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Developing a Personalised Digital Teaching Pedagogy_Tutor resource

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I enjoyed the challenge of embedding a personalised learning task into my Examining Social Justice lesson. I asked students to select a video on YouTube relating to the Universal Document of Human Rights - students found various videos and I think asked them to agree on a choice. The students settled on a video by TED-Ed. Students then discussed key points from the video to build a greater understanding of the UDHR and to apply its implication to modern day issues, e.g. the conflict in Ukraine.

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What are the universal human rights? - Benedetta Berti

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I enjoyed delivering this task as it was refreshing to see students select their own material (video) to support their learning and make decisions about which material looked the most engaging. I also enjoyed having to think on my feet and react in the moment to students questions: in a sense, students were creating the lesson in real-time as I had not prepared this aspect of the lesson and therefore had no plan to refer to. This experience may direct my future practice as I can see the utility of asking students to self-select classroom materials, particularly as this raised their level of curiosity and engagement.

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I wouldn't change anything regarding the task set-up - students appeared to find the task engaging and seemed pleasantly surprised that they had been asked to dictate the course of the session. However, I could expand on this activity by structuring the follow-up more closely: rather than asking students to simply discuss the video, I could scaffold the activity further by asking the them to write comprehension questions for each other about the video, e.g. 'What year was the UDHR ratified?' Then, students could have asked each other these questions and I could have revisited the video to fill in any gaps in knowledge.

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I am using Menti to personalise the learning for student and engage students with their learning journey on PFUS module. The menti is a great way to capture students thoughts, feelings as well as get feedback. In week 1, menti was used as a starter activity asking students ' how they felt, belonging and growth mindset' these were open ended questions. At the end of the session, students were asked the same questions again to see if their response was the same. The response were positive where students felt settled and included in the session with some looking forward to the learning ahead.

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Using Menti to obtain feedback or as a tool for students to consolidate their learning can inform future sessions i.e., through understanding what's students enjoy, challenges and improvement. The students in my class shared their liking to the tool -it's accessibility using QR code and user friendly interface.

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For my next lesson, I will be using this as a learning tool i.e., focused/personalised Q&A to check their understanding. This ties in nicely with the sessions objectives 'Digital Skills & Discovering Information'.

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Students were introduced to Padlet (using the iLearn Padlet's as an example) and I showed them how to use all the settings such as adding comments, responding to posts, how to add articles/graphics/videos etc and just get familiarised with this digital tool. I explained that every week we will be using a shared Padlet with questions on each lesson for them to learn how to reflect

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Offering the students a dedicated space to add in their reflection on each week's lesson and read other students reflections will help them to use reflection as an educational tool to deepen their understanding of concepts and theory and offer them a collaborative space to reinforce and enhance learning in a scaffolded manner.

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At present I will not change anything and will reconsider once the students begin to add in their comments.

This Padlet will encourage collaboration and will hopefully increase social presence i.e. students using a digital tool to create an artefact. Reflection in itself introduces a cognitive presence as it is a valuable learning tool in education and life in general.

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At present I will continue to encourage students to post and then make a decision on whether aspects of this digital tool intervention should be changed.

The social learning aspect of this Padlet is that it will enhance interaction and collaboration and hopefully improve student outcomes especially in regard to collaborating on the assessment case studies. From a cognitive perspective reflection encourages critical thinking and deepens knowledge and self awareness.

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Week 1: In Week 1, I utilized Padlet as an interactive tool to engage the students of ESJ with a specific activity aimed at learning about renowned sociologists. I began by demonstrating how to effectively use Padlet, explaining its features and functionalities. This included showing the students how to create posts and make them visually appealing and engaging through various multimedia options available on the platform.

As the week progressed, the students actively participated by populating the Padlet with their contributions. They researched and shared information about different sociologists, creating a diverse and rich collection of posts. This exercise not only enhanced their understanding of the subject matter but also highlighted the wide-ranging and intriguing perspectives each student brought to the table. It became evident that their inputs were both varied and insightful, contributing to a more comprehensive and engaging learning experience.

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Enhanced Engagement:

Interactive Learning: Incorporating Padlet showed that interactive activities boost student engagement. In the future, I can continue to integrate similar digital tools and interactive platforms to maintain high levels of student participation and interest.

Student-Centered Approach: The active participation of students in creating content indicates the effectiveness of a student-centered approach. Future practices can involve more student-led activities, encouraging them to take ownership of their learning.

Diverse Perspectives:

Inclusive Learning: Recognising the variety of insights and perspectives shared by students can help me design activities that embrace diversity and inclusivity. In future lessons, I might incorporate tasks that allow students to bring their unique viewpoints and experiences into the classroom.

Collaborative Environment: Promoting collaborative work, as seen with Padlet, can be a staple in my teaching strategy. Group projects, discussions, and peer assessments can foster a collaborative learning environment.

Skill Development:

Digital Literacy: Demonstrating the use of multimedia tools has likely enhanced students' digital literacy. Continuing to integrate technology in my teaching can help students build essential 21st-century skills.

