Are you looking for an asynchronous and synchronous technology for student engagement and collaboration? Padlet is an online application that provides a virtual wall and collaborative space accessible from any Internet-enabled device. It is a live virtual bulletin board for text, images, links to other web pages, videos, or documents. Any number of participants can simultaneously view, add, and rearrange content on a Padlet. Easy to use, Padlet does not require an account or log in to post on an existing Padlet. Padlet posts offer students a way to participate during class or contribute to pre-and post-class Padlets.
So, how does it work? The instructor must first sign up for a free Padlet account, which is upgradable to a paid service for more choices of backgrounds and formats, user management, and extra privacy. Then, the instructor creates a Padlet to support each planned learning activity. There are different layout choices, such as Wall, which packs content in a brick-like layout, and Shelf, which stacks content in a series of columns. After choosing a layout, the instructor creates any headings, instructions, or categories for student responses. The link to the Padlet is made available to students by email, a learning management system, or QR code. Students post their contributions and view those of others using a cell phone, tablet, or computer. Padlet posts are anonymous, but instructors can ask students to add their names and count their contributions toward a participation grade.
There are many ways to use Padlet for student engagement and collaboration. Fisher (2017) discussed ways to use Padlet for pre-class preparation, in-class activities, post-class consolidation, and group project work in an introductory human resource management course. In preparing a case, students posted responses to questions before class to assure that they read the case before class. For assigned article readings, students posted key points or explained how the article related to their experience or current job. In this matter, students created CliffsNotes for each assigned reading. As an in-class activity, students used Padlet for “exit-ticket” at the end of a class or after an experiential exercise to review, summarize, and apply key points. For example, students conducted a performance appraisal interview during a role-play exercise. Afterward, students posted three statements about each of several selection devices listed by the instructor on a Padlet. Lastly, student groups prepared and presented a Padlet on a class-related topic, such as to teach supervisors how to conduct on-the-job training for their staff effectively.
In another article, Caron (2020) described two tools that promote competency-based education: Hypothesis and Padlet. In one Padlet assignment, students communicated audience-appropriate health content in both writings and through oral presentation. Students worked in groups, and each group identified a population health issue about which to inform the public. Using the free version of Padlet, students collaborated and collected peer-reviewed research on their identified population health issue. After completing the assignments, the groups presented their Padlet via a Zoom class meeting.
In summary, students can engage with content and virtually collaborate by using Padlet. It is an easy to use technology for both asynchronous and synchronous learning environments. How can you use Padlet to enhance student assignments?
References
Caron, R. M. (2020).
Instruction model using collaborative tools that promote competence attainment
in a health professions graduate program. The Journal of Health
Administration Education, 37(1), 105-120.
Fisher, C. D. (2017). Padlet: An online tool for learner engagement and collaboration. Academy of Management Learning & Education, 16(1), 163-165. doi:10.5465/amle.2017.0055
Cite this blog: Washington, G. (2020, November 30). Using Padlet
for engagement and collaboration [Blog post]. Retrieved
from https://pedagogybeforetechnology.blogspot.com/
