The first, is the cognitive constructivism and the support that students had in working in a challenger environment with the aid of semi structured tasks. Potentially, the good results experienced with the structured Padlet to recall what has been done in class, can be considered in two pedagogic practices. I was hoping that using a semi-structured Padlet would increase students’ engagement in online activities and would be an additional tool that might stimulate their willingness to learn and discuss. For each colour coded session (each with a featured image), students were able to include what they recalled from the activities completed on campus. Semi-structured Padlet used during the Sports Conditioning course. See the example below, in which each chapter of our module journey was separate, with a week number and title. I organised the Padlet for each session so that the students did not have simply an empty Padlet to fill in but a semi-structured wall to complete (according to the Bloom’s taxonomy the main purpose was to re-call and remember what has been done on campus in the previous weeks). Hence, when we returned to the synchronous online teaching, I introduced a semi-structured Padlet. What was doneįollowing the few weeks I had with the students on campus, I went back and studied the functionality of Blackboard and activities to see if I could address the challenges with online engagement. It was an opportunity for them to test their knowledge and understanding before the coursework. The session was organised so that students needed to engage and work together, since many recaps were already being provided at the beginning of each lecture. It was scheduled as an opportunity for the students to work together before submitting their coursework 2, which was a 20-minute group presentation. In week 10, the students needed to recap what was done so far on the module. The students were studying Sports Conditioning (Level 6) with a blended approach, with several lectures online and only a few practical sessions on campus. This describes a success with using a semi structured Padlet tool to improve engagement with students learning online. By Dr Francesco V Ferraro (Lecturer in Sport Therapy and Rehabilitation)Ī common challenge when teaching synchronous online sessions is student engagement and there are often difficulties with trying to get students to interact with the tutor and each other.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |