away when that door is closed in your face. As professional services we always tread a fine line, where our successes in engaging key stakeholders can depend on whether we catch someone at the right time of the academic year - or just on a good day!

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Culture is important when trying to engage staff. There’s always concern about whether they are assessed when they join in. So providing lots of informal ways of getting involved is important. Sell the benefits. They may learn something new. They might learn something they can use to speed up their work. They may meet new colleagues outside their department who might provide opportunities to show their knowledge in their area

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Thanks for allowing us @LTDatEHU to host and thanks to everyone that stepped out of the usual LTHEChat comfort zone to test out this new format!

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Meeting people on their terms and finding the things that they feel are important can draw some out into dialogue.

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When using padlet and polleverywhere and online educational games. I make or show a video about how they can 'copy' them in just few clicks. I show them student feedback about these tools (student module evlauation), the idea is to convince them about its importance and facilitate their job. It is a continuous communication.

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Over the summer (at Durham) we have conducted a stakeholder finding & engagement project to garner a sense of whether our guidance is easy to find, easy to understand, and provides sufficient detail for their context.

It turns out that we're missing the mark - sometimes significantly. While a lot of that is down to the platform that our institution has nudged us into using (SharePoint) the process has informed how we reconcile where guidance sits and how we convey and package key messages.

As for how we distill this into future guidance, we will of course evaluate our nascent designs and intentions with our stakeholders.

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You can often find something that a staff member finds difficult or inconvenient which they could resolve with a bit of appropriate tech. The trick is to spend enough time talking and understanding their situation so you can suggest something which works for them
Peter Hartley

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Cake, Lunch, SoTL, AHE Fellowships, not necessarily in that order…

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Cake, Lunch, SoTL, AHE Fellowships, not necessarily in that order…

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Using carrots like Cake, Lunch, Scholarship of Teaching and Learning, AHE Fellowships plus some funding for teaching and learning innovation, to counterbalance the development based on NSS and other KPIs.

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Please use this section to give us some feedback on your experience of using Padlet for this chat.

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Walking around campus and going into staff rooms was often rewarding 😀

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Something I struggle with is how students are being recompensed for their involvement. We shouldn't include students without paying them for their contribution. But then if we pay them where does the money come from? There's also the challenge of should a student really be working on something that is part of their degree? Where does that leave us in terms of fairness and power?

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In my experience it was often the same groups of staff and students that would get involved with all feedback and collab opportunities, which can inhibit diversity

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Yesterday I was made to feel really old by a visiting council employee who said he had never before met anyone who had seen the Beatles play live ( as I did in Jan 1964 at the Finsbury Park Odeon front row!) Sally B

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Co-creation is a beautiful thing, but it requires an institutional context that supports, values and, frankly, funds, initiatives for students to be involved in the design of a process as legitimate partners, rather tokens.

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Time cropping up a lot... but time is found for research, CPD, conferences etc... Is it time, or is it just a lower priority for some?

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It's almost 5 years to the day since the Public Body Accessibility Regulations came into force into the United Kingdom - and you'd be hard pressed to see the impact in some contexts.

If guidance materials can be fully accessible, flexible, and composed and authored in a manner that is sufficiently inclusive in its use of figures and representations, then we'll be in a good place.

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Time --> commitment --> justification to use energy --> work/ life balance --> ability to complete task

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Time --> commitment --> justification to use energy --> work/ life balance --> ability to complete task

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…on both sides, I think. Staff think it will be loads of work, and have preconceptions about what students can/can’t contribute. And students sometimes think that they won’t really be heard. Like when HE institutions do a ‘consultation’ before a restructure 😂

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Time is always an issue. Some worry about who they should involve and where chosen students does that leave others out.

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I had to get at least on Pink Floyd reference in .... I wish time wasn't an issue for many but we know that students are becoming more time-poor as pressures on living costs are requiring them to work more and academic colleagues are also under increasing pressure with REF/TEF and other metrics battering them from every angle.

It harks back to what Rachelle said earlier, we need to care and be compassionate but also thankful for people deciding to help us!

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- students are working, or have deadlines
- staff have deadlines
- the planning process for new resources often doesn’t factor in time for collaboration

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I remember from my full-time teaching the feeling of being ‘hassled by the syllabus’ and confined by system pressures to ‘deliver what is on the page’, the page being that module description that was written x months ago and of course the world has stood completely still since then. Good collaboration needs some time and flexibility.
Peter Hartley

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I hear regularly from staff that they don't have time to create content on their own or with colleagues, and involving students involves even more time. I often wonder if co-created content would lead to a better student experience and time saved in the long run?

