![]() ![]() I also like that I can open it up to share beyond the garden wall of the LMS or embed within iBooks, eTexts, etcĪnd Brandon noted that content in Padlet can be embedded, making it portable and reusable in other contexts. I prefer the graphical interface with global view of in contrast to the linear threaded single view of most LMS discussion boards. Clustering and linking? Ok, that is something that can’t be done in an asynchronous discussion forum.ĭugg (one of the learners who is also active on Twitter) also reminded me that Padlets can be openly shared, making contributions from outside the class possible. ![]() Discussion forums are linear or hierarchical. Post-its can be laid out visually, clustering and linking between. The first from D’arcy pointed me to some functionality I didn’t know Padlet had Spent a lot of time in Padlet lately & wondering what advantages it has over discussion forum? If your learners are already in an LMS, why would you use Padlet over a forum? Am I missing something of the technologies affordances that makes it substantially different than a forum? With this limited view of Padlet, it made me wonder why use Padlet for asynchronous discussions when there is already a discussion forum in Moodle? I thought maybe I was missing something about Padlet – some specific affordance or functionality that made it significantly different than the toolset available to the learners within Moodle? Now true, the layout of a discussion in Padlet looked different than in an LMS discussion forum, but essentially what I was seeing in Padlet was pretty similar functionality that you would find in an LMS asynchronous discussion forum. When I went into the Padlets, what I noticed was that Padlet was being used in a very similar fashion to a linear asynchronous discussion board common in the LMS. Before this course, the only exposure I had to it was in 2016 when it was one of the apps featured in the first ETUG 12 Apps of Christmas, but never really explored it.Īs I worked my way through the different student-led facilitation weeks, I noticed that many included a Padlet activity. Padlet is another popular choice, and a fairly new tech to me. Flipgrid is also a video tool that is being used as an asynchronous video discussion forum. This year, RRU joined the provincial Kaltura service, and I noticed a big uptick in the use of video by the learners, especially the informal “turn on the webcam and fire off a quick video” types. While learners have always had access to a Moodle course shell (and many use it as the central hub for their facilitation week) they are using other tools, like Kaltura. ![]() This time around, I’m noticing some new tools being used. I love going through the weeks and seeing what kinds of activities the learners design, including their technology choices and rationale. I step back and get a chance to observe them develop their own facilitation style. We held onto the experiential model from the old course, where learners become the facilitators and design a week of digital learning for the rest of the cohort. The course is called Facilitating in Digital Learning Environments, and while this specific iteration is a new design, it is based on a facilitation course I have taught in the past. The MALAT course I am teaching at RRU is wrapping up this week, and I am starting to reflect on how this first iteration of the course has gone. ![]() Photo: Creative Pursuit by Giulia Forsythe CC-BY-NC-SA ![]()
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