Conceptualising a padlet typology
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Analysing the pedagogy of Padlet using Self Determination Theory and Media Richness Theory
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Conceptualising a padlet typology
- 1. Deakin University CRICOS Provider Code: 00113B 1 Susie Macfarlane, SFHEA Senior Lecturer HealthPod Manager Deakin Learning Futures Conceptualising a Padlet typology Deakin TL conference 2021
- 3. Text
- 4. Thought experiment! Type in the Chat, without sending: 1. One belief or theory re how your students learn (10 words!) 2. One of your favourite tools or platforms 3. How you use, or could use the tool, that aligns with your theory
- 5. Padlet types
- 6. What is Padlet? Nicki Hartney School of Nursing & Midwifery Thank you to the following staff for their exemplars: Matt Jackson School of Nursing & Midwifery Karen D’Souza School of Medicine
- 7. Nicki uses Padlet to enable students to collaboratively work through case studies, create timelines of embryo development, and mind map learning concepts for revision. Exemplar 1: Nicki Hartney in Nursing: Timeline
- 8. Exemplar 2: Matt Jackson in Nursing: Study guide I feel that Padlet fostered that collaborative environment where students could still work in their small groups, while also developing a really effective resource that can be used as a study guide.
- 9. Exemplar 3: Karen d’Souza in Medicine Padlet allows students to see each others suggestions and like each other’s post so we could get a sense of which resources were most requested by our students Students request resources, and vote up each others’ requests.
- 10. Click image to view Padlet canvas
- 11. Padlet timeline
- 13. Belonging & Purpose Autonomy Mastery Intrinsic Motivation Self Determination Theory Ryan & Deci The desire to belong to or contribute to something larger than myself I have choice and can direct my own life The desire to improve at something important Ryan, R. M., & Deci, E. L. (2000) Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.
- 14. Autonomy supporting strategies Controlling strategies Interests Preferences Choice-making Curiosity Sense of Challenge Incentives Consequences Directives Deadlines Assignments INTRINSICALLY MOTIVATING EXTRINSICALLY MOTIVATING
- 15. Recognition & acceptance Learning Phases of learning and change Evidence learning Reflect & Evaluate Acknowledge and welcome student diversity Relevance to learners’ current and future goals Practice & Feedback Harness learner’s strengths Scaffold & support learning Build on existing knowledge Celebrate success Engagement Strategies based on Self Determination Theory Support from all levels of leadership Collaborative projects Embed evaluation Opportunities for reflection Feedback on achievement against clear standards, authentic tasks Acknowledge effort Involve learners actively in planning stages Learner choice in timing, role or contribution Mastery Autonomy Belonging & Purpose Achievable task Connect learning or skill development to higher level goals Teamwork & collaboration Provide resources Distributed responsibility Remove barriers Distributed responsibility Expand on successes
- 16. Autonomy Padlet typology Student as co- designer Student as creator Student as contributor Topic provided Student chooses topic Traditional Padlet wall Unsolved problem Analyse and diagram an event on placement Collaborat- ively co- create a new workplace process Role of student in solution Role of student in problem selection
- 17. Mastery Padlet typology Professional standard Developed over time Draft Map and solve case study [NH_N&M] Learning materials Assessment task Concept map knowledge pre learning Concept map as learning develops Design new patient flow system Extent of final completion Learning vs Performance
- 18. G Purpose Padlet typology Public / Uni Private Discipline / Professional network Replicate known material Complex problem, known solution Curate study materials New knowledge Timeline of inventions by women Student requested curriculum materials [K D’S_Med] Create and share study materials [MJ_N&M] Purpose / audience Authenticity and impact
- 19. G Media Richness Theory Padlet typology Visual representation of knowledge structures Text Range of media used appropriately Self contained Linked to external resources Curated list Connected to professional networks Concept map with illustrative images and video Curated collection of professional resources And networked learning Concept map Openness of network Richness of media
- 20. Deakin University CRICOS Provider Code: 00113B Final thoughts 20
Editor's Notes
- Padlet is an online digital canvas for collaboration, or curation. Features Online resource that can be private or shared, collaborative or sole author published, final or developing over time Dialogue - Students can Like or Reply to each other’s posts Media rich – Posts can embed pictures and links Exportable - Students can save the Padlet as a PDF for revision Embed – Padlets can be embed in CloudDeakin or other websites.
- https://padlet.com/susie_macfarlane/ax4s30qlhwzkpj98
- https://padlet.com/susie_macfarlane/zu42158hayin4h25 Curation of particular things and exclusion of others Narrative
- https://padlet.com/susie_macfarlane/fjckbw2slr5qh88l
- SDT Edward L. Deci and Richard M. Ryan Intrinsic motivation initiating an activity for its own sake because it is interesting and satisfying in itself as opposed to doing an activity to obtain an external goal (extrinsic motivation). Humans have inherent tendency toward growth development but this does not happen automatically, people need conditions that support this. three psychological needs motivate people to initiate behaviour essential for their psychological health and well-being. These needs are universal and innate Purpose or belonging: the universal want to interact, be connected to, and experience caring for others Methods: Provide opportunity for learners to consider problem and its impact, and to have an impact on others Autonomy: Is the urge to be causal agents of one's own life however, this does not mean to be independent of others Methods: Consultation, Choice in what you do and how you do it Example when teaching a unit in Health Behaviour. 1600 students compulsory first year. Assignment was a case study, but to ensure deeper learnng and retention, experiential learning, we adapted the task to a personal health behaviour change plan. Provided them the choice in what health behaviour they would like to address. Competence and Mastery: Seek to control the outcome and experience mastery Practice and feedback A sense of progress – with students,, and each week set goals, implement their plan and keep a journal Example HBS110 - Provided students the opportunity to choose a health behaviour they would like to work on