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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.