How to implement the strategy

Claire Humphries from the University of Westminster discusses the pedagogical rationale for implementing Padlet in her lectures and practical tips for using the tool.

https://www.youtube.com/watch?v=5d2fZIDV0L8

1. Login to the Griffith Padlet access, and create your “New Padlet” link.
2. Provide students with the Padlet link as well as the activity you wish students to complete. This may include responding to a specific question, discussing an issue or curating a set of resources for the class to share.
3. Your approach may require students to work individually or as a group.
4. Padlet provides information in real-time so plan enough time in the activity to allow students to interact by posting their findings or commenting on the posts by their peers.
5. Select items from the virtual wall as stepping-stones to lecture content you are covering in the lecture.

The purpose of the strategy

Collaborative learning is founded on the premise that dialogic interactions promote meaning-making through critical thinking and active inquiry. In this activity the collaboration occurs when i) students work together to post findings or complete the task; ii) students provide comments on content posted by others.

The real-time nature of this activity is an opportunity for peer learning and self-assessment as students evaluate the information being presented. 

Read More

Collaborative learning using Padlet can be adapted for online learning environments.  Students can post their responses prior to a session or during an online teaching class.  

Designing a debating activity using the Padlet wall can provide a new approach to this active learning strategy.

Further Reading

Dunbar, L. (2017). Using padlet to increase student interaction with music concepts. General Music Today, 30(3), 26-29. doi:10.1177/1048371316687076

This article outlines simple step-by-step instructions to implementing Padlet for collaborative learning in a music course. The fundamental messages can be adapted to any discipline.

Fuchs, B. (2014). The writing is on the wall: using Padlet for whole-class engagement. LOEX Quarterly, 40(4), 7-9.

In this article the author discusses the rationale for adopting Padlet to improve student engagement in sessions. This paper has useful insights for addressing student barriers to participation.

The learning focus of the strategy

• Collaborative Learning

Technology that can be used to enhance the strategy

>>> If you are implementing Padlet for the first time, visit the L&T Support Site Padlet page. 

Padlet

10 Things you should know about GriffithU Padlet

Class size that is suitable for the strategy

• 100+ students
• 20 - 50 students
• 50+ students
• < 20 students

Activity group size

• Pairs
• Small group < 10

Year level in which the strategy is often used

• First year
• Second year
• Third Year+

Discipline area (Academic Group) in which the strategy is often used

• Arts Education and Law
• Griffith Business School
• Griffith Health
• Griffith Sciences
• Other Group

Phase of the learning and teaching session in which the strategy will be used

• Introduction to session
• Main phase of the session
• Pre-session

Preparation time for the strategy

• Between 10 and 25 minutes

Duration of the strategy

• Between 10 and 25 minutes

Level of learning outcome that the strategy is designed to address

• Analyse
• Evaluate
• Remember
• Understand

Learning space appropriate for the strategy

• Informal space (e.g. library/at home)
• Lecture theatre
• Online
• Seminar room
• Workshop

Preferred Citation

Learning Futures (2023). Collaborative Learning using Padlet. Retrieved from https://app.secure.griffith.edu.au/exlnt/entry/8168/view