Technology draft using Padlet: an interactive tool

 

Learning objectives/intention:
By the end of the activity the learner will be able:

• To remember, understand and apply the hierarchy of control options as it relates to the risk assessment process within Occupational Work Health and Safety systems and apply this learning to a range of health and safety situations and context within the workplace

Learner’s background

• 7/9 learners work in industry of study
• 2/9 learners show interest in industry

Needs

• 1 learner identified as requiring additional support

LLN

• LLN 3+ required for course entry
• Course content is designed accordingly

Digital Literacy 

• digital literacy not formally  assessed

Draft Padlet activity : an interactive activity which meets the needs of the learners, facilitates learning through  and addresses learning outcomes.

Activity type

• interactive
• some problem- solving required
• collaborative
• Scaffolded content
• Visually presented to reduce cognitive load  (Bower, 2019).
• Anonymous contributions to activity

Feedback 

• Positive and negative feedback  incorporated

Competency

• integrated with additional learner resources  and course content
• learner autonomy in participation and progression

Inclusivity/Accessibility

• embedded into platforms which improves  inclusivity for sight impaired  (Read Aloud)

PBL theory:
• some problem solving integrated
• authentic tasks provided to improve learning (Alimisis & Zoulias, 2013).
Constructivist learning theory:
• incorporates remembering, understanding and applying the concepts to the problem as well as reflection in a collaborative setting using past experiences (Vekić-Kljaić & Mlinarević, 2022).
Socio- constructivist learning theory:
• Incorporates participation within social settings (Starkey, 2012).
• encourages building connections to others
Connectivism:
• Concepts, ideas, personal and collective experience are embedded (Starkey, 2012).
• Integrated into broader learning resources and activities
Behaviourist learning theory:
• Incorporates some positive and negative reinforcement (Alimisis & Zoulias, 2013)
Knowles Andragogy:
• activity designed for adult learning who are presumedly self-motivated, enjoy problem solving and come with a range of knowledge and experiences to add and share with others (Alimisis & Zoulias, 2013).
• incorporates flexibility, autonomy and self direction
• reflects real life allowing for authenticity (Alimisis & Zoulias, 2013).
Analytics:
• Information is stored within the Padlet technology where the educator can review learning, address where additional learning or support may be required and assess whether the activity contributed to learning and if learning objectives were achieved.

References

Alimisis, D., & Zoulias, E. (2013). Aligning technology with learning theories: A simulator-based training curriculum in surgical robotics. Interactive Technology and Smart Education, 10(3), 211–229.   https://doi.org/10.1108/ITSE-05-2013-0011

Bower, M. (2019). Technology-mediated learning theory. British Journal of Educational Technology, 50(3), 1035–1048. https://doi.org/10.1111/bjet.12771

Starkey, L. (2012). Teaching and Learning in the Digital Age. Routledge, Milton Park, Abingdon. Oxen. Available as an e-book at: http://www.csuau.eblib.com.exproxy.csu.edu.au/patron/Read.aspx?p=987927

Vekić-Kljaić, V., Mlinarević, V. Professional development of educators’ online learning during the COVID-19 pandemic in the Republic of Croatia. SN Soc Sci 2, 223 (2022). https://doi.org/10.1007/s43545-022-          00527-