Using Padlet in instructional design to promote cognitive engagement: a case study of undergraduate marketing students
This case study illustrates the incorporation of Padlet to support a learning task designed to promote student engagement. Padlet was introduced as a digital technology platform in an undergraduate marketing class for an assessment where the stakes are considered low, that is, a formative assessmen...
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| Formato: | article |
| Lenguaje: | EN |
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Association for Learning Development in Higher Education (ALDinHE)
2021
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| Acceso en línea: | https://doaj.org/article/75f0e04602e848478b3b8d3602f01d9e |
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| Sumario: | This case study illustrates the incorporation of Padlet to support a learning task designed to promote student engagement. Padlet was introduced as a digital technology platform in an undergraduate marketing class for an assessment where the stakes are considered low, that is, a formative assessment. The previous cohort had declared it difficult to engage with the original assessment, which took the form of a 1000-word written piece. To facilitate interest and motivation in the task, Padlet was introduced with the assumption that students would engage more with a task if a technology-based instructional design was implemented. This case study examines the use of Padlet to provide a platform for literacy beyond the written text, aimed to increase effort and cognitive engagement. Self-reported results indicate that students find a task supported by the use of Padlet deeply cognitively engaging. Padlet, as illustrated in this case study, could be used in either an in-person or online learning environment.
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