Developed in recognition of the need to function in a highly digitised culture, this assessment focuses on the affordances of social media platforms (specifically Pinterest and Padlet) as pedagogic tools. In groups of 2-3 students review an allocated weekly reading and present their findings to their peers in dedicated tutorial/class time. As part of the review groups create and populate a Pinterest page with items relevant to that topic (such as websites, news/journal articles, videos, images etc.). Each group posts a link to their Pinterest page on Blackboard prior to their presentation. During presentations audience members use Padlet to leave 'real-time' comments about the presentation that inform class discussion. The presenting group is marked on both their presentation as well as how well they engage the class in contributing to an overall discussion that draws upon comments left via Padlet. Ideally coupled with dedicated course Facebook pages (in EDUC1029 Dr Simone Smala offers 'Teaching for humans'; and 'Dr Simone Smala CLIL: content and Language integrated Learning' pages), this exercise familiarises students with the collegiate value of online tools for meaningful collaboration, within an emergent Digital Revolution. Students are awarded a group mark for their presentation.
Details
- CLASS SIZE
- 20-40
- CLASS LEVEL
- First year
- ASSESSMENT SECURITY
- High security
- TIME REQUIREMENTS
- Low time
- CONDITIONS
- Group
- TAGS
- presentation, multimodal, review, technology enriched learning
Advantages
Supports student flexibility through the use of remote access digital platforms. Enhances group work and communication skills by recognising the affordances of social media as a learning tool, while simultaneously catering to student interest in new digital platforms. Real-time digital media commenting/discussion can be used in most disciplines to help engage shy or reluctant students in real time interactions as part of a diversified learning environment.
Challenges
Requires reliable internet access as well as access to mobile devices (tablets, smartphones etc), which potentially raises equity concerns. This has not been problematic in the delivery of this assessment to date, and is managed by encouraging the use of University facilities (internet access and computer labs) and School equipment (e.g. iPads), where available.
Tips for implementation
Course coordinators should be adept at engaging with the social media platforms their students are interested in. Be prepared to speak to your students about what extant and emergent platforms they use and incorporate these into this technique where applicable.
How it supports academic integrity
Group members need to actively participate in their presentation and facilitate peer discussion as part of their presentation. This is actively observed by peers and course staff. Groups are also expected to keep each other accountable in ensuring equal and integrous contribution to the task.
Dr Simone Smala
s.smala@uq.edu.au
Dr. Simone Smala is a lecturer in teacher education, curriculum and pedagogy. Drawing from a background as a middle years and secondary teacher, Simone now focuses her research on Content and Language Integrated Learning (CLIL) in bilingual, immersion and TESOL settings, and the use of social media, such as Facebook and Edmodo, in education. Simone's research is based in socio-cultural learning theories, educational policy and blended learning.She publishes in both English and German and has extensive research connections in Europe and the USA. Find out more