Connecting Theory to Practice. Building upon the underpinning pedagogies of Presentation tools. Part 2

Facilitating Pre-cognitive and Meta-cognitive evaluation through the use of NearPod and Padlet.

Part 2

Presenting Padlet 

    Padlet (formerly known as Wallwisher) is a free application (although I should mention that there is also a premium version which is not free) which can be used as a digital cork board. Setting up an account is super easy and after that you can either: 

1. Embed it in a classroom blog to share it with your students - like my Professor Jo did in the ICT in ELT module as an ice breaker or 

Created with Padlet

2. Use it as a presentation tool, lesson plan or some short of a WebQuest/ whole activity - like I did in one of my presentations in a joined session with colleagues from other core modules at Warwick University or even

Created with Padlet

3. Use it to elicit ideas and feedback from your students and peers - again like I did (with little success this time, I might add).

Created with Padlet

Padlets's advantages. Underpinning theory and pedagogical values:

    

    Padlet can be used for just about anything. It can display all sorts of information on any topic. It supports images, videos, embeddings, text etc. Added features are the "Padlet add-on" on your browser that allows you to instantly add the page you are browsing to your Padlet wall or to any Padlet wall you are contributing to. Advanced privacy settings allow for full, private or moderated access to your padlets and contributions from students can be subject to approval before being published.
    Padlet is indeed a BYOD tool because it prompts users to do exactly that in order to collaborate successfully (in other words to Bring their own Devices in the Classroom). One of Padlets clear advantages is that it promotes collaborative work on collecting ideas and brainstorming with a "Non-attributable way" or in other words anonymous. This can prove to be a valuable asset when dealing with timid students or if the brainstorming topic belongs to the category that can potentially cause considerable debate.
    Promoting good Netiquette practices is also attributed as a real advantage as students learn how to respect each others work and avoid vandalism or trolling. However, if that fails, Padlet incorporates the option of making the settings "private" thus blocking content alterations on a later stage - when outside of the classroom.
    And now for the most interesting part. On exactly the opposite site (of private-closed settings) Padlets can be used as a WebQuest bookmarking tool. This comes in direct alignment with the new reloaded, interface of WebQuests in a Web 2.0 environment. More specifically, students that navigate their way in QuestGarden can copy/paste links, classify them, rank them, share them and assess them with their peers at their own space, time and convenience.
    An "open wall" policy allows for a wealth of contributions, comments, eliciting ideas, feedback and constructive dialogue on real life scenarios thus providing the building blocks for HOTS. This is probably why, there is considerable debate amongst educators on where exactly to place Padlet on the SAMR model. My opinion is truly divided as I believe that Padlet allows for considerable Augmentation but at the same time - and especially in the instance of the "open wall" policy - it allows for substantial Modification and even Redefinition in the sense that this tool allows for the creation of new tasks previously inconceivable. (I know that this is a strong statement, however, take a look at my 2nd Padlet Project Based lesson plan and then feel free to leave me some feedback). The more authentic, challenging and dubious the subject is, the more Augmentation, Modification and Redefinition we are likely to elicit using this simple but amazing tool.
    Colour coding and classification of data, can also assist in bypassing problems that derive from heterogeneous classes. More specifically, a "red-zone" level of questions can be marked as accessible by the most capable users or on a "voluntary basis", leaving the necessary "space-buffer zone-comfort zone" for the less able students.


Padlets's limitations:


    Unfortunately, the Padlet embedded viewer is very small- as you can see from my embeddings, however, users can scroll the image in both directions to get a decent overview of the project. So ideally, this is a BYOD (Bring Your Own Device) tool that requires a OHP (Over Head Projector). Another disadvantage is that it requires an email login which might frustrate some less confident users of technology. And in an attempt to be fair, I know many of my students that don't possess an e-mail account or they have forgotten the password mainly because they never use it.

Conclusion:


    Padlet is brilliant in its simplicity. It is a web-based collaborative BYOD tool that really boosts interactivity, scaffolding and peer-assisted teaching to the next level. It doesn't necessarily require any elaborate technology and even a smartphone or tablet with a web connection will suffice for it to yield its considerable pedagogical added value.
     These are 32 Interesting ways to Use Padlet in the Classroom. (this is one of the free links available on the internet with many resources and ideas on how to use this amazing tool).

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