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Staff and students having time and institutions valuing collaboration and making it a priority. Until then it’s a side show, not the main billing!

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Time (workload), paperwork, no clear vision of the project, lack of accountability, expertise. No clear understanding it is a win-to-win partnership.

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Probably different speeds and abilities with mastering the processes, distracting folks from the content?

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I love that this is student focussed but sometimes the bigger barrier can be engaging colleagues in designing the support they might need. I find often it can be very reactive and point-of-need rather than carefully planned and executed.

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When creating resources for staff, such as a digital capabilities framework, I find getting initial buy-in through consultation helps. Not only to gain the stakeholder voice, but so that staff feel less like things are being thrown at them, but involved in the creation of institutional support initiatives

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Coming from a software background I'm a certified scrum master. Scrum is an agile project management technique. In scrum it is the Scrum Master's job to ensure that all key stakeholders are identified at the start of a project, involved in all the decisions, kept informed, and able to feedback.

It's important that you identify someone who each stakeholder group "elect" to speak on their behalf and relay progress/plans/thoughts. Having this democratically chosen person can be important to success.

(Sorry, bit long winded. Glad it's not a tweet!)

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For students voice: There are stundent reps per seminar class, module / course reps; student module evaluatiom, NSS. For lecturers: there is an assessment day and we check not only assessment brieg, module handbooks but VLEs structure; School meetings (there is a section when we showcase good practices in teaching). Employers / civil society: meeting once per year, or after validation / revalidation; guest spekaers who give feedback.

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Anyone thinking about how their institution will involve students in designing their support around the acceptable use of AI? This might be one area that they know as much (or more) about how AI could be used to support learning as we do…

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Invite them right from the start of planning. Document reflections of progress and and what they learned from the experience. My students used these logs to apply for a Hallam award which focus on reflective accounts to demonstrate application of soft skills.

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Students often brought in to help design and test content. Staff not really. Very much senior staff say yes or no to a resource going out but don’t really test as such

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I went and did some work with the Lean Six Sigma Team at Nottingham, they are keen on applying the Kaizen event where stakeholders work on a problem together until a solution is found, it's intense but looked like it was really effective. Just another way of co-creating!

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Maybe ask them? I know genius right… 😄🤷‍♂️

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Maybe ask them? I know genius right… 😄🤷‍♂️

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Incorporating stakeholder voice is about that voice being heard, given weight to decision making and being able to see what their contribution has done to the wider initiative. This is true voice, otherwise it’s tick box.

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I'm a big fan of project collabs

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This book has made me rethink my approaches to co-creating - we are now including students in our design processes throughout and treat them as equals with our colleagues as we go through programme design workshops.

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Book Information

Book Description

Imagining better pedagogies is the first step in creating powerful learning environments. Better, for the authors of this collection, means more humanizing pedagogies that embrace the fact that the people in our learning environments are fantastic, curious, unpredictable, capable, and multi-layered. In this edited collection, authors from four continents will share their theoretical and practical work on designing their online courses in higher education through the lens of critical instructional design. Critical instructional design champions a problem-posing digital design approach grounded in the critical pedagogy of Paulo Freire, bell hooks, Maxine Greene, Ira Shor, and others. These chapters challenge current common practices and assumptions in online education, while also challenging our assumptions about who our learners are and what power they should have in learning spaces.

Since 2011, Hybrid Pedagogy has published over 400 articles from more than 200 authors focused on and around the emerging field of critical digital pedagogy. The collection, and its sibling collection Designing for Care, represent a wide cross-section of higher education culture from different countries and features articles by women, Black people, Indigenous people, disabled people, queer people, and other underrepresented populations. The goal is to provide evidence for the extraordinary work being done by teachers, librarians, instructional designers, graduate students, technologists, and more-work that advances the study and the praxis of critical digital pedagogy.

Authors

Jerod Quinn; Martha Burtis; Surita Jhangiani; and Robin DeRosa

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Toward a Critical Instructional Design - Simple Book Publishing

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Imagining better pedagogies is the first step in creating powerful learning environments. Better, for the authors of this collection, means more humanizing pedagogies that embrace the fact that the people in our learning environments are fantastic, curious, unpredictable, capable, and multi-layered.

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I encourage students to engage on volunteering activities that the university offers. There is additional certificates that the university provides when completing some online courses (MOOCs), in addition students have access to LinkedIn learning; some courses that may not be linked to the course per se, but students use it as a hobbie. For example, creating / editing videos, podcasts, photography, etc.

