#digi-ed #dsdschedule #UCLTLN ABC ABC curriculum design ABC Learning Design assessment blended learning collaboration CPD design development disruptive distance learning e-Assessment e-learning echo360 electronic voting systems evaluation evs Fellowship HEA Jessica Gramp JISC learning lecture lecturecapture lecturecast mobile MOOC moocs Moodle OER online open source pedagogy PSF research Teaching and Learning Network TLN training Turnitin uclextend Video Web 2.Visit TLED’s Teaching Consultations & Support page for comprehensive support in course design, technology tools for teaching, and other high-impact practices. With contributions from Dima Khazem, Eileen Kennedy, Gillian Stokes, Kit Logan and Silvia Colaiacomo. We will follow this up with screenshots and descriptions of specific examples. The tool may go against UCL policies, most notably on accessibility or privacy, which may raise legal issues around equality and/or safeguarding as well as ethical issues. UCL Reflect is based on the WordPress blogging platform, which is an example for a tool that has high global acceptance. The adoption of a tool by UCL, however, needs to be balanced with many other factors, and adhere to our policies. Alternative Tools:Ĭertain tools, including Padlet, have high propagation and acceptance in professional practice, which provides a strong justification for including them in UCL teaching and learning. Using a tool that learners can use in their own practice outside of UCL makes activities more authentic and adds a professional transfer/real-world perspective. OneNote requires Office 365 login and specific permissions, which can be facilitated by using Teams.upload via the Lecturecast button in the Moodle text editor. All Moodle tools require specific instructions when large media files are being shared, e.g.The Moodle Database can be turned into a versatile media collection database, but its setup needs expertise, and even when templates are provided, support will likely be required.The Moodle Forum is intuitive, but used as a resource collection, a number of clicks are required to navigate the collection.Core functions of the Moodle Glossary are straightforward to use for building a categorised resource collection, but the visual design is less attractive, the usability is less immediate, and functions like tags are not wholly intuitive.Media and comments are separate in OneNote and not treated as 'one unit'. OneNote is complex to use, but offers superior options to categorise content.The simplicity of Padlet encourages participation, which is not matched with other tools: Microsoft OneNote, Moodle Glossary, Moodle Forum, Moodle Database Comment: Click on each tab to expand:Ĭo-operative curation of resources under a theme with comments, reviews or evaluation. While there are plenty of alternative external tools, such as Lino, Mindmeister, Miro, Pinterest, Trello, Wakelet etc, these tools are either facing similar accessibility challenges, have a more specific range of use cases, or are more complex to use.īelow is a list of typical Padlet use cases sourced from colleagues at the UCL Institute of Education, and potential alternatives with UCL-provided tools where possible. Low vision colour contrast: The colour contrast of Padlet pages does not accommodate low vision users.Ī workaround in the form of a web app is only available for Chrome/Edge.Alternative descriptions: Images, video and links cannot be tagged with alternative descriptions.Ī workaround is to add descriptions and/or transcripts to the main text body of a Padlet post.Keyboard access: Content can be navigated, but neither created nor edited by keyboard only.Padlet takes care to present items in a visually attractive way by automatically grabbing images from websites and adjusting image sizes, and it allows connections to be made between related items, thus enabling concept maps.Īt the time of writing, Padlet is not accessible and does not conform to the WCAG 2.1 level AA standard.Learners can quickly add items to a digital wall and make sense by rearranging them manually or automatically. ![]() ![]()
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