Critical Thinking: Activities that require researching and presenting information can develop students' critical thinking skills. Future practices can include more research-based projects and presentations.

Reflective Practice:

Feedback and Improvement: The success of the Padlet activity highlights the importance of reflecting on teaching methods. Regularly seeking student feedback and being open to adjusting my strategies can lead to continuous improvement in your teaching practice.

Professional Development: Engaging with new teaching tools and methodologies demonstrates my commitment to professional growth. I can continue to explore and adopt innovative teaching practices, staying updated with the latest educational technologies and pedagogical trends.

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I realised that the students were eager to explore beyond the initial seven sociologists we focused on. Their enthusiasm to add more sociologists' profiles indicates a strong interest in the subject and a desire to dive deeper into sociological studies. Recognising this, I decided it would be beneficial to allow them to expand their research and contributions.

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In Week 2 I asked my students again to find a YouTube video about Karl Marx. Specifically, I asked them to find 'a relatively short video' that would discuss the life of Marx and the key ideas of Marxism. Some of the videos they found were unsuitable (i.e. too long or of poor quality), so I guided them to this video: POLITICAL THEORY - Karl Marx

I then asked students to write one comprehension question for their classmates relating to the video. After watching the video, students came to the whiteboard and wrote their questions to steer the discussion.

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Similar to week 1, my students seemed to appreciate the autonomy of selecting their own resources for use in class. I also recognise the importance that the teacher is, ultimately, the guiding faciliator - I had to intervene on a couple of occasions when students appeared to select a video that was not fit for purpose in the classroom (too long, poor quality, etc).

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Next week, I will set up a shared Padlet page to which students can submit their comprehension questions. Students will then be able to submit answers to each question prior to the discussion activity. This will function to scaffold the discussion activity. In addition, using a live Padlet may also may help to develop students' digital skills further and enable me to provide formative feedback at this stage by writing short comments under student responses.

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Based on our Week 1 discussion, we decided that students could introduce any sociologist on Padlet. The students are still actively participating, and this exercise has enhanced their understanding. They are now reflecting on Karl Marx’s work and attempting to relate his concepts to today’s reality.

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Observing how students relate Karl Marx’s work to today’s reality provides feedback on their comprehension and critical thinking skills. This can help me to identify areas where students may need more support or further exploration. I will gain a better understanding of the student to design a more personalised learning system.

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I will use another Padlet to provide students with the opportunity to distinguish between Traditional Marxism and Neo-Marxism.

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Based on previous weeks discussions, this week we looked at the contents of reflective writing. Using menti, students were asked a variety of questions relating reflective writing (Task A of assignment).

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Menti is used as a digital resource where students contribute to each week assessing their learning pattern, consolidating and reflecting. Next week, we will utilise Menti to explore academic integrity. The platform is live and accessible allowing both the students and lecturer to add/amend and review this outside of class.

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Student seem to be using the tool well with no help. The engagement level is good whereby students are 'expecting to use Menti as a starter activity'. I can also see how students are confident with using the tool whereby they are able to join and engage with the activity. Menti has developed the students digital competence over the weeks.

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This week, I again asked the group to select a video on YouTube and write two comprehension questions, which I then wrote on the board. The topic of our session this week was feminism, as students decided to watch a video (around 4 minutes) which discussed the origins of the movement and its four waves.

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My students appear to appreciate the routine of this activity; they now 'know the drill' and begin the activity faster than they did in earlier weeks. I will continue to use this approach in our classes, as I feel that the students benefit from maintaining the routine. This practice also reduces 'teacher talk' and task instructions do not need to be repeated as students are familiar with the task.

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As mentioned in our lecturer focus group sessions, it would be beneficial for students to review what they have learned from their selected videos - and, more generally throughout the module - through a peer assessment exercise: next week, I intend to instruct students to write a question for their classmates to assess their understanding of a particular topic. This could be a specific question (e.g. 'What was the name of the suffragette who died in protest at Epsom derby in 1913?') or a broader, concept-checking question (e.g. 'In thirty seconds, how would you define 'communism'?).

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This week I designed an accompanying slide for the module Examining Social Justice (see attached). I changed my approach to some degree as on this occasion I chose the video for students to watch. Students then uploaded their opinion of the advantages and disadvantages of the video to a Padlet, which we then discussed as a class.

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Taking back some control from the students by choosing the video this week changed the dynamic slightly - students were used to selecting the video themselves, but appeared to be satisfied that the lecturer had made the decision to select content believed to be the most beneficial to them and their needs. Scaffolding the critical 'reading' of this video ensured that students stayed on topic better than previous lessons and our conversations were less digressive and more analytical.

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This task took less time to set up than tasks in previous weeks in which students were required to select the video themselves; this requires a great deal of work from the lecturer to quickly judge the quality and appropriateness of digital content for the classroom and filter student choices accordingly. Having a pre-made PowerPoint slide integrated into the module materials provided further scaffolding, which students from this particular group appear to require to support their learning.

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The students have returned from their break. It's reasonable that there were no activities during the holiday. We discussed this in class and motivated them to get involved again.