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This is something where I'm picking up great ideas from the rest of you. It's also something where it's been a struggle to involve students (especially commuter students) to be involved & I wonder what incentives beyond a sense of involvement would be helpful

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I'm trialling something new this academic year - to develop students' employability skill. Is a year long programme tapping into different areas. I just hope students will turn up and not me talking to myself...

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I was going to say adademic advising but I think this would be co-curricular. A couple of years ago I co-led with students as partners a project called SMASH where the students created resources to introduce staff and students to social media and other useful tools to enhance learning

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SMASH (Social Media for Academic Studies at Hallam) was founded by a team of four IT with Business Studies students at Sheffield Hallam University looking to incorporate social media for the purposes of aiding higher education learning.

The students had attended the SocMedHE16 conference (Social Media for Learning in Higher Education) hosted by Sheffield Hallam University, which was an interesting and exciting conference showcasing how lecturers and students alike were using social media to aid and develop their teaching/learning throughout higher education.

After attending this event and with the guidance of Sue Beckingham the team formed and set out to achieve the following objectives:

Help staff to identify and use social media tools for communication and collaboration within and beyond the classroom (Learning Activities).

Help students and staff to identify and use relevant social media tools to curate and organise information relating to learning (Organising Learning).

Help students to prepare digital portfolios to openly share outcomes and projects to develop a professional online presence (Showcasing Learning).

From here the SMASH Framework was created and has since been developed further. In the following years the team has evolved as students graduated and new members joined. You can read about what they have achieved and view the resources they have created by clicking on the drop down menu under the SMASH tab. These all have a Creative Commons licence and may be used with credit.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

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SMASH (Social Media for Academic Studies at Hallam) was founded by a team of four IT with Business Studies students at Sheffield Hallam University looking to incorporate social media for the purposes of aiding higher education learning. The students had attended the SocMedHE16 conference (Social Media for Learning in Higher Education) hosted by Sheffield Hallam...

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Should have also made a plug for PGCerts as a place where staff can get to experience digital learning as students and also experiment and reflect in a safe space. We really try to help our staff to see how different tools can be used and reflect on their strengths and weaknesses.

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This summer we've run our Internship for the 3rd consecutive year.

20 students join us in LTD for 10 weeks with a week of intensive training followed by 8 weeks with a department to help them create their Blackboard Ultra course areas. The share their student voice and ideas, spread best practice and offer much needed support during a busy period.

The students get so much out of it in terms of skills and experience but also feel their improving the student experience for other students.

It has many happy feels all round! 😊

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Don't judge or expect too much (that  rhymes!)

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Don't judge or expect too much (that  rhymes!)

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Remove judgement and expectations. I think it can sometimes be difficult to do this because you tend to have an objective for doing something and you have an idea in your head of how it will happen. In my experience so far, the most effective 'support' comes from a place of kindness, genuinely wanting to help and understand and this means meeting people where they're at

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The student Union nominate students to form focus groups to look at resources.
Looking at the questions in this series brings up the issue of what is there for staff? It would be interesting to hear if anyone has any method of allowing staff to feedback on support resources?

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Co-Designing initiatives with students for students..

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Co-Designing initiatives with students for students..

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Involving and working with students to ask them about the initiatives they would like to develop their learning, eg. Hackathons, Debating Clubs really helps get buy in and gives them ownership.

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Avoid iffy commercial software (like padlet), if it is not hosted within the EU, and so under reasonable regulatory oversight.

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Avoid iffy commercial software (like padlet), if it is not hosted within the EU, and so under reasonable regulatory oversight.

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I love the way @chrisheadleand plays multiplayer role games with his students out of class time to encourage them to talk and ask questions alongside around things like employability and general welfare issues Sally B

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If previous experiences have been difficult, a student may not engage sufficiently to be included. It is therefore important to explain features

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If you're not sure, I'm certain there'll be a friendly learning technologist in your institution who will be happy to guide and support

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I think is also helpful to demonstrate how to access support. Show staff nas students what the options are. Talk about your expereince of accessing it yourself.

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Is anyone else finding the app keeps closing when you swipe on it? Am on an iphone

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For me this is a tough question by including 'support' as this has so many aspects to it. I think that having a range of digital support mechanisms available is key, so it is user driven and able to be adapted - even by the same user - as needs change.

