As responses were recorded in a single space, we could also return to them easily in future classes to add to those discussions and use the content and ideas for assignments.Īs we began to experiment further in the Padlet space, other media was used in the Padlet tool. We would often discuss some of the responses back in the main room and I could share my screen to highlight particular responses. Often, during an online session, I would also ask students to write their individual responses to a question or topic on the Padlet wall. When we had discussions in Break-out rooms, students would write their group’s ideas and responses on the Padlet wall. When Covid-19 forced all classes online, our Padlet space became even more vital for discussions. There were no expectations for ‘perfect English’ or a specified length, in the hopes to create a welcoming and inclusive space for all students to simply share.
The trial version we had access to at the time showed posts as being anonymous, so students were instructed to write their names on any posts.įrom the very first week, students posted frequently on the Padlet. The link to the Padlet was embedded in the course site for easy access and I spent some time explaining its purpose and how to post content during the first session. Having one page meant that the topics were not regarded as completely separate from each other. One Padlet wall was used for all topics as there were overlapping ideas and relevance to all topics in the weekly discussions. They could share their reactions to the topics and questions, share their related experiences, share any resources they knew of related to the topic, and even pose questions to the other members of the course. Initially, Padlet was used as a place for students to address specific discussion questions related to the readings and videos. As part of the mixed mode delivery, weekly readings, videos and discussion questions were part of the pre-session activities students were expected to complete.
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