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I have decided to empower my students by allowing them to take charge of creating and designing the content for our Padlet wall. This shift in responsibility encourages them to express their creativity and engage deeply with the subject matter.

The topic has been changed to focus on ethics, morals, and values, but I have provided minimal direction. Instead of dictating every step, I communicated the desired outcome clearly: to develop a collaborative wall that helps us all understand these important concepts better.

As the students begin to populate the wall, they are exploring various aspects of ethics and morality, using graphics, quotes, and personal reflections. This approach not only fosters creativity but also encourages critical thinking as they analyse their own values and beliefs.

I am excited to see how each student interprets the theme and contributes their unique perspective. The collaborative nature of this project is sure to spark meaningful discussions about the role of ethics and morals in our lives.

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Motivating students at the beginning of a new year, especially right after the holidays, is crucial for their academic success and for personalised learning. After a break, many learners may feel disconnected or unenthusiastic about returning to their studies. This makes it essential for us to engage them actively from the outset.

Some students even struggled to locate the Padlet link. This can add to their frustration and anxiety, making it harder for them to re-engage with the personalised learning process.

By providing clear guidance on accessing these resources, we can help alleviate some of this stress. Regular check-ins and encouraging words can also keep students focused and motivated.

Ultimately, maintaining a supportive and organised environment is key to keeping learners on track and fostering a positive personalised learning atmosphere.

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After the holiday break, I’ve noticed a significant dip in my students’ motivation regarding the personalized learning systems we’ve been using. To reignite their enthusiasm, I believe it's essential to introduce an element of excitement into our activities.

One idea I have is to give the students more control over their learning experience by utilizing Padlet more effectively. This platform allows for collaborative sharing and creativity, which can be incredibly engaging.

I’m considering changing our current topic to something that sparks curiosity and encourages exploration. By allowing students to select a research topic of their choice, they will feel a greater sense of ownership in their learning process.

Once they’ve conducted their research, they can present their findings on Padlet. This not only promotes active participation but also fosters a sense of community as they share insights with one another.

I’m optimistic that this approach will enhance engagement and motivate my students to dive deeper into their learning.

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Empowering students serves as a powerful source of motivation in the learning process. By giving them the tools and freedom to express their thoughts, we see a remarkable transformation in their engagement levels.

The Padlet created by the students is a vibrant showcase of their creativity. It features a rich tapestry of graphics, innovative designs, and compelling content that reflects their unique perspectives on ethics, morals, and values. This collaborative platform not only highlights their individual insights but also fosters a sense of community among peers.

When students take ownership of their learning, they become active participants rather than passive recipients of information. This shift encourages them to explore deeper questions and engage in meaningful discussions.

Even small changes in the learning environment can ignite a renewed sense of energy among students. As they contribute their ideas and reflections, their enthusiasm grows, creating a dynamic atmosphere that enhances the overall educational experience.

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I am currently exploring the Quizz platform as a tool to foster a competitive atmosphere
The immediate feedback provided by the platform can help learners identify their strengths and weaknesses, guiding them toward personalised learning paths.

Furthermore, I am interested in how this competitive element can influence student outcomes. Will it encourage greater participation and deeper understanding of the material?

I hope to analyse the data generated by the Quizz platform to see if personalised learning strategies lead to improved academic performance.

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1. What strategies have you used to encourage students use of technology?

Week 6, I continued with using Menti as a recap activity which students are confident with using. In the session we also explored the AU library site, Ibis World and GALE to search for credible sources for the assignment. This was supported by the AST who delivered a 45-minute session.

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1. How do those students on phones and laptops differ with the tasks they are required to complete?

Those who bring their laptops are consistent where they bring this to every session with the ilearn, assessment paper and Menti already set up. Those using mobile phones sometimes have issues with connecting to the wifi, the QR codes. Its sometimes challenging for lecturers to understand if students are working on the task i.e., when given a research activity and they are using their phones and can become distracted with messages etc. So, I tend to put students into small groups and assign roles to prevent this and maximise engagement.

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1. How do you manage integrating technology into your teaching? How do you make this fit your content?

As much of the content is on iLearn, delivered via PPT and important of using AU Library, embedding these digital platforms allows us to support student digital capabilities as well as understand the affordance of each platform.

2. Has technology enhanced the social collaboration in your groups? If so, how?

Yes, to some extent. For group presentation – students tend to feel more comfortable using this and due to it’s easy access and simple interface students are able to collaborate easily. In a similar way, Menti allows to capture progress and feedback.

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I encouraged students to request a laptop from the centre if they didn't have access to a suitable device.

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Taking time to ensure that students had appropriate technology ensured better task set up - those who had a laptop for the during of the course could spend more time on their own learning and less time helping other students navigate their devices.

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Giving students a choice of three videos would be a good way to limit choice so that students are not choosing videos that are unsuitable for class. This also enables the lecturer to prepare for each choice more thoroughly and choose aspects of the video to focus on after the students have watched it (e.g. specific vocabulary, a pertinent theory, an idea they may agree/disagree with, etc).