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Establishing expected practice and consistency in approach & design are important too

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Offer choice and use the affordances of the platforms…

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Offer choice and use the affordances of the platforms…

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Not every digital platform is inclusive, but together the digital ecosystem can be. Not all students will take to digital, so offering offline support for students is so important, this is all part of offering a good service after recruitment.

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This is an area where there's a definite benefit from including specialists with expertise in ed tech & inclusivity. I can certainly work towards it but not sure if I can create material online which is truly inclusive

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It’s easy to design resources for support and assume that’s it all done. It’s important to add and encourage a feedback loop for all your audience particularly those that might have accessibility issues. It’s also essential to ensure the culture surrounding any support resource is open to criticism and users aren’t intimidated by the response they get with they point out a problem or suggest a change. The type of language used and a polite response is essential

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A consideration about accessibility should come first. Who do you exclude by using an online only tool? Is your tool fully accessible on a small screen? What alternative is in place for those who cannot engage?

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Provide choice in how they learn and are assessed. Include staff and students in the conversation and design process to hear what matters and is important to them too

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Accessibility is the most important consideration. Good learning technologists can guide you to use tools that all learners can use.

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Accessibility is the most important consideration. Good learning technologists can guide you to use tools that all learners can use.

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It usually helps if you are open about what you use and why. And then show you are prepared and interested in learning from the students. It is how I discovered Kahoot for example

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I try to be a student for quite some time, the talk to other students, before trying to manage interactions as a teacher

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This is a tricky challenge to offer choice for staff and students as it costs but depends on how much digital is valued and made a priority in your institutional strategy and support given as a result to make things a reality.

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Provide different ways for them to access the support. This could be chat. email, phone or in person as well signposting to pre-reroded video support on written

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By understanding inclusivity not only related to learning difficulties but different learning preferences. Then supporting the teaching team in their journey if they want to use a digital tool (for exmaple, I make short videos about a specific funtionality of a digtial tool). The idea is to convicen them the benefits for them and for students. Then making improvement based on their feedback

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Evening everyone (sorry for delay in joining - still reveling in the Global Education Award win for the National Teaching Repository )

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Evening everyone (sorry for delay in joining - still reveling in the Global Education Award win for the National Teaching Repository )

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If inclusivity is considered as a fundamental element of support from the start it's so much easier to embed in practice. Working with a variety of stakeholders and viewpoints can really open your eyes!

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For me this is about using simple language, ensuring that tasks are appropriate and scaffolded to support the journey. Engaging staff and students in the design and getting regular feedback is really important too, but check tone of voice in the materials too, not just technical content.

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Hello!!!

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As with all aspects of design it’s important to include informed end users in the process Sally B

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New tech can be a bit scary so there’s that to overcome (if anyone has tips for removing the fear factor that would be great) and I think staff especially can start to feel a bit overwhelmed when we chop and change systems. So there might be some winning hearts and minds to do too…

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I have to put in a plug for concept maps - Cmap - you can teach the basics in 5 minutes and have diagrams you can review later in the semester

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Alignment with institutional policy, process and standards is important too

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Hi - I'm Martin and just getting used to using Padlet for #LTHEchat.  Not sure how I get my name attached to this!

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Hi - I'm Martin and just getting used to using Padlet for #LTHEchat.  Not sure how I get my name attached to this!

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When I'm working with staff or students I try to ensure regular feedback so we can ensure that we've got a proper understanding of what's needed and can improve on things as we go. Regular feedback checks we're heading in the right direction and meeting needs. It also tends to surface things that were overlooked at the start of a project.

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When using VLE and other technical tools, I am trying to use different learning spaces but I am trying the student / seminar leader to choose between 2 options (for example, padlet or flipchart paper; online polls or discusion, etc). The idea is to acoomodate their learning preferences.

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Think that you should start by using a very simple tool like Padlet or Kahoot to find out what the students are using in terms of digital tools (and ideally why?)

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Tough first question. Thus has now got me thinking ahead of the new semester. I mean, how can we design stuff if we don't understand the population?

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Smashing to see that Edge Hill Led Teaching Repository has won the Collaborative Award Sally B

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It can be hard to start from where they’re at rather than where you’re at - I try to remember my other half teaching my in-laws to use a computer. He thought he was starting from the basics, but his basics were different to theirs

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Using a Padlet to work with staff and students to rough out content is essential and forms the basis of planning going forward

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Not my area of expertise really but I think similar principles apply to trad design ie keep thinking about the outcomes required rather than the medium. And keep it student centred

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If I'm trying something new in the classroom I bring my students on board and explain why I want to trail the new approach and then get feedback as we go along.